4As School LUSACAN NHS Grade Level 7

DETAILED Teacher JEAN MAE S. COMIA Learning Area MATHEMATICS

LESSON Teaching Date April __, 2024 Quarter 4th
PLAN Teaching Time 10:00 AM – 11:00 AM No. of Days 1
I. OBJECTIVES
The learner demonstrates an understanding of key concepts of geometry of shape and
A. Content Standards
sizes, and geometric relationships.
The learner is able to create models of plane figures and formulate and solve
B. Performance Standards
accurately authentic problems involving sides and angles of a polygon.
C. Most Essential Learning The learners derive relationships of geometric figures using measurements and by
Competencies (MELC) inductive reasoning, supplementary angles, complementary angles, congruent
angles, vertical angles, adjacent angles, linear pairs, perpendicular lines, and parallel
lines.
D. Enabling Competencies
E. Objectives In this lesson, the students should be able to:
1. define the congruent angles, vertical angles, adjacent angles, linear pairs,
perpendicular lines, and parallel lines.
2. identify the relationships of angles; and
3. solve the measurement of the missing angle.
II. LEARNING RESOURCES
A. Topic Relationship among Geometric Figures
Grade-7- Alternative Delivery Mode (ADM) Module-G7-Q3-W2, Alfredo T. Ondap Jr.,
B. References
first edition 2020, pp.8-14
C. Materials Laptop, TV, PowerPoint Presentation, chalk and board, activity sheets, and Visual
Aids
III. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Preparatory
● Prayer
- Let us put ourselves in the humble
presence of God. - In the name of the Father, and of the
Son and of the Holy Spirit. Amen.

● Greetings
- Good morning/afternoon class! - Good morning/afternoon Ma’am!
- Before you take your seat kindly pick up the
pieces of paper or candy wrapper under your
chair and if none you may take your seat.
● Checking the attendance
- Is there any absent today? - There’s no absent today, Ma’am.
- Okay very good. Thank you.
● Classroom Rules
Before we start with our discussion let me
remind you of my simple rules throughout this
discussion.
1. Be respectful
2. Be prepared
3. Be productive
4. Be participative
So, before we start to our new lesson let us have a
 review what we discussed at the last meeting.
So, who among you still remembers our last topic?
- Ma’am our topic last meeting is about
Okay very good. Thank you. complementary and supplementary angles.
What are complementary angles?
- Ma’am, the Complementary angles are two
Excellent, thank you. angles whose measures have a sum of 90°
How about the supplementary angles?
- Ma’am, the Supplementary angles are two
Very good, thank you. angles whose measures have a sum of 180°.
I am glad that you still remember our lesson last meeting. Do
you still have questions regarding our previous lesson?
MOTIVATION - None, Ma’am.
Before we proceed to our lesson, let us first have this
activity.
Group Activity: “HEP HEP HORRAY
(ANGLE VERSION)”
Instruction: Each group will choose their representative. The
teacher points out one student at a time to act the kind of
angle (acute, and right angle) the teacher says. Failure to do
the act will be eliminated. Game ends when only one
representative remains undefeated and his/her group who will
receive a reward.
Are you ready class?
- Yes Ma’am.
Congratulations! Here is the reward for your group. (The students will perform the said activity)
Please, give his/her group a round of applause.
A. ACTIVITY
“WHERE AM I?”
Instruction: You will identify which streets are congruent to
each other then you will be going to answer questions in the
given by following the instruction. Write your answer in one
half crosswise.

(The students will perform the said activity)

B. ANALYSIS
1. What is the name of an angles having 90°? - ∠ OZN ∧∠ EAR
2. What angle is the terminal located? (Use vertex) - ∠A
3. What is the name of the angle to which the library
located? - ∠ DGV
4. Which location do you think are congruent to each
other? - Library is congruent to park and market is
Very good. Thank you. congruent to terminal.
Discussion
Our lesson for today is the Relationship among Geometric
Figures.
To formally start our lesson, Mr./ Ms. please read our
Learning Objectives. Student read…
define the congruent angles, vertical
angles, adjacent angles, linear pairs,
perpendicular lines, and parallel
lines.
identify the relationships of angles;
 and
solve the measurement of the missing angle.
Thank you. Be seated.
Now, let us dig more into our topic for today, which is
Congruent Angles, vertical angles, adjacent angles, linear
pairs, perpendicular lines, and parallel lines.
What are congruent angles?
Please kindly read the definition of congruent angles. - Two angles are congruent if and only if their
measures are equal.
Thank you.

