BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Bayugan City, 8502 Caraga, Philippines

Tel. # 231-2428 Fax. # 343-6115

School Bayugan National Comprehensive Grade Level 7

GRADE 7 High School
DETAILED Teacher Janice E. Estose Learning Area Mathematics
LESSON PLAN Teaching February 2024 Quarter 3RD
Date & Time 8:30 – 9:10 AM
10:30 – 11:10 AM
3:20 – 4:00 PM

** Expression is faulty **. OBJECTIVES

A. Content Standard
The learner demonstrates
understanding of key
concepts of geometry of
shapes and sizes, and
geometric relationships.
The learner demonstrates
understanding of key
concepts of geometry of
shapes and sizes, and
geometric relationships.
The learner demonstrates
understanding of key
concepts of geometry of
 shapes and sizes, and
geometric relationships.
The learner demonstrates an understanding of key concepts of
geometry of shapes and sizes, and geometric relationships.
B. Performance Standard The learners is able to create models of plane figures and formulate and
solve accurately authentic problems involving sides and angles of a
polygon
C. Learning The learners derive relationships of geometric figures using
Competencies measurements and by inductive reasoning, supplementary angles,
complementary angles, congruent angles, vertical angles, adjacent
angles, linear pairs, perpendicular lines, and parallel lines. (M7GE-
IIIb-1)

D. Learning Competencies
Objectives:
At the end of this lesson,
the students should be able
to:
• Identify and illustrate
the different kinds of angle
pairs: complementary
angles and supplementary
angles.
• Find the complement
and supplement of an
angle.
 • Derive relationships of
geometric figures using
measurements and by
inductive reasoning;
supplementary angles and
complementary angles.
D. Learning At the end of this lesson, the students should be able to:
Competencies Objectives  Define and illustrate the congruent angles and Vertical angles.
 Derive relationships of geometric figures using measurements and
by inductive reasoning; Congruent angles and Vertical angles.
** Expression is faulty **. ANGLE PAIRS: Congruent Angles, Vertical Angles
CONTENT
** Expression is faulty **. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials Visual Aid, chalk/ Blackboard
B. Other Learning https://www.bing.com/videos/riverview/relatedvideo?
Resources q=congruent+angles+and+vertical+angles+exercises&mid=164E98C298
0FE49B649E164E98C2980FE49B649E&FORM=VIRE
C. Values Integration Attention to Detail
D. Literacy Integration Mathematical Literacy,
** Expression is faulty **. PROCEDURES
A. Preliminaries

Prayer
May I request everyone to stand up and (Dear God, May we, through
start our day with a prayer. your blessings, † ADD purity to
the world, – SUBTRACT evil
from our lives, × MULTIPLY
Your Good News, and ÷
DIVIDE Your gifts and share
them with others. Amen.)

Greetings Good morning, ma’am Janice

Good morning class! mabuhay!

Before you take your seat kindly pick (Students pick up the trash and
up the pieces of paper or candy arrange their chairs.)
wrapper under your chair and if none
 you may take your seat.

Checking of attendance Ma’am, there is no absent

today.
Ms. monitor, may I know who are the absents in today discussion?

Classroom management
I would also like to remind everyone to pay attention and keep silent
when someone is talking in front of you.

Managed learner behaviour constructively by applying positive and

non-violent discipline to
ensure learning-focused environments. (PPST 2.6.2)
2. B2B Daily Drill: (2 minutes)
*Attendance checking during the recording of scores
1. 1+ 4 = 6. -4 -6 =
2. -3 + -3 = 7. 3 (-3) =
3. -1+ 9 = 8. -5 (-2) =
4. 7– 0 = 9. -12 ÷ 3 =
5. -1 –(-9) = 10. -18÷ - 6
B. Review or presenting the new lesson.

Last meeting we’ve discuss about adjacent angles and linear pair right?
(students raise their hands)
Now, who can give a short recap about the topic we’ve discuss last
meeting? Ma’am Adjacent angles are
angles which have a common
Yes _______. side and a common vertex but
no interior points in common.

Linear Pair – two angles form

a linear pair when they are
Very good! adjacent and supplementary.

Today, let us continue to our topic. Are you class ready?

C. Establishing a purpose for the lesson

At the end of this lesson, the students should be able to:

 Identify and illustrate Congruent angles and Vertical angles.
 Derive relationships of geometric figures using measurements
and by inductive reasoning: Congruent angles and Vertical
angles.

D. Presenting examples/instances of the new lesson

Before we proceed to our new lesson, let us first have this activity.

Find your group, each group contains 3 individuals. Get ¼ sheet of

paper in the front of the paper is the answer and at the back of your
paper is your names.
Understood? Yes ma’am.

I have here a picture, all you must do is identify if it is congruent or

vertical.

I give you 2 minutes to complete the activity.

Are you ready?

Yes Ma’am.

2 minutes

1. 2.

3. 4.

(The students will answer the

5. 6. said activity)

1. congruent
2.congruent
3.congruent
4.congruent
5.vertical
7. 8. 6.vertical
7.vertical
8.vertical
9.vertical
10.congruent
9. 10.

This activity is related to

our new topic in today’s
discussion.

E. Discussing new concepts and practicing new skill #1

Now, let us dig more into our topic, which is congruent angles and
vertical angles.

Now let’s define first what is congruent angles.

Congruent angles- are angles whose measures are equal. The

symbol ≅ is to use denote congruence. (Let the student read the
definition)
A D

30°
30°

B C E F

∠ABC ≅ ∠DEF 30° ≅ 30°

“The angle ABC is congruent to the angle DEF ”

Do you understand? Yes ma’am.

