SAN ANDRES NATIONAL HIGH SCHOOL GRADE LEVEL 7

SCHOOL
TEACHER LESIL V. TABOY SUBJECT MATHEMATICS (NMP)
DATE August 5, 2024 QUARTER FIRST
8:30-9:15 (G7-KAIPILAN)
9:15-10:00 (G7-MILAROSA)
11:00-11:45 (G7-CARUYAN)

Week 2 DAY 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate knowledge and understanding of:
A. Content
1. regular and irregular polygons and their features/properties; and
Standards
2. determination of measures of angles and the number of sides of polygons.
B. Performan By the end of the quarter, the learners are able to draw, and describe the features/properties of, regular
ce and irregular polygons.
Standards
C. Learning The learners are able to:
Competenc 1. classify regular or irregular polygons whether they are convex or nonconvex; and
ies 2. describe and explain the relationships between angle pairs based on their measures.
D. Learning At the end of the lesson, the learners shall be able to describe and explain the relationships between
Objectives angle pairs based on their measures.
II. CONTENT
Angle Pairs
Subject Matter
Relationships between angle pairs based on their measures
III. LEARNING RESOURCES
Julieta G. Bernabe, ed., Soledad Jose-Dilao, Ed. D. and Fernando B. Orines, Geometry Quezon City: SD Publications,
Inc., 2009, 68.
“Congruent, Adjacent and Vertical Angles”, Department of Education Learning Resource Portal, last modified July 15,
A. References 2020, https://lrmds.deped.gov.ph/pdf-view/18310.
Department of Education, MATATAG Curriculum Lesson Exemplar for Mathematics Grade 7, Quarter 1 Week 2, p. 2-3.
Department of Education, Budget of Work (BOW) for National Mathematics Program Lesson Scripts, p. 3.
Department of Education, MATATAG Curriculum Guide for Mathematics Grades 1-10, p. 49.
 Microsoft “sandals”. Microsoft Images. Retrieved July 9, 2024.
B. Other Microsoft “scissors”. Microsoft Icons. Retrieved July 9, 2024.
Learning Microsoft “spoon”. Microsoft Icons. Retrieved July 9, 2024.
Resources Microsoft “fork”. Microsoft Icons. Retrieved July 9, 2024.
Microsoft “holding hands”. Microsoft Icons. Retrieved July 9, 2024.
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Teacher (T): Good morning/afternoon class! How are you feeling today?
Knowledge Do you still remember your previous lessons in Math about angles?
(1 minute) Learner (L): Yes.

T: How are angles formed?

L: Angles are formed by two rays or line segments that share a common endpoint.

T: Could you recall the kinds of angles in terms of their measurements?

L: Yes.

T: So, try to identify the following and describe the kind of angle:

(Note to the teacher: Please prepare a visual aid in any form of each figure and show it to the
whole class one by one).

Expected learners’ responses:

1) A right angle because the angle measures exactly 90°.
 2) An obtuse angle because the angle measures greater than 90° but less than 180°.
3) A straight angle because the angle measures exactly 180°.
4) An acute angle because the angle measures greater than 0° but less than 90°.

T: Great! It seems that you still remember the lessons on classifying angles according to their
measurements. I
think you are now ready for our next lesson.

Lesson T: Okay class, are you familiar with the popular word puzzle game Four Pics One Word?
Purpose/Intention L: Yes or No.
(2 minutes)
T: For those who are not familiar, it is a game where players are presented with four images and must find
the common word that links them all. Let’s try one.
(Note to the teacher: Please prepare a PowerPoint
presentation showing the stock images to the whole
class or you may use other images leading to the
common word).

Word/Answer: ___ ___ ___ ___ ___

T: What is the common word or answer? The word consists of 5 letters.

L: PAIRS

T: Excellent! Now, I’ll ask you some guide questions for you to be motivated. What have you noticed in
 each
picture?
L: Each picture comes in pairs.

T: Yes! Very good. Because the picture puzzle gives us a hint of the word “Pairs”. Can you cite other
objects/things that
come in pairs?
L: Yes.

T: Give your own examples.

L: Like shoes, earrings, pants(legs), eyeglasses, twins. (Answers may vary)

T: In math, cite examples of figures that also come in pairs and give some details.
L: Examples are coordinates(x, y), ordered pairs, pairs of angles, parallel lines. (Answers may vary)

Lesson Language T: Alright, take note that in Math there are figures also that come in pairs. Let us focus to the pairs of
Practice angles
(2 minutes) and the relationship between them based on their measures. I have here incomplete statements and I
want
you to complete them.

(Notes to the teacher: Please prepare a PowerPoint presentation or visual aid in any form of
the given statements for the whole class. During the presentation, tell the directions and call
somebody to read and complete each statement orally).
 Expected learners’ responses:
1) 90
2) 180
3) Adjacent
4) linear pair, 180
5) Vertical, equal/congruent/the same

T: Very good!

During/Lesson Proper
Reading the Key
Idea/Stem
(3 minutes)
T: This time, we’re going to read a short story or word problem on real life. Listen as I read the story
aloud.
Afterwards, you will read it aloud also.

