Republic of the Philippines

Department of Education
Pasacao National High School
Sta. Rosa Del Norte, Pasacao, Camarines Sur 4417

Detailed Lesson Plan in Mathematics

Angle Pairs
Grade 7
Feb. 20, 2024
CONTENT STANDARD
The learners demonstrate understanding of key concepts of geometry of shapes, and sizes, and
geometric relationships.

PERFORMANCE STANDARD
The learner is able to create models of plane figures and formulate and solve accurately authentic
problems involving sides and angles of a polygon.

LEARNING COMPETENCY
Derives relationships of geometrics figures using 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)
I. LEARNING OBJECTIVES
At the end of the lesson the students should be able to:
a) Identify the Angle Pairs
b) illustrate the angle pairs;
c) Apply the importance of angle pairs in creating roadways.
II. SUBJECT MATTER
A. Topic: Angle Pairs
B. References: Mathematics 7 Quarter 3 – Module 2 Angles
https://depedtambayan.net/wp-content/uploads/2022/02/MATH7-Q3-MODULE2.pdf
C. Materials: Laptop, printed material, Manila Pepper, Marker and PowerPoint
a. Presentation guided by this lesson plan.
D. Skills to Develop: critical thinking, comprehension and analyzing.
E. Values to be integrated: collaboration, Receptiveness and adaptability
F. Methodology: 3 I’s (Introduction, Interaction, Integration)
G. Time allotment: 60 mins
H. Concept:
Angle Pairs – are the two angle that share unique relationship
Adjacent Angles: Share a common arm and vertex; sum of their measures equals the total angle.
Complementary Angles: Sum to 90 degrees.
Supplementary Angles: Sum to 180 degrees.
Linear Pair: Adjacent angles whose non-common sides form a straight line; sum is 180 degrees.
Congruent Angles: Have the same measure.
Vertical Angles: Opposite angles formed by intersecting lines; always congruent.
III. LESSON PROPER
Time Teaching Hints Teacher’s Activity Student’s Activity IM’s
fram
e
5 A. Preliminaries Good day, class. Good morning teacher Resa!
mins a.) Greetings How are you today?
We’re good ma’am
It is good to hear that you are fine
and jolly
Now, please stand up and let us have
first a prayer

In the name of the father, and of the (Student will pray)

b.) Prayer
son, and of the holy spirit.
Amen.

“Praise be thy name of our lord,

Jesus Christ” “Now and forever, amen.”
c.) Securing (The students are seated.)
cleanliness
 Now, before you take your seat,
d.) Checking the arrange your chair properly and pick Okay, teacher Resa!
attendance up the pieces of paper under your
chair.
Ms. Beedle, kindly check the
e.) attendance of your classmates. Classroom rules:
Classroom Thank you The 5 P’s
rules 1. Be Prepared
So, to make our classroom fun, 2. Be Positive
interesting and avoid distraction. Let 3. Be Productive
me remind you of our Classroom 4. Be Polite
Rules. Everyone, please read. 5. Be Participative

f.) Passing
of
assignment (Student answered)
Last meeting, I give you an
assignment. Please pass it forward.

g.) recall (Student answered)

Alright, last meeting we discuss

about…
INTRODUCTION
B. Motivation
Alright, very good it seems that you
are now ready for the next (Student listened)
discussion. But before we proceed to
our next discussion. Let’s have an
activity first entitled “GUESS ME”.
I’m going to show you, a set of
Yes, ma’am
object/ figure and you will guess
what is the hidden word behind it.
Is that clear?

First illustration
(Student answered)

5
mins how about this one (Student answered)

This one

C. Presentation of the
lesson
P+
Once we added

+P +
Angle Pair

Based on the hidden our topic for OBJECTIVES

D. Setting the today is about At the end of the lesson the
objectives Alright very good, it’s about Angle students should be able to:
Pair a.) Identify the Angle Pairs
b.) illustrate the angle pairs;
but before we proceed to our new c.) apply the importance of
discussion, let us be guided by the angle pairs in creating a
following objectives. roadway.
Everyone, please read.
15 INTERACTION Alright, that’s our objectives that we
mins E. Activity need to attain in this morning. But
before we proceed to our discussion
lets have first an activity entitled
“WHO AM I
But first let me divide you into 3
groups.
(Assigning the places of each group).

Instructions:
1.) The teacher will divide the class
into 5 groups. (Student listened)
2.) All groups have representative (to
take the materials), leader (to lead
the group) and a presenter (to
present their works).
3.) the teacher will discuss/ guide on
how the activity works.
4.) Each group will be given a 5 mins
to do the task and 2 mins to present
their work where presenter will
present their works.