In symbol: ∠𝑋 ≅ ∠𝑌, if and only if 𝑚∠𝑋 = 𝑚∠𝑌.

Do you understand class?
Let’s have an example:

How do you explain this example in symbol? - Ma’am, ∠T ≅ ∠V because the 𝑚∠T = 𝑚∠V
which is 30°.
Very good. Thank you.
Example 2:

Please look at this example, what do you notice? - Ma’am, the ∠GSA has no measure.
Very good. Thank you.
If the ∠DLE and ∠GSA are congruent angles, and the
m ∠ DLE is 130°, what is the m ∠ GSA anyone? - Ma’am, m ∠ GSA is also 130°.
Very good, thank you.
Solution:
∠ DLE ≅ ∠ GSA
m ∠ DLE=m∠ GSA
130 °=m ∠GSA
Therefore, m ∠ GSA is 130 ° .
Are we clear class? - Yes Ma’am.
Let’s proceed to vertical angles.
Anyone please read the definition of vertical angles. Vertical angles – are the opposite angles and
non-adjacent angles formed by two
Illustration: intersecting lines.

From the illustration, ∠ 1∧∠3 are vertical angles;

and ∠ 2∧∠ 4 are vertical angles. In addition, vertical
angles are congruent. Noticed that these angles are
opposite to each other.
Examples:
 1. Solve for x and y.

Solution:
First, we solve for x, to solve for x, we consider the
fact that interesting lines form vertical angles. If the opposite
angles of 120° is the ∠ x .
Hence, x = 120° - Ma’am, the m ∠ y is 60°.
So, what is the m ∠ y ?
Very good. - Yes Ma’am.
Are we clear class?
Okay, let us proceed to adjacent angles. Adjacent angles – are two angles that share a
Please kindly read the definition of adjacent angles. common side and a common vertex. Also, adjacent
angles do not overlap.

Thank you.
Example:

∠ GIL∧∠ LIN are adjacent angles.

Another example:

- No, Ma’am
Are ∠ 1∧∠2 , examples of adjacent angles? - Ma’am, ∠ 1∧∠2 are not adjacent angles
How do you say so? because, they do not share a common side

That’s correct. Thank you. How about in this figure?

Is this an example of adjacent angles? Anyone who would - No, Ma’am.

like to share his/her answer? - Ma’am, ∠ 3∧∠ 4 are not adjacent angles
How do you say so? because, they do not share a common vertex.

Very good, thank you.

Okay class, the two angles must share a common vertex and a
common side in order for us to classify them as adjacent
angles. - Yes, Ma’am.
Do you understand?
Next is linear pairs, please kindly read the definition of Linear pairs – are adjacent angles and are
linear pairs. supplementary angles. This means that the sum of the
angles add-up to 180°.
Thank you.
Illustration:

∠ GIL∧∠ LIN are linear pairs since they are adjacent, and
the sum of their measurement is 180°. - Yes, Ma’am.
Do you understand class?
Okay, let’s have another illustration:

- Ma’am, the value of ∠ x are missing.

What did you notice in our next illustration?
Okay, thank you.
Solution:
Since the given example is a linear pair, we know by
its definition that the sum of the measurement is 180°.
Hence, x +113 °=180 °
Subtracting 113 ° to both sides
x +113 °−113 ° =180 °−113 °
x=67 °
Therefore, x is 67 ° . - None, Ma’am.
Are we clear class? Which part of our discussion is unclear?
If none, let us proceed in perpendicular lines.
What are perpendicular lines? Anyone from the class, please Perpendicular Lines – are the two intersecting lines
read the definition of perpendicular lines. that form a right angle.
- Ma’am, right angle is an angle with a measure
Thank you. What is the right angle again class? of 90°.

That’s right. Thank you.

Now, take a look at the illustration.

The symbol used to denote perpendicularity is ⊥.

Hence, the statement l ⊥m is read as “line l is perpendicular
to line m.”
Let’s have an example:

- Ma’am, line AB is perpendicular to line CD.

