ISABELA STATE UNIVERSITY

SAN MATEO CAMPUS

DETAILED LESSON PLAN IN MATHEMATICS IN THE MODERN WORLD
Topic Special Angle Pair, Finding Missing
Angle Values, Axiomatic Systems
Grade Level First Year College
Time Allotment 60 minutes
Quarter / Week Module 5
Learning Modality Face to Face
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding special angle pairs, finding missing angle values,
and axiomatic systems.
B. Performance Standards
The learner should be able to create designs and solve problems involving special angle
pairs, finding missing angle values, and axiomatic systems.

C. Learning Competency and Code

The learner illustrates special angle pairs, finding missing angle values, and axiomatic
systems.

D. Specific Learning Outcome

At the end of the lesson, the students should be able to:
a. Determine at least three axioms or postulates of Euclidean geometry.
b. Apply the properties of special angle pairs to solve problems involving
missing angles.
c. Students will be able to design a simple structure incorporating at least three
different types of angles and correctly calculating the measures of those
angles.

II. CONTENT
A. Subject Matter: Special angle pairs, finding missing angle values, and
axiomatic systems.

III. LEARNING RESOURCES

A) References:
1. Auflrann, R.N., Lockwood J.S., Nation, R.D., and Clegg,D.K., 2013 Cengage
Learning: Mathematical o Excursions, 14"’ Edition Epp, S.S., 2011 Brooks/Cole,
Cengage Learning: Discrete Mathematics: An o Introduction to Mathematical
Reasoning, 1" Edition Reyes.N. Sr., 2018 Rex Book Store, Inc.: Mathematics in the
Modern World
B) Learning Materials: White board, Board marker, PowerPoint Presentation,
Instructional Materials
 IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
DAILY ROUTINE
a. Prayer

Please stand and let’s pray : (The teacher will play a prayer)

b. Greetings
Good morning class! : Good morning, ma’am!

Before you take your seats kindly arrange your

chair properly and pick up the pieces of trash
around and under your chairs, and make sure
to put those trashes on the proper bin after
class. Do you understand class? : Yes, ma’am!
: (The students pick up all the trash
around them.)
If you’re done, please be seated
: Thank you, ma’am
c. Checking of Attendance

Is everybody present today class?

: Yes, ma’am
That’s good to know

d. Classroom Management

Before we start, I want you to know that in this

class, I have 5 rules for you to follow.

1. Listen attentively
2. Contribute to discussions
3. Embrace challenges
4. Respect the classroom
5. Have fun!

Is the classroom rules clear to you class?

: Yes ma’am
Every time you recite, I will give you a reward
ticket wherein, whoever the top 3 with the
greatest number of tickets will receive a
reward after the class. But aside from the
rewards that I will give, you can also trade
those tickets to ma’am Myla and convert it
into points.
Am I clear class? : Yes ma’am

ENGAGE

Last discussion, you learned about types of

angles, to test if you really understand the
topic, I prepared an activity which is called,
"Angle Mystery Riddle"
I will present a riddle, and all you have to do is
to answer the riddle. Each answer corresponds
to 1 ticket. I will only give you 1 minute in
each riddle. Do you understand class? : Yes, ma’am

Just raise your hand if you want to answer

class.

(The teacher presents the riddle) : (The students answer the riddle)

Very good class! It seems like you really

understood our topic last meeting. And you are
now ready for our next topic.
EXPLORE
Before we proceed with our formal discussion,
let’s have a simple activity first.
It is called “Hunt Me!”. Kindly read the
instructions. Yes, Abigail.

: Instruction:
On the 4 corners of the room, there are
different angles pasted on it. The teacher
will distribute a piece of papers on each
student, and the students will find which
corner does the piece of paper fit. The
students will line after finding the right
corner.
Is the instruction clear class?
: Yes, ma’am
You may now proceed, I will give you five
minutes to hunt! Timer starts now!
: (The students will do the activity)

Time’s up! Is everybody done?

: Yes, ma’am
That activity will determine your group, you
may now seat with your group.
 : Thank you, ma’am
EXPLAIN
What did you observe on your activity earlier?
How did you find the right corner for you?

Yes, Aly? : (The students will raise their hands.)

: We add the given number and the

number on our paper ma’am, then we
Very good Aly! determine whether the sum is equal to
So, by adding the two angles, you will get 180 or 90 degrees.
either 180 or 90 degrees. Is that correct class?

Did you get the same observation class?

: Yes, ma’am
Ok very good! Did you know the names of the
process you did earlier? : Yes, ma’am

You will know later because that’s our lesson

for today, the special angle pairs, finding the : No, ma’am
missing angle value, and axiomatic system.