(Notes to the teacher: Please prepare a visual aid in any form of the story for the whole class.
Strips of paper with the guide questions on it are also given to each group).

Best Friends’ Journey

In a junior high school gymnasium, two best friends, Lily and Maya, eagerly
prepared and excited for their first cheer dance competition. In fact, they arrived
early than their call time to practice since they both value time as the saying
goes “Time is gold”. This time, they are about to execute their finale formation
which is to spell letter X together with all the participants on the gym floor. They
gathered with their team at exactly 3 o’clock in the afternoon. With spirited
enthusiasm, they practice their synchronized steps and swift transitions to a
T: Okay, I’m going to give strips of paper to each group with the guide questions on it. Representatives in
each
group will read and answer the questions orally. Let’s start.

Intervention Group Consolidation Group Enhancement Group

Guide Questions Guide Questions Guide Questions
Answer the following: Answer the following: Answer the following:
1) In which event did Lily 1) In the story, the two 1) What is the measure of
and Maya participate? best friends value time. the angle formed by the
2) What time did the What device is used to hands of an analog
dance practice start? tell time? clock at 3 o’clock? Why?
3) What is the team’s 2) What are formed by the 2) What time does the
finale formation? hands of a device used dance practice end
to tell time? when the hour and
3) What are formed by the minute hands of an
intersection of two lines analog clock form a
creating letter “X” in straight line, creating
the finale formation of an angle measure of
their cheer dance 180 degrees?
competition? 3) What can you say about
the measures of the
angles formed by the
intersection of two lines
creating letter “X” in
the finale formation of
their cheer dance
competition? Explain.

Expected learners’ responses: Expected learners’ responses: Expected learners’ responses:

1) Cheer dance 1) Clock (Digital, Analog) 1) 90 degrees because it
competition 2) Angles forms a right angle
2) 3 o’clock in the 3) Angles 2) 6 o’clock in the
afternoon afternoon
 3) Letter “X” 3) Equal if they are
vertical angles.
The sum of the two
adjacent angles is 180
degrees that form a
linear pair.

T: Excellent job! Around of applause to everyone.

T: Now, you do the activity in the worksheet by group. Each group will answer all the guide questions in
the
activity within 3 minutes. After answering, your group will share your outputs in class.
Developing
Understanding of
the Key
Idea/Stem
(6 minutes)
(Notes to the teacher: Please prepare/print the worksheet in 3 copies to be distributed in each
group. All the groups will answer all the guide questions but in the presentation of outputs,
you may assign item numbers to each group for them to share their answers).
T: Are you done?
L: Yes.

T: Ready now for the presentation of your answers. Group A will present their answers in items 1 to 4,
group
B the items 5 to 7, and group C the items 8 to 10. While the group is presenting, check also your own
answers in the items presented/discussed. You may ask questions to clarify. All right, let’s start.

1) ∠1 and ∠2
Expected learners’ responses to the activity worksheet:

2) ∠3, ∠4, and ∠6

3) ∠3 and ∠5, ∠4 and ∠6
4) Complementary angles when added together is equal to 90°.
 5) ∠2

∠3 and ∠4, ∠4 and ∠5, ∠5 and ∠6, ∠6 and ∠3

6) Four linear pairs

7) Because the sum of their measures is 180 degrees.

8) Angles 3 and 5 are equal because they are vertical angles.
9) No, because they don’t have a common side and a common endpoint.
10) Because they are adjacent angles and the sum of their measures is 180 degrees.

T: Impressive! You presented your outputs very well and I hope you have now a clear understanding
about
pairs of angles.

Deepening T: I’ll give you another worksheet to deepen your comprehension. Each group has different activities and
Understanding of answer it individually in a sheet of paper.
the Key
Idea/Stem (Note to the teacher: Please prepare the worksheets to be distributed in each group).
(6 minutes)
Intervention Group Consolidation Group Enhancement Group
Activity Worksheet No. 2 Activity Worksheet No. 2 Activity Worksheet No. 2

Directions: Refer to the figure Directions: Refer to the figure Directions: Answer the guide
below in answering the guide below in answering the guide questions.
questions. questions.
Guide Questions:
1) Are complementary
angles acute angles?
Explain your answer.
2) Are two obtuse angles
can be supplementary?
Why?
3) Can we say that
adjacent angles are also
a linear pair? Justify
Given: m∠1= 20° your answer.
Guide Questions:

∠2?
1) What is the measure of

∠3?
2) What is the measure of

Guide Questions:
∠6?
3) What is the measure of

between angles 1 and 2

1) Describe the relation

based on their
measures.
2) What can you say about
the angles 3 and 6?
Compare their
measurements.
3) Are angles 4 and 5
adjacent? Why or why
not?

