Certificate No.

AJA19-0226

Detailed Lesson Plan in Mathematics

4A’s Method

JUDITH A. LUCINO BSEd MATHEMATICS IV

Student Teacher FIRST SEMESTER

I. OBJECTIVES
At the end of the lesson the student will be able to perform the following with at least
a 75% proficiency level;
1. Define angle and the different types of angles,
2. Classify angles according to their measures, and
3. Solve problems involving angles (M7GE-IIIb-1).
II. SUBJECT MATTER
1. Topic: Angles
2. Subtopic: Measuring Angles
3. Mathematical Concept: An angle is a union of two non-collinear rays with a common
endpoint. The two non-collinear rays are the sides of the angle while the common
endpoint is the vertex.
a. Supplementary angles – are two angles whose measures have a sum of 180
degrees.
b. Complementary angles – are two angles whose measures have a sum of 90
degrees.
c. Vertical Angles - are two nonadjacent angles formed by two.

III. LEARNING RESOURCE

A. References
 Learners Module (pp. 200-20)
 Teachers Guide (Unit 4)
 Curriculum Guide (Unit 4)
B. Learning Materials
 Visual Materials, Chalk and Chalk Board, Activity Sheet and Activity Materials
C. Values Integration
 Accuracy and Cooperation

IV. PROCEDURE
Teacher’s Activity Student’s Activity

A. Activity
1. Prayer
Please stand up and let us pray.
 Our Father… Amen. Our father… Amen.
2. Checking of Attendance
Class monitor kindly presents
the status of your attendance to
class. Ma’am, there are no absent in our class today.

Very good!
3. Checking and Collecting of
assignment
Class kindly pass your
assignments to the front silently. (Students will pass their assignment silently.)

Are there questions with regards

to the assignment? None, Ma’am.

Very good. It seems that you are

ready for the next lesson.

4. Review
What was our topic last
meeting? Ma’am, last meeting we had discussed about
line segments.

Who can define a line segment?

Ma’am, A line segment is part of a line that has

two endpoints. We define a line segment as a
subset of a line consisting of the points A and B
and all the points between them. If the line to
which a line segment belongs is given a scale
so that it turns into the real line, then the length
of the segment can be determined by getting
the distance between its endpoints.

Exactly!
Are there questions or
clarifications about what we had
discussed last meeting?
None, Ma’am.

Very good!
 5. Motivation
Class, we are going to sing a
song entitled Classifying angles, and
as we sing take note on the
information conveyed in the lyrics. Do Yes, Ma’am.
you understand class?

Classifying Angles Song

(to the tune of Skip To My Lou.
Lyrics by Linda Bolin)
Use arms to show each as the verse
is sung.

I’m a little angle. I like me like that.

An ACUTE little angle, and I’m not
fat.
I’m an alligators mouth or a witches
hat.
I’m ACUTE. I’m less than 90.

I’m a RIGHT angle, and I look

square.
Look for a corner, and I’ll be there.
I’m a flag or a present. I’m
everywhere.
I’m just RIGHT. I’m exactly 90.

I’m rather large, so I have pride.

I’m an OBTUSE angle. I’m big
inside.
I’m a reclining chair or a door open
wide.
I’m OBTUSE. I am more than 90.

Exactly!

Class during our singing what were the

information that you have derived out from the
song? Varied answers.

Very good.

6. Presentation of the topic

Class, our topic for today is all about
angles and the way they are
measured. Some questions must be
answered during the discussion 1.
What is the angle? 2 What are the
types of Angles 3 How do we
measure angles? But before we
answer my question, let me first
present our objectives that will serve
as a guide throughout our
discussion.
 OBJECTIVES
1. Define angle and the different types
of angles,
2. Classify angles according to their
measures, and
3. Solve problems involving angles
(M7GE-IIIb-1).

Do you think we can attain our

objectives for today?
Yes, Ma’am.

Yes! But we can only attain our

objectives if we have the cooperation
between you and me throughout our
discussion. Am I right?

First let us define the different terms

associated with angles. These are
supplementary angles,
complementary angles, and vertical
angles.

Who will read the definition on the a. Supplementary angles – are

board? Yes? two angles whose measures
have a sum of 180 degrees.
b. Complementary angles – are
two angles whose measures
have a sum of 90 degrees.
c. Vertical Angles - are two
nonadjacent angles formed
by two.

Very good.

Let us have the first group activity to

test your cooperation with each other
and to further understand our topic,
remember that your scores will be
based on the rubrics posted on the
board. Yes, Ma’am.

B. Developmental activity

The class will be divided into Four

groups and will be given with a group
task and present their work on the
board. Use a protractor if necessary to
measure angles.

Task 1. Illustrate complementary angles

using an object in the classroom.
Task 2. Illustrate supplementary angles
using a drawing based on real-life
scenarios. Ex: Bus, Trains, buildings etc.

Task 3. Illustrate vertical angles using

body language and body movements.

Task 4. Create role play illustrating how

angles are applied in our daily lives.

8. Abstraction
Based on the activity that
we had how will you
Define angles? Supplementary,
Complementary and Vertical
Angles?
Supplementary angles – are two angles whose
measures have a sum of 180 degrees,
Complementary angles – are two angles whose
measures have a sum of 90 degrees and
Vertical Angles - are two nonadjacent angles
formed by two examples are (varied Ideas
using the group activity).

Very good.

9. Application

Next, I will call someone else to

describe and tell whether the illustration
is describing a supplementary,
complementary or vertical angles. And
another student would solve the
measurement of a missing part in the
problem using the relationship between
angles that we have discussed. Do you
understand class?
Yes, ma’am.

Very good.

(The teacher will show illustrations for

the student to describe).
v. ASSESSMENT

Direction: Solve the following problems in each item.

A. what are the complements of the angles whose measures are given below?

1. 13°
2. 38°
3. 41°
4. 67°
5. 79°

B. Find the measures of <1 and <2 in the figure below.

6-7.

2
1 30°

V. ASSIGNMENT

Direction: Draw the figure and prove.

1. Each angle of an equilateral triangle measures 60°.

2. If two angles of a triangle are congruent, then the sides opposite those angles are
congruent.
3. In an isosceles triangle, the altitude to the base bisects the base and the vertex angle.