LESSON PROPER
Here are our objectives, kindly read Sia.

: Objectives
At the end of the lesson, the students
should be able to:
a. Determine at least three
axioms or postulates of
Euclidean geometry.
b. Apply the properties of special
angle pairs to solve problems
involving missing angles.
c. Students will be able to design
a simple structure
Thank you, Sia incorporating at least three
different types of angles and
Do you have any idea about axiomatic system correctly calculating the
class? measures of those angles.

None? How about special angle pairs? : (Silence)

None also? What about finding the missing : We don’t know ma’am
angle value?
Very good! : Add or subtract the given value ma’am,
just like what we did earlier.
So, let’s first discuss the word special angle
pair. Here is the formal definition of angle
pairs.
When angles appear in groups of two to
display a certain geometrical property they are
termed as pairs of angles.
There are two types of angle pairs which are
complementary angles and supplementary
angles.
Do you know what complementary means? : No, ma’am

In language, complementary means serving to

fill out or complete. Complementary is
different from complimentary class, do you
know how? : (The students raise their hands)

Yes, Kennedy : Complement with E is completing or

filling out the gap. While compliment
with I is giving praise or admiration.

Very good! Compliment is expressing praise

or admiration, and complement is filling out.
So, complementary angle is a special angle
pair whose sum is 90 degrees. In our activity
earlier, what group is the complementary
angles?
: (The students raise their hands)

And the other type of special angle pair is the

supplementary angle. Do you have any idea
about supplementary angle?
: (Silence)
Based on the activity earlier? What is
supplementary angle?
: (Silence)

Just like complementary angle, supplementary

angle is sum of two angles, but the sum is
different. Do you have any idea what is the
sum of two angle in supplementary angle?

Yes, Pablo. : (The students raise their hands)

 : The sum of supplementary angle is 180
Very good, Pablo. degrees.
So, here is the formal definition of
supplementary angle.
Supplementary angles refer to the pair of
angles that always sum up to 180°. The word
'supplementary' means 'something when
supplied to complete a thing'. Therefore, these
two angles are called supplements of each
other.
Who got the supplementary angle on our
activity earlier?

Are the two types of special angle pair clear : (The students raise their hands)
class?

Now, let’s proceed to finding the missing : Yes, ma’am

angle value. In finding the angle value, we will
use the angle addition postulate along with the
definition of complementary angles and
supplementary angles. Do you all know the
angle addition postulate class?
: We forgot about it ma’am
So, angle addition postulate, from the word
angle addition, you will just add the values of
two angles. In finding the missing values, first
that you have to do is to draw the angle, and
label it based on the given. Is this clear class?

If it’s clear, try to answer this example.

Example
1

𝑚∠CO𝐵
Given

𝑚∠𝐴OB
= 70° and

𝑚∠COA.
= 20°, find
 : Yes, ma’am

Apply the angle addition postulate, so it will

become 70° + 20° = 90°
Did you understand class??

Now, what if the missing value is in this form.

∠ABC is a right angle, so m∠ABC = 90°.

Example 2

: Yes, ma’am

: (The students raise their hands)

m∠ABC = m∠ABD + m∠DBC
90° = (x + 10)° + (3x + 40)°
90° = 4x + 50°
40° = 4x
x = 10
: Yes, ma’am
Did you get it class?

Now, its your turn

Given 𝑚∠𝐴𝐶𝐵 = 54° and 𝑚∠𝐴𝐶𝐷 =

Example 3

112°, find 𝑚∠𝐷𝐶𝐵.

Who wants to answer? Anyone?
: It means that every theorem in math
Yes, Stell. Kindly answer it on the board and corresponds to an axiomatic system.
explain your answer.

Very good, Stell! Do you understand this

class?

So if you understand, lets now proceed to the

axiomatic systems.
Here is the formal definition of axiomatic
system.
An axiomatic system is a set of axioms used
to derive theorems.
What does it mean class?

Yes, that right!

So, axiomatic system is a system formed by Five Key Postulates:
Euclid, he also writes a book entitled The 1. Any two points can determine a
Elements of Geometry," which contains straight line.
fundamental principles of geometry known 2. Any finite straight line can be extended
as axioms and postulates. in a straight line.
But axioms are not only applicable in math, 3. A circle can be drawn from any center
but also in different subjects like science. with any radius.
Newton's laws of motion can be viewed as an 4. All right angles are equal.
axiomatic system, forming the basis of 5. (Parallel Postulate) If two straight lines
classical mechanics. crossed by a transversal make the sum of
Euclid’s work is based on five key postulates, the interior angles on one side less than
which are basic statements about geometry. two right angles, they will intersect if
Kindy read the postulates, yes Justin. extended.