Is that clear?
Okay, now listen. I have here an
envelope. Inside of this envelope is
your task that you will need to do/
Yes, ma’am
answer. It may be something about
questioning or a definition, where you
will identify them based on the
illustration I will provide.
Teacher give an example)
Is that clear?
Okay in this activity, lets us be Student answered
 guided by our following criteria.

(Student presenting)

Now I will give you 3 mins to create

an angle and then 2 mins to present
your work.
Time starts now!

Time is up
Kindly paste your work.

Okay group 1 will present followed by

group 2 and 3.

Okay thank you. But before we

check your output. Let’s discuss first
what is angle pairs.
20 INTEGRATION
mins G. Discussion Let us discuss the Angle Pair, but
first let’s try to identify what kind
of angle in these illustration.
Student answered

Okay very good. So based on these

angles if we will be combined them of
any two angles. We create of what
called “Angle Pair”

In the first illustration that is what we

called a complementary angles and
adjacent angles, next s the illustration
supplementary angle, adjacent and a
linear pair, while this illustration also
represents a supplementary angle,
adjacent, and linear pair while the last
one illustrates a vertical angles and
congruent angles.
So now let’s discuss them one by
one. First let’s define Angle Pair-
when we say pair it means it
composed of two, therefore in terms
in angle. Angle pair is composed or
combined by two angles. In formal
definition.

(The teacher will discuss)

These angle pair we will discuss
their differences and also their
relationship but now let’s define first
the adjacent angles.
(Teacher will discuss and illustrates)
Now let’s proceed to complementary
angles. So, when we say
complementary angles, where the
sum of two angles is equal to 90
degrees.

(The teacher will discuss and

illustrate)
So, again when we say adjacent
angle is where the two angles have a
common through their vertex and
side without interior points. Can we Yes, ma’am
say that the complementary angle is
also an adjacent angle? (Student answered)
Yes, very good as long as the
illustration got the exact needed for
adjacent angle.
What about ma’am. The angle has no
measure po only like this illustration
are given. Yes
Can we classify this figure as
complementary?

Because back when we tacled

How to do say so? about types of angles. We can
say that once the angle is
formed as L shape we say that
angle is a right angle that
measure exactly 90 degrees

Okay, very well said. Let’s clap our

hands for Mr. Masacgray.
Alright now let procced to
supplementary angle.

It says that supplementary are when

the two angle measures 180
degrees.

Again, everyone what type of angle Straight angle

that measure exactly 180 degrees?

Very good
(Teacher will discuss and illustrate)
Yes ma’am
Is that clear?
Try this one Student answered
(Provide some examples where
student try to answer) Student raised
Again, what is the difference of The complementary, it is called
complementary and supplementary? complementary angle when the
sum of two angle is 90 degrees
while the supplementary is
Very good, Ms. Eduardo. Pls clap
when the sum of two angle is
your hands for Ms. Eduardo
180.
 Now let’s proceed to linear pair – it
means that two angles form a linear
pair, when they are adjacent and
supplementary.

120 degrees po ma’am

It says that linear pair only visible

when and adjacent and
supplementary angle are present
(The teacher differentiates the given
example)
Where we can say that it is a line pair
when the adjacent and the None, ma’am
supplementary is in the same line.

How about congruent angle?

Again, everyone what do we mean by
congruent? When both have the same size
and shape
Okay very good.
So, in angle pair, when we say
congruent angle, it is about the two
angles that the measure is equal.

So now let’s proceed to the last one

which is the vertical angle. By the
means vertical it means what? Straight line
Alright it Is something to do about
straight lines.

(The teacher explains and illustrate)

So, we’re done for todays discussion.
Now let me check your output.
(the teacher will rate and check base
on the criteria)
Do you understand class?
Is that clear? Do you have any
Yes, ma’am
clarification?
Since you don’t have question let’s
Student answered.
try to answer this one,

5 E. Generalization Since we’re done by our discussion,

mins Let’s have a recap of what we
discuss today.

Who can summarize of what we

discuss today based on this guided
illustration?

(The teacher asks the student)

(Student raise their hands)

 Student answered

Student answered

Very well said, what is the importance

of angle pair in making roadways.

Alright very good. It is very important

why? Because angle pair are applied
in making or illustrating roadways.
For example, this

Alright,
Now, back to our discussion. Is there
any question or clarification?

If none, prepare ½ sheet of paper we

will have a short quiz.

(5 mins) IV. EVALUATION

Test I. Direction: identify what kind of angle pair base on the given illustration.

1
2

Test II. Illustrate complementary and supplementary angles (2 pts)

Test III: Provie an example of angle pairs in real life application (5 pts)

.
(5 mins) V. ASSIGNMENT
1. Write a reflection about what you have learned today.
2. study the module 3 which is about parallel cuts by transversal
 Prepare by
Resa Mae Dacian
Pre- service Teacher
Major in Mathematics