Okay lets proceed to vertical angles.

Vertical angles- are two nonadjacent angles formed by two

intersecting lines.

Vertical angles are congruent.

130°
Q T

50° 50°
A

S 130° R

∠QAS ≅ ∠TAR ∠QAT ≅ ∠SAR

50° ≅ 50° 130° ≅ 130°

EXAMPLES:
1.

1. What are the pairs of congruent angles?

∠1 and ∠3 ∠2 and ∠4
2. What are the pairs of vertical angles?
∠1 and ∠3 ∠2 and ∠4
3. Suppose m∠1=35°, find the measure of the following.
m∠2 = 145°
m∠3 = 35°
m∠4 = 145°
2.

If ∠1 = 4x+7 and ∠2 = 5x – 8, find the measures of the two angles.

Solution:
∠1 ≅ ∠2
4x+7 = 5x – 8
4x – 5x = -8 – 7
-1(-x = -15)-1
X = 15

= 4x +7 = 5x - 8
= 4(15) + 7 = 5(15°) - 8
+7
= 60° = 75° - 8
=67° = 67°

m∠1 ≅ m∠2
 F. Developing mastery (Leads to Formative Assessment 3)
LET’S TRY!

Suppose m∠1 = 65°, m∠7 = 67° and m∠9 = 132°. Find the measures
of the following.

m∠2= m∠3= m∠4 = m∠5 =

m∠6= m∠8= m∠10= m∠11=
m∠12= m∠2= 65°
m∠3= 115°
m∠4 =115°
m∠5 =113°
m∠6= 67°
m∠8= 113°
2
m∠10= 132°
4 m∠11=48°
3
1 m∠12=48°
65° 132°
9
67° 12
5 7
11
10
6 8

m∠1≅m∠2 = m∠2= 65°

180 – 65 = m∠3= 115°
m∠3≅m∠4 = m∠4 =115°

m∠6≅m∠7 = m∠6 = 67°

180° - 67° = m∠5 = 113°
m∠5≅m∠8 = m∠8 = 113°

m∠9≅m∠10 = m∠10 = 132°

180° - 132° = m∠11 = 48°
m∠11≅m∠12 = m∠12 =48°

G. Finding practical applications of concepts and skills in

daily living

Labor cost: labor cost well compensate the labor

rendered or service.
 Making and hanging a frame: when hanging a
frame on a wall, it's important to ensure that the
frame is level, which means that the angles formed
by the frame and the wall are congruent.

Installing a flag pole: installing a flagpole. Ensuring

that the ropes are attached at vertical angles ensures
the flag flies straight and doesn’t twist.

H. Making a generalization and abstraction about the lesson

Now, class to summarize our lesson. What are the two angles that
part of the angle pairs that we discussed? Ma’am, the two angle that we
discussed are the congruent
angles and the vertical angles.

Very Good!

What congruent angles? Ma’am, Congruent angles-

are angles whose measures
are equal.
The symbol ≅ is to use denote
congruence.

Excellent!

How about the vertical angle? Ma’am, Vertical angles- are

two nonadjacent angles formed
by two intersecting lines.

Vertical angles are congruent.

Ok Very good. It seems like you really understood our topic for
today.

Let us give everyone ten claps for a job well done.

 I. Evaluating learning

I.
1. What are the pairs of congruent angles?
2. What are the pairs of vertical angles?
3. Suppose m∠1=35°, find the measure of the following.

What are the pairs of congruent angles?

∠1 and ∠3 ∠2 and ∠4
What are the pairs of vertical angles?
∠1 and ∠3 ∠2 and ∠4
Suppose m∠1=35°, find the measure of the following.
m∠2 = 145°
m∠3 = 35°
m∠4 = 145°

II. Suppose m∠1 = 65°, m∠7 = 67° and m∠9 = 132°. Find the measures of the following.

3
50° 1 2
4

J. Additional activities for application or remediation

Instruction: state whether the statement is always true (AT),

sometimes true (ST), or never true (NT).

1. Angles with a common side are adjacent.

2. The supplement of an angle is acute.
3. The complement of any angle is obtuse.
4. The complement of any acute angle is acute.
5. Two intersecting lines form two pairs of vertical angles.
6. Two supplementary angles are congruent.
7. Angles that form a linear pair are supplementary.
8. Supplementary angles form a linear pair.
9. Two adjacent angles form a linear pair.
 10. Complements of congruent angles are congruent.

II. Which pair are vertical angles?

1.

2.

3.

K. Assignment

Assignment
1. Take a picture on
your home where you
can see complementary
and
supplementary angles.
Print the picture, then
name and measure the
two pairs
of angles.
2. Study about
Congruent Angles and
Vertical Angles.
Assignment
1. Take a picture on
your home where you
can see complementary
and
supplementary angles.
Print the picture, then
name and measure the
two pairs
of angles.
2. Study about
Congruent Angles and
Vertical Angles.
2. Study about parallel line and transversal.
** Expression is faulty **.
REMARKS
** Expression is faulty **.
REFLECTION
a. No. of learners who
earned 80 % on the
formative
assessment
b. No. of learners who
requires additional
activities for
remediation
c. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
d. No. of learners who
continue to require
remediation
e. Which of my
teaching strategies
worked well? Why
did these works?
f. What difficulties did
I encounter which
my cooperating
teacher can help
me solve?
g. What innovation or
localized materials
did I use/discover
which I wish to
share with other
practice teachers?

PREPARED BY:

JANICE E. ESTOSE
BSEd IV- Math

CHECKED BY:

MARIA DIZA DELAMENTE CHARLITO A. JAQUES

Cooperating Teacher Department Head, Mathematics