Expected learners’ responses: Expected learners’ responses: Expected learners’ responses:

1) Angle 1 and angle 2 are 1) Yes, because the sum of the
1) 70° complementary angles complementary angles is 90°
2) 90° because they add up to and the only two possible
3) 90° 90°. angles that can have a sum of
2) Angle 3 and angle 6 are 90° are both acute angles.
vertical angles and they 2) No, because it will not
are equal. satisfy the condition of
3) Yes, because they share supplementary angles to have
a common side and a the sum of 180° since obtuse
common endpoint. angle measures greater than
90° but less than 180°.
3) Sometimes, because there
are angles with common side
and common vertex that
cannot add up to 180°. This
 means either yes or no. For
yes: Let’s say the two adjacent
angles measure 120° and 60°.
The sum is 180°, so they form
a linear pair. For no: Let’s say
the two adjacent angles
measure 90° and 45°. The
sum is not 180°, therefore
they don’t form a linear pair.

After/Post-Lesson Proper
Making T: Magnificent! You've demonstrated a thorough understanding about the pairs of angles. To wrap up our
Generalizations lesson, tell us about what you have learned by answering the following questions:
and Abstractions 1) What are the pairs of angles?
(3 minutes) 2) How will you describe the relationships between angle pairs?

Expected Learner’s Response:

1) The pairs of angles are complementary angles, supplementary angles, adjacent angles, linear pair,
and vertical angles.
2) Angle pairs can be described based on their positions relative to each other or based on their
measures.

Complementary angles – the sum of two angles is 90°

Supplementary angles – the sum of two angles is 180°
Adjacent angles – two angles that do not overlap
– two angles that have a common side and a common endpoint
Vertical angles – non-adjacent angles formed by two intersecting lines and opposite each
other
- equal in measures
Linear pair – adjacent angles whose non-common sides form a straight line and the sum of the two
is
180°
 T: You nailed it! Remember to apply these concepts in the future and in other mathematical tasks.

Evaluating T: This time, we're going to know how well did you understand by doing the next task. Individually, I want
Learning you
(6 minutes) to write your answers in any clean sheet of paper or on your notebook.

(Notes to the teacher: Please prepare a PowerPoint presentation or visual aids in any form for
the evaluation to be distributed in each group. The learners will answer individually).

Intervention Group Consolidation Group Enhancement Group

Directions: Identify the words Directions: Describe the Directions: Answer and
described below. Find and encircle pair of angles named and explain the guide questions.
each word from the list in the puzzle shown below.
grid. Words can appear in any Guide Questions:
direction: horizontally, vertically, or 1) If one of the vertical
diagonally. angles measure 100°, what
is the measure of the other
1) It refers to one of the two angles angle? Why?
when added together is equal to 2) If m∠1 = 29°, m∠2 =
90°. 33°, and m∠3 = 28°, then
2) It refers to one of the two angles they are said to be
when added together is equal to complementary. Yes or No?

1) ∠1 and ∠2
180°. Explain.

2) ∠3 and ∠5
3)Two angles that share a common 2) Are a 127-degree angle

3) ∠4 and ∠5
endpoint and side but do not and a 53-degree angle
overlap. supplementary? Defend
4) Two angles opposite each other your answer.
when two lines intersect.
5) Two angles that form a straight
line when added together.

D R E C U C A L C C
A Y M Q W L D X R O
U L M N L G J A W M
V E R T I C A L Z P
P E A H N F C Z V L
F K B A E N E A R E
S R B Y A H N S I M
O G C D R K T I J E
J Q H O I P U T D N
S U P P L E M E N T

Expected learners’ responses: Expected learners’ Expected learners’

1) COMPLEMENT responses: responses:
2) SUPPLEMENT 1) *Complementary angles - 1) 100°, because vertical
3) ADJACENT the angles are equal.
4) VERTICAL sum of their angles is 2) No, because
5) LINEAR 90° complementary angles are

D R E C U C A L C C
*Adjacent angles – they pair of angles. meaning for

A Y M Q W L D X R O
have two angles only.

U L M N L G J A W M
a common side and a 3) Yes, because the sum is
common endpoint 180°.
V E R T I C A L Z P 2) *Vertical angles – non-
P E A H N F C Z V L adjacent angles formed
F K B A E N E A R E
by
S R B Y A H N S I M
two intersecting lines
O G C D R K T I J E
and
J Q H O I P U T D N
opposite each other

S U P P L E M E N T
- they are also equal
*Supplementary angles –
the
sum of their angles is
180°
3) *Supplementary angles –
the
sum of two angles is
 180°
*Adjacent angles – two
angles
that do not overlap
– two angles that have a
common side and a
common
endpoint
*Linear pair – adjacent
angles
whose non-common
sides
form a straight line and
the
sum of the two is 180°
T: Congratulations class! You really did great in this lesson. Do you have questions or any clarifications?
L: No.

T: See you again tomorrow for another engaging lesson.

Additional T: To expand your understanding, you may apply this concept in answering the additional activity and
Activities for compile these in your Mathematics portfolio.
Application or
Remediation (Notes to the teacher: Please prepare a PowerPoint presentation or visual aid in any form for
(1 minute) the additional activity. The learners will answer individually).

Additional Activity:
Draw two intersecting lines creating an adjacent angle of (2x)° and 50°. Give the measures of all the other
angles.

Expected learners’ responses:

(Drawings may vary)

The angles are 50°, 130°, and 130°.

 Remarks

Reflection

Prepared by: Noted:

LESIL V. TABOY ALLAN TEPOSO

Master Teacher-I School Hea