2

Division LANAO DEL NORTE

School Kawit Oriental Integrated School Grade Level Seven
of Fisheries
Teacher Michelle Buton - Agawin Learning Area Mathematics
Time & Dates Week 1 Day 5 Quarter 3rd

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of geometry of
Standards shapes and sizes, and geometric relationships.
The learners shall be able to create models of plane figures and
B. Performance
formulate and solve accurately authentic problems involving sides and
Standards
angles of a polygon.
C. Learning Classify the different kinds of angles. (M7GE-IIIa-3)
Competencies/ 1. identify the different kinds of angle
Objectives (Write 2. construct different kinds of angle
the code for each 3. value the uses of the different angles in real-life
LC)
II. CONTENT Geometry
A. Subject Matter Classification of Angles
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Mathematics 7 Teacher’s guide pages 246 – 248
Pages
2. Learner’s Mathematics Learner’s Module pages 199 – 200
Material Pages
Orines, F et al. (2012) Next Century Mathematics 7. Phoenix Publishing
3. Textbook Pages
House, pages 395 - 396
4. Additional
Materials from
LR Portal
Clocks retrieved from:
https://www.smartickmethod.com/blog/math/geometry/introduction-
angles/

One o’clock photo retrieved from: https://www.google.com/search?

q=1+o+clock&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiQ6Y7HiZjiAhVGwo
sBHRKkC_AQ_AUIDigB&biw=1093&bih=526#imgrc=ChC1dnJjK6PnpM:

Five o’clock photo retrieved from: https://www.google.com/search?

biw=1093&bih=526&tbm=isch&sa=1&ei=-SnZXPraPLqOr7wPg-
Cp0AY&q=5+o+clock&oq=5+o+clock&gs_l=img.3..0i10i67j0l2j0i10i67j0j0i10i67j
0l4.96432.96844..97406...0.0..0.201.355.0j1j1......1....1..gws-wiz-
B. Other Learning img.......0i67.2iMV0j68-AQ#imgrc=01PFL7CUddPSOM:
Resources
Four o’clock retrieved from: https://www.google.com/search?
biw=1093&bih=526&tbm=isch&sa=1&ei=XirZXMzdF-
G3mAXz67nIBQ&q=4+o+clock&oq=4+o+clock&gs_l=img.3..35i39j0l4j0i67j0l4.1
79861.180192..180418...0.0..0.191.378.0j2......1....1..gws-wiz-
img.cZ1a4f0rRGc#imgrc=uoXB5puqOafYbM:

Two o’clock photo retrieved from: https://www.google.com/search?

biw=1093&bih=526&tbm=isch&sa=1&ei=FSvZXPCEHsCTr7wP0MmumA4&q=2+
o+clock&oq=2+o+clock&gs_l=img.3..0i67j0l4j0i7i10i30j0i7i30l4.42636.42636..4
3325...0.0..0.152.152.0j1......1....1..gws-wiz-img.pmH-
8WTybAM#imgrc=uYcfmmw4-_Mw1M:
Online protractor can be used at
 https://www.ginifab.com/feeds/angle_measurement/
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s

To check students
understanding ask them
randomly the following 1. An angle is formed by two non-
questions: collinear rays with common
endpoint.
1. What is an angle?

A. Reviewing
previous lesson or 2. The common endpoint of an angle
presenting the new 2. How do you call the is called vertex.
lesson common endpoint of an
angle?

3. We can see right angles,

3. Can you give examples
of angle that you can
see inside the
classroom?
Let the students observe the
given pictures.
examples are the corners of the
blackboard. Acute angle in the clock
for example if its 1 : 15 p.m.. obtuse
angle if our classmates raises her
hand. (students answer may vary)

B. Establishing a
purpose for the Process questions.
lesson 1. What have you noticed
about the hour and minute 1. It formed an angle.
hand of the clock?

2. How big/small is the angle

formed?
From the given pictures:
1. What instrument will you
used to get the exact
measurement of the angle
formed?
C. Presenting
examples/
2. What is the unit used in
instances of the
angles?
new lesson
(Show them a protractor at
the same time teach the
students how to use it)
2. Students answer may vary.
1. To get the exact
measurement of an angle we
used protractor.
2. The unit used in angles is
called degree.
(Note: Please let the students
always answer you in a complete
sentence.)

