LESSON NO.

ANGLE MEASURE
Lesson No. 1 |Angle Measure
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INTRODUCTION
• There are situations around us that apply the concept of
angles. These include the fields related to engineering,
medical imaging, electronics, astronomy, geography
and many more.
• Surveyors, pilots, landscapers, designers, soldiers, and
people in many other professions heavily use angles and
trigonometry to accomplish a variety of practical tasks.
• In this lesson, we will deal with the basics of angle
measure.
Lesson No. 1 |Angle Measure
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ENGAGE
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Engagement Activity
Rotations: Introduction
Author: Tim Brzezinski
Topic: Angles, Rotation
Reference: https://www.geogebra.org/m/maU9knHU

• The applet was designed to help learners

better understand what it means to rotate a
point about another point.
• In the applet, it is free to change the
locations of point A and point B.
Lesson No. 1 |Angle Measure
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Engagement Activity
In the applet, it is free to change the locations of
point A and point B.
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Engagement Activity
Questions:
1. Regardless of the amount of rotation, how does
the distance AC compare to the distance AB?
2. Notice how, in the applet, the angle of rotation
could be positive or negative. From what you've
observed, what does it mean for a rotation to
have positive orientation (positive angles)? How
about for a rotation to have negative orientation
(negative angles)?
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Small-Group Interactive Discussion

Angle Measure
Lesson No. 1 |Angle Measure
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Small-Group Interactive Discussion
on Angle Measure
Inquiry Guide Questions:
• What does the term “angle” mean in
Trigonometry?
• How does angle is formed?
• When do we consider angle to be negative in
terms of the rotation?
• When do we consider angle to be positive in
terms of the rotation?
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EXPLORE
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Explore

• The class will be divided into 8 groups (5-6

members).
• Each group will be given a problem-based task
card to be explored, answered and presented to
the class.
• Inquiry questions from the teacher and learners
will be considered during the explore activity.
Lesson No. 1 |Angle Measure
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Explore

Rubric/Point System of the Task:

0 point – No Answer
1 point – Incorrect Answer/Explanation/Solutions
2 points – Correct Answer but No Explanation/Solutions
3 points – Correct Answer with Explanation/Solutions
4 points – Correct Answer/well-Explained/with
Systematic Solution
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Explore

Assigned Role:
Leader – 1 student
Peacekeeper/Speaker – 1 student
Secretary/Recorder – 1 student
Time Keeper – 1
Material Manager – 1-2 students
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Explore
Problem-based Task:
OMC
(Obtain My Conversion)
  Since a unit circle has circumference 2π, a central angle that measures
360 degrees has measure equivalent to 2π radians.
 
Problem:
1. Obtain the conversion of degree to radian, and vice-versa.
2. What is the radian measure of the following?
a. 90 b. 180
3. What is the degree measure of the following?
a. b.
Lesson No. 1 |Angle Measure
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Explore
Problem-based Task:
OMC
(Obtain My Conversion)
Inquiry-Based Guide Questions:
1. What is your multiplier in converting a degree
measure to radian measure?
2. What is your multiplier in converting a radian
measure to degree measure?
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EXPLAIN
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Explain

• Group leader/Representative will present

the solutions and answer to the class by
explaining the problem/concept explored
considering the given guide questions.
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Explain

Guide Questions:
• What is the problem all about?
• What are the given in the problem?
• What are the things did you consider in solving the given
problem?
• How did you convert degree measure to radian measure?
• How did you convert radian measure to degree measure?
Lesson No. 1 |Angle Measure
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ELABORATE
Lesson No. 1 |Angle Measure
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Elaborate

Generalization of the Lesson:

-What are the steps in converting angles

from degree to radian, and vice versa?
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Elaborate

Integration of Philosophical Views

In this part, the teacher and learners will relate
the term(s)/content/process learned in Lesson 1
about Angles in a Unit Circle in real life
situations/scenario/instances considering the
philosophical views that can be
integrated/associated to term(s)/content/process/
skills of the lesson.
Lesson No. 1 |Angle Measure
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Elaborate

Integration of Philosophical Views

Questions :
• What are the things/situations/instances that you can
relate with regard to the lesson about angles in a unit
circle in real-life?
• Considering your philosophical views, how will you
connect the terms/content/process of the lesson in real-
life situations/instances/scenario?
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Elaborate
Sample Philosophical Views Integration from the Teacher:
Angle Measure

Angle measure includes angles classified as acute,

obtuse, right, positive angle, and negative angles.

People look into things, events, and situations in

different angles.
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Elaborate
Sample Philosophical Views Integration from the Teacher:
Angle Measure

True wisdom is looking at things from a wide

(obtuse) and positive angle. This way, we
would be able to examine the situations, look
for fresh dots, explore the things we thought
we knew, and trigger new insights.
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Elaborate
Sample Philosophical Views Integration from the Teacher:
Angle Measure

On the other hand, if we look at our

troubles, difficulties, and problems in a
narrow or acute and in a clockwise direction
or negative angle, we may not find any
solution to the problem we are currently
facing.
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Elaborate
Sample Philosophical Views Integration from the Teacher:
Angle Measure

Many operational approaches center too

narrowly on problem management to reduce
the variation rather than create a space to
think and allow new ways of looking at the
situation as a whole, the doorstep to the
breakthrough creativity.
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Elaborate
Sample Philosophical Views Integration from the Teacher:
Angle Measure

Thus, if we look from a wide-angled view and in a

counter-clockwise direction or positive angle, we
can see that they are tiny and trivial in relation to
the whole world. It makes it easier for us to be
strong and to deal healthily and positively with
these troubles, difficulties, and problems.
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EVALUATE
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Evaluate
Answer the following:

a) Convert each degree measure to radians.

Leave answers in terms of .
i) 150° ii) 330° iii) –480°
b. Convert the following radian measures to
degree measure.
i) ii) iii)
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Assignment:

Answer the following questions:

1. How do we illustrate angles in standard position?

2. How do we illustrate coterminal angles?

Reference: DepED Pre-Calculus Learner’s Material, pages 125-129.

 
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Learning Resources:
A. References:
1. Teacher’s Guide pages: 123-135 (DepED SHS Pre-Calc TG)
2. Learner’s Materials pages: 124-135 (DepED SHS Pre-Calc
LM)
3. Textbook pages: 86-97 (Pre-Calculus Textbook by J.G. P.
Pelias, 1st Ed. 2016)
B. Other Learning Resources: Geogebra Learning Materials
(Applet)

-GENARO NOCETE DE MESA, JR.-