DETAILED LESSON PLAN IN MATHEMATICS 7

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 Competency

At the end of a 60- minute period, 100 percent of a class with at least 80 percent
proficiency must be able to:

1. identify parts of an angle,

2. determine ways in naming an angle,
3. classify angles according to its measure, and
4. participate actively in class discussion.

II. Content
Angles
III. Learning Resources
References: Next Century mathematics 7
Fernando Orones; pp. 395-400
Materials: Visual Aids, Chalk Board and protractor

IV. Procedure
Teacher’s Activity Student’s Activity
A. Preparatory Activity
a. Daily Routine

Greetings
Checking of attendance

b. Motivation

(The teacher will post four figures showing

different time on the board)
Before we start our lesson for today.
Let me assess first if you really know how to read
time from the clock.

What is the time stated on the first clock? 3:00 Ma’am!

 That’s correct!

How about on the second clock? 3:05 Ma’am!

That’s right!

How about on the next clock? 3:50 Ma’am!

Correct!

And the time stated on the third clock? 3:45 Ma’am!

That’s correct!

Based on your observation, what figure is formed by

the hands of the clock? An angle Ma’am!

That’s right!

B. Presentation of the Lesson

Our topic for today is all about an angle.

At the end of the lesson, you are expected to
identify parts of an angle, learn ways in naming
an angle and classify angles according to its
measure.

C. Development of the Lesson

Based on our examples on the board,

What are the common parts of an angle?

An arrow head and an end point is called a “ray”.

Based on our figure on the board.
How many rays do an angle has?
An angle contains two rays Ma’am.
Very good!

And take note that the common end point that

connects the two rays is called the “vertex”.

These two form the parts of an angle.

There are two ways in naming an angle:

1.  ABC or  CBA
2.  B
Based on our given example on the board how do
we
read the name of the angle in number one?

Correct!
Angle ABC or Angle CBA
This is our first way of naming an angle.
What kind of letter have we used? small or capital?

Correct!
We used capital letters Ma’am!
Therefore how do we name an angle?

That’s right!
We name an angle using 3 capital
That is our first way of naming an angle. letters.
Based on our example, how do we use the name
of the angle in number two?

Correct!

That is also the name for our example. Angle B Ma’am!

Letter B is in what part of an angle? ray or vertex?
Exactly!

Let us have another example.

Name the angle. Letter B is located at the vertex

Correct!

Do you have any question about the two ways in 1.  CAT or  TAC
naming an angle? 2.  A

Let us now proceed in classifying angles according

to its measure.
Going Back to our clocks on the board. None Ma’am!
The first clock illustrates the first classification of
Angle which is “Right angle”

Using a protractor, will you measure its angle for

us to describe the right angle.

Thank you!

How do we describe the measure of angle in right Clock #1

angle? Right Angle measures 90˚

That’s Correct!

The second clock illustrates an “acute angle” Right Angle measures exactly 90˚
Will you measure the angle on an acute angle.

Thank you!
Therefore, how do we describe the measure of an Clock # 2
acute angle.
Very Good! 85˚

The third clock illustrates a “straight angle” Acute angle measures from 0˚ to 89˚
Will you measure the angle on straight angle. Measures not more than 89˚

Therefore, how do we describe the measure of Clock #3

straight angle? Straight Angle
180˚
That’s correct!
Straight Angle measures exactly 180˚
The fourth clock illustrates an obtuse angle.
Will you measure the angle in an obtuse angle.

Is the measure more than 90˚? Clock #4

Obtuse angle
Is the measure less than 180˚? 160˚
Yes Ma’am!
Therefore, how do we describe the measure of an
obtuse angle? Yes Ma’am!

That’s correct! Obtuse angle

An angle that measures more than 90˚ but less
Those are the classifications of angles according to than 180˚
its measure.

Let us have other examples.

Classify the angles according to measure.

1.
 2.

3.

4.

Is there any question about classifications of 1. Acute angle

angles according to its measure? 2. Right angle
3. Obtuse angle
D. Application 4. Straight angle

Let’s have a group activity None Ma’am!

Name the following triangles in two ways.

1.

2.

3.

Answer
1. SMP/ PMS and  M
2. ASK/ KSA and  S
Classify the following angles according to its 3. ABS/ SBA and  B
measure.

1.
2.

3.

Answer
E. Generalization 1. Acute angle
2. Obtuse angle
Will you state the common parts of an angle? 3. Right angle

That’s right!
The parts of an angle are:
Will you state the two ways in naming an angle? 1. Two rays
2. Vertex

That’s correct!
The ways in naming an angle is by using 3
Will you state the classifications of angles capital letters and by using the letter on its
according vertex
to measure and their description?

A right angle is an angle measures exactly 90 ˚.

An acute angle is an angle measures but less 90
˚
That’s right! A straight angle is an angle measures exactly
180 ˚
An obtuse angle is an angle that measures
greater that 90 but less than 180 degree 60 ˚

V. . Evaluation
In ½ sheet of paper crosswise.

A. Name the following triangles in two ways.

1.

2.
 3.
Answers:
1. EAT/  TAE;  A
2.  LGU/  UGL;  G
3.  DOG/  GOD;  O

A. Classify of angles according to its measure.

1.

2.

3.

4.

Answer
1. Straight Angle
5. 2. Obtuse Angle
3. Acute Angle
4. Right Angle
5. Obtuse Angle

VI. Enrichment/ Remediation

A. Name the angles in two ways and
classify the angles according to its
measure.

1.

2.

3.

VII. Remarks
VIII. Reflection

A. No. of learner’s who earned 80% in

the evaluation
B. No. of learner’s who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work
D. No. of learner’s who continue to
require remediation

E. Which of my teaching strategies work

well? Why did this work?
F. What difficulties did I encounter
which my cooperating teacher can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other student
teacher’s?

PREPARED BY:

Georgette Joyce F. Millis

Teacher I Applicant