A Detailed Lesson Plan in Mathematics 7

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of geometry of shapes, size,
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
M7GE-IIIa-3

II. CONTENT
Angles

III. LEARNING RESOURCES

A. References: Mathematics Learner’s Material
B. Jose-Dilao S. et. Al. (2009).Geometry Textbook for Third Year. SD
Publications, Inc.

IV. PROCEDURE

Teacher’s Activity Students’ Activity

A.
Last meeting, we talked about the undefined
terms in geometry as well as the other basic
geometric terms. As a form of recap, let us have a
short activity entitled “Fact or Bluff”. This
activity will be done by group. Please count off
one to four.
(The students will count off one to four.)
Okay, go to your respective group.
(The students will go to their respective group.)
Class, listen to the instruction. I will show you
different statements and all you have to do is to
identify whether the statement is true or false. If it
is true, you will right FACT and if it is false
you’re going to write BLUFF. You will write your
answer on the illustration board that I will be
given to you later. First group who will raise their
illustration board first and will get the correct
answer will earn one point. Group who will got
the highest score will be the winner in this
activity.
Are the instructions clear to you, class?
Yes, Ma’am!
Okay!

(The teacher will give the materials to each

group.)

Let us start!

1. Two points are contained in exactly one

line.
1. Fact
2. Every line contains at least two distinct
points.
2. Fact
3. Point has one dimension.
3. Bluff
 4. A line is a set of points arranged in a row.
4. Fact
5. We use an upper case letter on the line to
name a line.
5. Bluff
6. Every plane contains at least three collinear
points.
6. Bluff
7. Two parallel lines determine a plane.
7. Fact
8. If two distinct planes intersect, then their
intersection is a point.
8. Bluff
9. A ray has one endpoint.
9. Fact
10. A line segment extends in all directions.
10. Bluff.
Okay, class let us sum up your score.

(The teacher will total the score of each group.)

Congratulations Group 2, you got the highest

score!
And on the second place we have Group 4
followed by Group 1 and Group 2.
Good job, class!

B.
Before we proceed to our next lesson, let us
have a warm up activity. I have here a crossword
puzzle. All you have to do is to find words as
many as you can.
Are you ready, class?
Yes, Ma’am!
Okay, let us start!

A C U T E T V E R T E X B
I N T E R I O R C D A N I
T L G I N W A P K O J E S
Z O E L M Q A D E G R E E
O J I P E A G Z L A I L C
A E H E A R W I L E D Q T
H S Y C S T R A I G H T O
Q U W Y U C Y N X K P D R
Y T S X R I G H T H Z U P
M B M Z E X T E R I O R C
C O N G R U E N T V Z I O
A C U T E T V E R T E X B
I N T E R I O R C D A N I
T L G I N W A P K O J E S
Z O E L M Q A D E G R E E
O J I P E A G Z L A I L C
A E H E A R W I L E D Q T
H S Y C S T R A I G H T O
Q U W Y U C Y N X K P D R
Y T S X R I G H T H Z U P
M B M Z E X T E R I O R C
C O N G R U E N T V Z I O
 Good job, class!
You found all the words in the puzzle and you
were able to give their definitions.

C.
The words that you have found a while ago
have a connection to our new topic for today
which is all about angles.

What comes in your minds when you hear the

word Angle?
Ma’am!
Yes, Karylle!
Angle is a pair of rays that have a common
endpoint.
Very good!

(The teacher will post the definition of angle on

the board.)

An angle is a union of two non-

collinear rays with a common
endpoint.

Who wants to read?

Ma’am!
Yes, JC!
An angle is a union of two non-collinear rays with
a common endpoint.
Alright!
The two non-collinear rays are the sides of an
angle while the common endpoint is the vertex.
We can name an angle several ways:
1. by its vertex
2. by a point on each ray and the vertex
3. by a number

The set of all points between the sides of the

angle is the interior of an angle. The exterior of
an angle is the set of all points outside the angle.

S
Exterior

Interior
R
T

Who can give the name of an angle above?

Ma’am!
Yes, Marco!
∠𝑅
Correct!
What else?
Ma’am!
Yes, Jehn!
∠𝑆𝑅𝑇
Alright!
Another?
 Ma’am!
Yes, Ken!
∠𝑇𝑅𝑆
Very good!
There is more.
Ma’am!
Yes, Catherine!
∠1
Alright!

D.
Class, an angle can be classified according to its
degree measure. So, here are the classification of
an angle:
First, we have the Zero Angle. This is an angle
which has no measure.
Who wants to draw an example of zero angle?
Ma’am!
Yes, Ken!

Correct!
Next is the Right Angle. It has a measure equal
to 90°.

Okay, who wants to draw a right angle on the

board?
Ma’am!
Yes, Justine!

Very good!
We also have Obtuse Angle. This angle has a
measure of greater than 90° but less than 180°.
Who wants to show an example of an obtuse
angle?
Ma’am!
Yes, Camille!

Alright!
Acute Angle is also belongs to the classification
of angles. It is an angle that has a measure of less
than 90°.

Who wants to give an example?

Ma’am!
Yes, Jamaica!

Alright!
We also have Straight Angle. It has a measure
of 180°.
Who wants to draw an example on the board?
Ma’am!
Yes, Philip!
 Correct!
Lastly, we have Reflex Angle. This is an angle
whose measure is greater than 180° but less than
360°.

Are there any questions regarding

classifications of angle?
None, Ma’am!
E.
Okay, let us have an activity.
This will be done by the same group.
All you have to do is to complete the table
below.

Angle Name Vertex Side Type

Angle Name Vertex Side Type

 Okay, let us check your work.

(The teacher will check the answer of each

group.)

Good job, class!

You all got the correct answer.

F.
In addition, we have the Angle Addition
Postulate.

Angle Addition Postulate

If S is in the interior of ∠𝑃𝑄𝑅

, then m∠𝑃𝑄𝑆 + m∠ 𝑆𝑄𝑅 = ∠𝑃𝑄𝑅.

R S

Q P

Using Angle Addition Postulate, find m∠𝐹𝐸𝐺

when m∠𝐷𝐸𝐺=115° and m∠𝐷𝐸𝐹=48°.

F
D

E G
m∠𝐹𝐸𝐺=67°
Find m∠𝑌𝑊𝑍 when m∠𝑋𝑊𝑍= 121° and
m∠𝑋𝑊𝑌= 59°.

Y
X

W Z

m∠𝑌𝑊𝑍= 62°
G.
In one coupon bond, construct angles based on
the given measurement and classify each.

1. 65 degrees
2. 110 degrees
3. 90 degrees
4. 195 degrees
5. 180 degrees
6. 40 degrees
7. 0 degrees
8. 130 degrees
9. 200 degrees
10. 85 degrees
11. 160 degrees
12. 75 degrees
13. 250 degrees
14. 20 degrees
15. 150 degrees

H.

I.
Now, let us have a quiz.
I. Classify each angle as acute, obtuse,
right, zero, straight or reflex.

F
G
E

A B D

II. BD bisects ∠𝐴𝐵𝐶,

III.

J.

Prepared by: Jermalit B. Dumdum