SEMI-DETAILED LESSON PLAN IN MATHEMATICS 7

I. CONTENT STANDARD
The learner demonstrates understanding of key concepts of Geometry of shapes and sizes,
and geometric relationships.
II. PERFORMANCE STANDARD
The learner is able to create models of plan figures and formulate and solve accurately
authentic problems involving sides and angles of a polygon.
III. LEARNING COMPETENCY
Classifies the different kinds of angles.
LEARNING OBJECTIVES
1. Describe an angle.
2. Classify angles according to their measures.
3. Show appreciation on the value of angles in real-life situations.
IV. SUBJECT MATTER
Different types of an Angles
V. REFERENCES
Advance Algebra, Trigonometry IV pp. 273-275 and Statistics, Realistic Math
VI. LEARNING PROCEDURE

A. PREPARATORY OF THE LESSON

1. REVIEW
There are three undefined terms in geometry, these are line, point and plane. We have also
subset of a line the segment and ray.

2. MOTIVATION (INTEGRATE TO PHYSICAL EDUCATION)

“PAK, GANERN”
Tell whether the following illustration is an angle or not. Say “PAK” if it is an angle and
“GANERN” if it is not.

3. INTRODUCTION OF THE LESSON

Based on our exercise, now do you have any idea on what is our topic for today?
 B. LESSON DEVELOPMENT

1. TEACHING/MODELLING
Name the angles that you can see from the given figure and measure it using a protractor.

There are 3 classification/types of angles:

a. Acute angle
b. Right angle
c. Obtuse angle
Example:
2 or <BEC is an acute angle
1 or <AEB is a right angle
<AEC is an obtuse angle

 ANALYSIS
Answer the following questions
a. How many angles did you find in the figure?
b. How did you name the angles?
c. How do you classify an angle? d. What are the types of an angle?

2. GIVING TASK TO THE LEARNERS IN A GROUP

 GROUP ACTIVITY
Group the students by counting 1&2. Each group will be given 5 minutes to answer

Group 1
Think-Pair-Share
Consider that Salinas park(P) is at the center of the following establishments;
namely, Mercury Drugstore(D), Alfa Mart(A), Church(C) and Public Market(M).
Determine the measure of each angle formed by its establishment using the park as
the vertex, then classify it whether acute, right or obtuse angle.
 Group 2
Classify the different angles that you can get from the given figure. Write it on the
corresponding column in the table.

3. PRESENTATION OF EVERY GROUP

Use the rubric below:
Accuracy- 20
Delivery- 20
 Group Cohesiveness-10

C. POST- ACTIVITY
1. APPLICATION
Identify the types of angles formed between the hands of each clock.

Motive questions:
a. How did you identify the types of the angles?
b. Did you use your protractor in identifying the types of angle? Explain your answer.

2. VALUING
- Ask a volunteer from the group to go outside, to check the angle formed by him/herself
and his/her shadow. Then let the student estimate the time out of the angle formed.
3. GENERALIZATION
Angle- is the result of the union of two rays with a common endpoint. - It is
measured by means of an instrument, the protractor, which gives a measure in
terms of degrees (0).

How to name an angle:

A. By its vertex
B. By 3 points with the vertex in the middle
C. By a number on it
D. By a lower case letter on it

Classification/Types of Angles According to its measures

Angle Measure of the Angle Classification

 Less than 900. Acute angle

Equal to 900. Right Angle

Greater than 900 but Obtuse Angle

less than 1800.

4. ASSESSMENT
Classify the angles according to the following measures
1. m<1000
2. m<150
3. m<900
4. m<1700
5. m<890

D. ASSIGNMENT
Task: Take a selfie on your home where you can see different types of an angles and post it
on facebook using #ANGLETYPES

Prepared by:

KITH D. PLUMO
Teacher I

Noted by:

RUBY B. JONOTA
Teacher-In-Charge