D. Discussing new Group activity.

concepts and
practicing new Activity 1. Measuring Angles Act 1. Answer key
skills #1 1. 30°
2. 125°
3. 40°
4. 25°

Activity 2, Measuring Angles Act. 2. Answer Key

1. 20°
2. 105°
 3. 120°
4. 35°

Activity 3. Measuring Angles Act 3. Answer Key

1. 120 °
2. 23°
3. 45°

Process Questions.
1. How do you measure an 1. We measure an angle using the
angle? protractor and we should always
start at 0zero degree.

2. What is the unit used in 2. The unit used in angles is degree.

angles?

E. Discussing new From the first activity, with the

concepts and same grouping let them identify
practicing new as to what kind of angle they’ve Activity 1 (group 1)
skills #2 measured. At the same time
complete the attached activity.
1 2

Activity 2 (Group 2)

1 2

4 3

Activity 3 (Group 3)

2 1
3

Process Questions.
1. What kind of angle you’ve 1. We notice acute, right, obtuse
measured? and straight angles. (Students

2. What is acute angle?
Right angle? Obtuse
angle? Straight angle?
Let the students do an activity
where in you give them the exact
measurement of an angle. Let
them recognized what time
F. Developing possibility that angle formed. (Use
mastery the what time is it sheet)
Students will go around the
G. Finding practical
classroom and measure every
applications of
angle they’ve found then identify
concepts and skills
as to what kind of angle they’ve
in daily living
found?
1. What are the different
kinds of angle?
H. Making 2. What is a right angle?
generalization and Obtuse angle? Straight
abstractions about angle? Acute angle?
the lesson
Let the students answer the
attached worksheet.
I. Evaluating learning
Ask the students to take a look at
a map, and let them locate
J. Additional activities
places. Tell them to note the
for application or
exact location of the place by
remediation
writing the correct degree
measurement of that place.
answers may vary)
2. An acute angle is an angle that
measures less than 90 degrees.
The right angle is an angle that
measures exactly 90 degrees.
The obtuse angle is an angle that
measures more than 90 degrees but
less than 180 degrees. A straight
angle is an angle that measures
exactly 180 degrees.
1. 2.
3. 4.
Possible answers:
Right angle
Obtuse angle
Straight angle
Acute angle
1. The different kinds of angles
are right angle, obtuse angle,
straight angle and acute
angle.
2. A right angle is an angle that
measures 90 degree. Obtuse
angle measures more than
90 degree but less than 180
degree. A straight angle is
angle that measures exactly
180 degree. An acute angle
measures less than 90
degree.
1. a. 140 – obtuse angle
b. 20 – acute angle
c. 90 – right angle
d. 180 – straight angle
2.
a.
- obtuse angle
b.
- acute angle
c. – right angle
 V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners who
require additional
activities for
remediation

C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can
help me solve?
G. What innovation or
localized materials
did I use / discover
which I wish to
share with other
teachers?

Activity 1.
Measuring Angles
Measure each angle.
1.

2.

3.

4. Now try these angles: if the angle is turned around, you can turn the paper to get the base line at
the bottom

What is the angle of this hill?

Activity 2.

Measuring Angles
Measure the following angles.
1.

2.

3. What does the angle of this hexagon measure?

4. What is the angle of these scissors?

Activity 3,
Measuring Angles
Measure each angle.
1. What is the angle in the clock?

2. What’s the angle on this collar?

3. What angle does this compass direction make?

N
NE

Foldable column

Complete the foldable column. Write the item/number from your first activity, identify the kind of
angle you have measure.
Acute Angle Right Angle Obtuse Angle

What time is it?

Angle Time
 30 °

120 °

150 °

60 °

Worksheet

Find the measure of each angle and classify it.

a) b) c) d)
 I
V

E D S

Use a protractor to draw an angle having each measurement. Then classify each angle.

a) b)