Who wants to try to explain our next example?
Very good. Thank you. Student wrote on the board.
How do we write it? Anyone who can write it on the board? AB ⊥ CD
Very good. Thank you.
Okay, how about this illustration.
 - No, Ma’am.
Is this an example of perpendicular lines?
- Ma’am, line DE and line GA are not example
How do you say so?
of perpendicular lines, because they do not
form a right angle.
Excellent. Thank you.
Are we clear class? - Yes, Ma’am.
Do you have any question? - None, Ma’am.
Okay, let us proceed to our last angle pairs which is the
parallel lines.
From the word parallel, what do you think is the meaning of - Ma’am, parallel are the lines that are always
this word? Anyone? the same distance apart and never intersect.

That’s correct. Thank you. Please kindly read the definition Parallel Lines – are the two lines on the same plane
of parallel lines. that will never meet and are at equal distance
from each other.
Thank you.

The symbol used to denote those two lines are

parallel is ∥. Hence, the statement l ∥ m is read as “line l is
parallel to line m.”

Are we clear class? - None, Ma’am.

Okay class, which part of our discussion is unclear?
ABSTRACTION
Now, class to summarize our lesson.
1. What are congruent angles? - Ma’am, the congruent angles are angles that
have the same measure.
Very good. Thank you
2. What are vertical angles? - Ma’am, vertical angles are pair of two non-
adjacent angles and opposite angles formed
by two intersecting lines.
Excellent, thank you.
3. How about the adjacent angles?
- Ma’am, adjacent angles are two angles that
share a common side and vertex, and adjacent
angles do not overlap.
Excellent. Thank you.
4. What are linear pairs?
- Ma’am, linear pairs are adjacent and
supplementary angles, it means that the sum
Very good. Thank you. of the measurement of two angles is 180°
5. What is the difference between perpendicular lines
and parallel lines? - Ma’am, the perpendicular lines are two
intersecting lines that form a right angle,
while the parallel lines are two lines that
never intersect and are at equal distance from
each other.
Okay, very good. It seems like you really understood our
topic for today.
Let us give everyone ten claps for a job well done.
(Student performed)
APPLICATION
Group Activity
“IDENTIFY ME”
Instruction: Each member of the group should participate in
making the activity and you will choose one or two
representatives of your group that will explain your output.
Using the figure below, answer the following.

1. Name the perpendicular lines.

2. Find the measure of the following. Solutions:
a. ∠𝑅𝑂𝐹 1. KF ⊥ RY
b. ∠1 2. a. ∠𝑅𝑂𝐹 = 90°, it is an angle made by
3. Find the vertical angles of the ∠𝐾𝑂𝑇. perpendicular lines
4. Find the adjacent angles of the ∠𝑇𝑂𝑌. b. ∠1 = 30°, it is a complement of ∠𝑅𝑂𝐹
5. Find the linear pairs of the ∠M𝑂𝐹. 3. The ∠𝑀𝑂𝐹 are vertical angles of the ∠𝐾𝑂𝑇.
Behavior = 4pts 4. The ∠𝐹𝑂𝑌 are adjacent angles of the ∠𝑇𝑂𝑌.
Accuracy/ Correctness = 10pts 5. The ∠𝑇𝑂𝐹 are linear pairs of the ∠M𝑂𝐹.
Presentation = 6pts

IV. EVALUATION
Answer what is asked, describe or defined and encircle the letter of your choice in your answer sheet.
1. Which pair of angles whose sum is 180°?
A. adjacent B. complementary
C. supplementary D. vertical
2. Which pair of angles formed by two intersecting lines and nonadjacent?
A. complementary angles B. corresponding angles
C. linear pair D. vertical angles
3. Which two lines are parallel in figure 1?
A. r and s
B. r and m
C. s and m
D. m and t

4. What is the value of x in figure 2?

A. 6
B. 10
C. 15
D. 20

5. How many vertical angle pairs are formed?

A. 6
B. 5
C. 4
D. 3

V. ASSIGNMENT
For your assignment class, study the angles formed by parallel lines cut by a transversal.

Prepared by:

JEAN MAE S. COMIA

LSPU-SPCC – Teacher Intern
Date: April ___, 2024