: Yes, ma’am

So, I will present a video about axiomatic

systems and take note at the important details
because you will use it later for your activity.
Am I clear class?

ELABORATE
APPLICATION
For our next activity, kindly read the
instruction, Ken : Instruction:
"Room Design Project”
In your respective groups, you are interior
designers tasked with designing a room
or house. Use your knowledge of angles
and shapes to create a floor plan and
furniture layout. Use at least three
different types of angles on your design.
On that design, you will measure and
create at least 10 problems involving
finding the missing angle values. You
only have 10 minutes to finish your
works. Good luck!!

Is the instruction clear class? : Yes, ma’am

And after you draw, you will exchange paper

with other groups and I will give you 5
minutes to answer the problems from the other
groups, and have a representative to present it
in front.
So here are the rubrics on that activity
(The teacher presented a rubrics)
: (The students finished the activity)
: (The students presented their answers)
You may now start.

VALUING
How can you relate our activities in other
subjects? Do you have any idea? Yes, Josh.
: Angles can be use in Araling
Panlipunan.
How so?
: Angles can be use to interpret maps and
navigating directions
Very good! Any other answers or insight?
How do you think angles help graphic
designers or the animators?
: Angles are used to control the
movement and rotation of objects in
animated sequences. And graphic
designers use angles to determine
 whether their design is symmetry or not.
That’s right! Any other ideas? Yes, Charice
: Just like what we did earlier, we can
relate angles to arts.
Excellent!
Finding the missing angle value, a seemingly
simple mathematical concept, but holds a
surprising depth of value that extends far
beyond the realm of geometry. The missing
angle represents the unknown, the piece of
information that completes the picture, the
solution that unlocks a greater understanding.
It's the gap in our knowledge that challenges
us to explore possibilities and strive for a more
complete understanding.

GENERALIZATION
It seems like you already understand this
lesson. So to wrap it up, we will have a simple
game which is called “Mystery Box”
Kindly read the instruction, Lottie
: Instruction:
The group will be divided into 4, the
teacher will pick a number, and that
group will choose a number from the
mystery box. If they answer the question,
they will have the power to keep the box
or give the box to the other team. The box
may contain add points or minus points
so pick wisely. If the group answer the
question wrong, whoever group clap their
hands first will steal the question.
Is the instruction clear class?
: Yes, ma’am
Let’s start!

: (The students play the mystery box

game)

Very good! All members of the group 1 will

receive 2 tickets each. It seems like you really
understand our topic. You are now ready to
answer the next activity.

EVALUATION
Answer the following questions
 A. Multiple choice (1 point each)

1. Which of the following is NOT an axiom or

postulate of Euclidean geometry?
a) Through any two points, there is exactly one
line.
b) All right angles are equal to one another.
c) A line segment can be extended indefinitely
in a straight line.
d) There are infinitely many lines that can
be drawn through a single point.

2. Two angles are complementary if:

a) They are adjacent.
b) They are vertical.
c) Their sum is 180 degrees.
d) Their sum is 90 degrees.

3. What is the measure of the third angle in a

triangle if the other two angles measure 45
degrees and 65 degrees?
a) 70 degrees
b) 90 degrees
c) 110 degrees
d) 130 degrees

4. What is the measure of each angle in a

square?
a) 30 degrees
b) 90 degrees
c) 60 degrees
d) 120 degrees

5. Which of the following pairs of angles

ALWAYS add up to 180 degrees?
a) Supplementary angles
b) Vertical angles
c) Complementary angles
d) Corresponding angles

B. Problem solving (3 points each)

1. Two angles are complementary. One angle

measures 35 degrees. What is the measure of
the other angle?
 2. Two angles are complementary. One angle
measures 2x + 10 degrees, and the other angle
measures 3x - 20 degrees. Find the value of x
and the measure of each angle.

3. A straight line is divided into two angles.

One angle is 3 times larger than the other. Find
the measure of each angle.

4. Two angles are supplementary. One angle

measures 115 degrees. What is the measure of
the other angle?

5. Two angles are supplementary. One angle is

15 degrees more than 3 times the other angle.
Find the measure of each angle.

That’s all for today. Thank you and goodbye

class!

Prepared by:

SHAINA ELLAINE BALLESTEROS

Student Teacher

Checked and Reviewed by:

MYLA G. VELASCO
Instructor