ALCATE HIGH SCHOOL

Alcate, Victoria, Oriental Mindoro

SEMI-DETAILED LESSON PLAN IN MATHEMATICS 7

S.Y. 2023 – 2024
Third Quarter

Date/Time: Feb. 20, 2024/7:30 - 8:30 A.M. Section: Grade 7 - Aquamarine

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of geometry of shapes and
sizes, and geometric relationships.
B. 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.
C. Learning Competency The learner derives relationships of geometric figures using measurements and by
Write the LC code for each. inductive reasoning, supplementary angles, complementary angles, congruent
angles, vertical angles, adjacent angles, linear pairs, perpendicular lines, and
parallel lines. M7GE-IIIb-1
D. Learning Objectives At the end of the lesson, students should be able to:
1. Define complementary and supplementary angles;
2. Solve for the complement and supplement of the given angles; and
3. Participate actively in the discussion.
II. CONTENT ANGLE PAIRS
Subtopic: COMPLEMENTARY AND SUPPLEMENTARY ANGLES
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide pages pp. 242-252
b. Learner’s Materials pages pp. 200-208
c. Textbook
Our World of Math 7 pp. 234-235

d. Online References https://www.mathworksheets4kids.com/angles/complementary-supplementary/find-

complementary-angles-1.pdf
B. Values Integration Appreciation
C. Subject Integration TLE, Engineering
D. Teaching Strategies Inductive Teaching
E. Other Learning Resources Laptop, chalk, television
IV. PROCEDURES
A. Daily Routine
a. Prayer Before we start, let’s first seek the guidance of the Lord. May I request someone
from the class to lead the prayer.

b. Greetings Good morning, class! How are you today?

c. Putting Class in Order Before you take your seat, kindly pick up all the litter around you and arrange your
chairs properly.
d. Checking of Attendance Ms. Secretary of the class, is there any absent for today?

e. Setting of Rules Avoid shouting and too much noise.

Make others feel loved and included. No bullying.
Introduce your thoughts and concerns in a respectful manner.
Raise your hand when you want to answer and wait for your turn.
Avoid standing in the middle of class discussion.
f. Checking of Assignment

g. Review of the Past What is the unit used to measure an angle?

Lesson What is the device used in measuring an angle?
B. Motivation IS IT A FACT OR A BLUFF?
Five pairs of students will play the game. Two students will come in front as
opponents. The first to hit the buzzer will answer whether the statement is
“FACT na FACT” or “BLUFF na BLUFF”.
1. Acute angle is an angle that measures greater than 0° less than 90°.
2. Straight angle is an angle that does not measure exactly 180°.
3. Obtuse angle is an angle that measures less than 90°.
 ALCATE HIGH SCHOOL
Alcate, Victoria, Oriental Mindoro

4. Right angle is an angle that measures exactly 180°.

5. An angle is usually measured in units called degrees.
C. Presentation of the Objectives At the end of the lesson, students should be able to:
1. Define complementary and supplementary angles;
2. Solve for the complement and supplement of the given angles; and
3. Participate actively in the discussion.
D. Lesson Proper
a. Activity Find the value of x.

1. 2.

3. 4.
b. Analysis For item no. 1 and 2,
 What kind of angle is this?
 What is the measure of this angle?
 Is it possible to find the measurement of the angle x without using a
protractor?
 How did you find the value of x in item no. 1? no. 2?
 What do you think is complementary angles?
 Example:
o What is the complement angle of 50°? 40°
o What is the complement angle of 38°? 52°
 What is the total when you add up the two angles?
 Do you think the two angles are complementary or not? Why?
o 36°, 54° They are complementary because when you add 36 and
54, the total is 90.
o 79°, 18° They are not complementary because when you add 79
and 18, the total is 97.

For item no. 3 and 4,

 What kind of angle is this?
 What is the measure of this angle?
 Is it possible to find the measurement of the angle x without using a
protractor?
 How did you find the value of x in item no. 3? no 4?
 What do you think is supplementary angles?
 Example:
o What is the supplement angle of 90°? 90°
o What is the supplement angle of 108°? 72°
 What is the total when you add up the two angles?
 Do you think the two angles are supplementary or not? Why?
o 36°, 144° They are supplementary because when you add 36 and
144, the total is 180.
o 79°, 105° They are not supplementary because when you add 79
and 105, the total is 184.

c. Abstraction Two angles whose measures sum up to 90 ° are called complementary angles.
Each angle is called a complement of the other.
Two angles whose measures sum up to 180° are called supplementary angles.
Each angle is called a supplement of the other.
 ALCATE HIGH SCHOOL
Alcate, Victoria, Oriental Mindoro

DEFINITION Examples
Complementary Angles Two angles whose 63° and 27°
measures sum up to 90° 15° and 75°
Supplementary Angles Two angles whose 63° and 117°
measures sum up to 33° and 147°
180°
Take note: Complementary angles and supplementary angles do not have to be
adjacent to each other.

Non-adjacent Complementary Angles Non-adjacent Supplementary Angles

d. Application For 5 minutes, each group should answer the group activity. Each group will choose
a representative to present their answer in class.

Group 1: Find the complement of each angle.

1. Complement of 65°= _____
2. Complement of 78°= _____
3. Complement of 15°= _____
4. Complement of 34°= _____
5. Complement of 55°= _____

Group 2: Find the supplement of each angle.

1. Supplement of 120°= _____
2. Supplement of 94°= _____
3. Supplement of 115°= ____
4. Supplement of 10°= _____
5. Supplement of 25°= _____

Group 3: Determine whether the following are complementary or supplementary.

1. 30° and 60°- ________
2. 68° and 22°- ________
3. 127° and 53°- _______
4. 25° and 155°-_______
5. 43° and 47°- _______

E. Generalization What are complementary angles?

What are supplementary angles?

F. Valuing Can you find anything around you that represents complementary and
supplementary angles?
What do you think is the important of these concepts in real life?
V. EVALUATION A. Determine whether the following are complementary or supplementary. Write C if
complementary and S if supplementary.
1. 42° and 48° - ____
2. 156° and 24° - ____
3. 14° and 66° - ____
4. 67° and 23° - _____
5. 139° and 41° - _____

B. Write the complement or supplement of the following.

1. Complement of 19°=_____
2. Supplement of 74°= _____
3. Supplement of 105°= _____
4. Complement of 81° = _____
5. Complement of 36°= ______
VI. ASSIGNMENT Answer the following.
A. Complementary Angles
1. If ∠1 and ∠2 are complementary angles, and m∠1 = 74°; find m∠2. _________
 ALCATE HIGH SCHOOL
Alcate, Victoria, Oriental Mindoro

2. If ∠5 and ∠6 are complementary angles, and m∠6 = 6°; find m∠5. _________
3. If ∠8 and ∠9 are complementary angles, and m∠9 = 11°; find m∠8. _________

B. Supplementary Angles
1. If ∠2 and ∠3 are supplementary angles, and m∠3 = 17°; find m∠2. _________
2. If ∠5 and ∠6 are supplementary angles, and m∠5 = 124°; find m∠6. _________
3. If ∠8 and ∠9 are supplementary angles, and m∠9 = 86°; find m∠8. _________

Prepared by: Checked by: Inspected by:

AMIRA G. SAMONTE DESIREE B. EVANGELISTA MA. SOLEDAD G. MANALO

Student-Teacher Cooperating Teacher School Head