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School PAGUDPUD NATIONAL HIGH Grade 7

SCHOOL Level
Teacher MR. JERWIN JOHN T. SACSAC Learning MATHEMATICS
Area 7
Time & Dates Monday to Thursday Quarter 4th Quarter
7:30-8:30/ Grade 7- Ilang-Ilang
10:45-11:45/ Grade 7- Jasmine
2 day Plan (Monday and Tuesday/ February
19-20)

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of
geometry of shapes and sizes, and geometric relationships
B. Performance Standards 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 At the end of the lesson, 90% of the students should be able to
Competencies/ Objectives a) name different kinds of angles correctly;
b) classify the different kinds of angles according to measure
perfectly;
c) give examples of each kinds of angles accurately;
d) differentiate the kinds of angles using a diagram;
e) draw and label the different kinds of angles completely;
f) appreciate the importance of knowing the types of angles to our
daily lives.
II. Content GEOMETRY
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Pages 246-250
2. Learner’s Material Pages 199-202
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will draw a picture of an acute angle and a picture of an
lesson or presenting the obtuse angle on the board, but do not label them. The teacher will
new lesson let the students guess what types of angles are the illustrations in
the board.
B. Establishing a purpose In this session the teacher will use a kinesthetic strategy to
for the lesson reinforce the names of the angles and their measurements.
• Tell the students that they will be demonstrating the different
angles that just discussed by using their arms.
• Ask everyone to stand up and leave an arms distance between
each other.
• Tell them their bodies will be the vertex, or the point of the angle,
and their arms will represent the angle's rays.
• Demonstrate each angle with your arms and ask the children to
name each of the angles.
• Tell the students that they will now make the angle with their
arms when you say the angle’s name.
• Call out the different angles and observe students to check for
understanding. Repeat several times until students appear to
consistently demonstrate the angles correctly.
C. Presenting examples/ • Begin the presentation with a right angle. Demonstrate how a right
instances of the lessons angle measures 90 degrees with a protractor. Ask students to name
some items in the room with a right angle. Example: the corner of a
book, the corner on the window.
• Introduce the other angles by referring to and comparing them to
the right angle.
• Tell students that an acute angle is smaller than a right angle, or
under 90 degrees, and that an obtuse angle is wider than a right
angle, or greater than 90 degrees.
• Tell students that when an angle measures exactly 180 degrees, it
just looks like a straight line and is referred to as a straight angle.

D. Discussing new The three different types of angles are acute, right and obtuse
concepts and practicing angles. An acute angle measures more than 0o but less than 90o; a
new skills right angle measures exactly 90o while an obtuse angle measures
more than 90o but less than 180o. If two lines or segments intersect
so that they form a right angle, then they are perpendicular. In fact,
two perpendicular lines meet to form four right angles.
The measure of an angle is the amount of rotation. If the direction
of the rotation is considered, negative angles might arise. This also
generates additional types of angles: the zero, straight, reflex and
perigon angles. A zero angle measures exactly 0o; a straight angle
measures exactly 180o; a reflex angle measures more than 180o but
less than 360o and perigon angle measures exactly 360o.
E. Developing mastery ( Create a chart with the 4 angles and lists their characteristics. Ask
Leads to Formative the students to make a diagram that shows how the angles are
Assessment) similar and how they are different.
F. Finding practical Ask students to give examples of the different angles that they see
applications of concepts or encounter in their everyday lives.
and skills in daily living
G. Making generalizations Ask students to give the characteristics of each angle.
and abstractions about the
lesson
H. Evaluating learning The students will draw each kind of angles and give its
measurement.
I. Additional activities for The students will read about complimentary and supplementary
application or remediation angles.
( Assignment)
V. Remarks

VI. Reflection.

Prepared by:
JERWIN JOHN T. SACSAC
Teacher

Checked by:
ALEJANDRO T. NOLASCO
Head Teacher III

Approved:
NEIL ERICSON T. ACOB
School Principal I