LESSON PLAN IN MATHEMATICS

PRE-SERVICE GRADE QUARTER/DOMAIN DATE &

TEACHER LEVEL TIME
JAME JOY F. 7 THIRD QUARTER March 3, 2023
CONSING

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the key concepts
of geometry of shapes and sizes and geometric relationships.
B. Performance The learner is able to create models of plane figures and
Standard formulate and solve accurately authentic problems involving
sides and angles of polygon.
C. Learning At the end of the discussion, the students are expected to:
Objectives  Define the different kinds of angles, and
 Classify the different kinds of angles.
II. SUBJECT MATTER
A. Topics DIFFERENT KINDS OF ANGLES
B. References - Alternative Delivery Mode (ADM) – Mathematics 7 -
Quarter 3 Module 1
- Most Essential Learning Competencies (MELC)
C. Materials PowerPoint Presentation, laptop, & TV
D. Integration MAPEH
E. Values Integration  Determination
 Collaboration
 Teamwork
III. PROCEDURES PRELIMINARIES
Preparatory Activities PRAYER
(The teacher will instruct the students to stand for the
prayer)

GREETINGS
(The teacher will send her greetings to the class)

CLEANING
(The teacher will instruct the students to pick up some pieces
of trash or garbage and arrange the chairs properly)

CHECKING OF ATTENDANCE
(The teacher will check the attendance by collecting the
names of absent)

Development REVIEW
Activities What was our topic yesterday?
- Yesterday, we discussed angles and the three ways of
naming an angle.

Enumerate the three ways in naming an angle?

The three ways to name a line are the following: by
 naming it by its vertex only, by listing three letters,
one from each side, and the vertex in the middle, or
by using a number.
Motivation ACTIVITY 1

I need eight representatives to be here in front and will play a

game. Those who place their arms in the wrong position will
be out of the game. You need to respond quickly as I say the
word.

Mechanics:

 When I say STRAIGHT, you place your both arms

sideward.

 When I say RIGHT, you place your left arm upward

and your right arm sideward.

 Lastly, when I say OBTUSE, you place your right

arm sideward and your left arm slightly upward.

Activity ACTIVITY 2

Instruction:
a. Group the class into three.
b. The students will be given 5 minutes to do the
activity.
c. Each group will draw the hands of the clock,
representing the given time, on the clock provided.
Then, measure its degree using a protractor.
d. Each group will choose two representatives to write
their output on the board and explain their answer.

(Give the assigned time to the group which they need to put
in the clock)
e. 3:00
f. 5:00
g. 12:05
Analysis (The teacher will ask the students)
 From your activity, how did you form the given time?
 How did you get the degree measure of each given
time?
 How can you describe the relationship between the
hands of the clock and the degree measure of its given
time?
Abstraction DIFFERENT KINDS OF ANGLES
(The teacher will start the discussion by showing the lesson
through a PowerPoint Presentation)

Kinds of Angles According to Degree Measure

 ACUTE ANGLE
Definition:
An acute angle is an angle whose degree measure is greater
than 0° but less than 90°.

Illustration (Example):

 RIGHT ANGLE
Definition:
A right angle is an angle whose degree measure is exactly
90°.

Illustration (Example):

 OBTUSE ANGLE
Definition:
An obtuse angle is an angle whose degree measure is greater
than 90° but less than 180°.

Illustration (Example):
  STRAIGHT ANGLE
Definition:
A straight angle is an angle whose degree measure is exactly
180°.

Illustration (Example):

 REFLEX ANGLE

Definition:
A reflex angle is an angle whose degree measure is greater
than 180° but less than 360°.

Illustration (Example):

Kinds of Angle According to Pairs

 COMPLEMENTARY ANGLES

Definition:
When the sum of the measurement of two angles adds up to
90°, then these angles are called complementary angles.

Illustration (Example):

 SUPPLEMENTARY ANGLES
Definition:
When the sum of the measurement of two angles adds up to
180°, then these angles are called supplementary angles.

Illustration (Example):
  VERTICAL ANGLES
Definition:
Vertical angles are pair of two non-adjacent angles formed
by two intersecting lines.

Illustration (Example):

 ADJACENT ANGLES

Definition:
Adjacent angles are two angles that share a common side
and a common vertex. Also, adjacent angles do not overlap.

Illustration (Example):

 LINEAR PAIRS
Definition:
Linear pairs are adjacent angles and are supplementary. This
means that the sum of the measurement of the angles add up
to 180°.

Illustration (Example):

Application ACTIVITY 3

Direction: Identify whether the following pairs of angles are

Adjacent angles, Linear pairs, Complementary angles,
Supplementary angles, or Vertical angles. You may have one
or more possible answers in each item.
 1. ∠𝐷𝑂𝐸 and ∠𝐸𝑂A
2. ∠𝐴𝑂𝐵 and ∠𝐴𝑂E
3. ∠𝐸𝑂𝐷 and ∠𝐷𝑂C
4. ∠𝐷𝑂𝐸 and ∠𝐵𝑂A

Answers:
1. Linear pair, adjacent angles, supplementary angles
2. Linear pair, adjacent angles, supplementary angles
3. Adjacent angles, complementary angles
4. Vertical angles
Generalization (The teacher will let the students state the concepts learn by
summarizing the lesson)

ACTIVITY 4: Give a short summary of what we had

discussed about the different kinds of angle according to
degree and pairs.

IV. EVALUATION
ACTIVITY 5
Direction: Classify the what kind of angles according to degree were shown in the figure.
1. 2. 3. 4.

V. ASSIGNMENT
Kindly study and practice how to use protractor properly.

Prepared and submitted by:

JAME JOY F. CONSING

Pre-Service Teacher

Observed and checked by:

LOLITA D. CRUCIO
Cooperating Teacher