SECOND QUARTER: TOPIC:

MEASUREMENT ANGLE AND ANGLE MEASURES

Stage 1

ESSENTIAL UDERSTANDING: ESSENTIAL QUESTIONS:

Students will understand …  Why is it important to study angles?
 the concept of angles, its  Why are angles useful in daily life?
measures and classifications.  To what extent do professionals use
 angles are used in daily life. angles to enhance their performance?
The Learner will know… The Learner will be able to:
 Definition, Parts and examples of  define and give examples of angles
angles  name and measure angles using a
 Degree measure of an angle using protractor.
a protractor  draw an angle whose measure is
 Classifications of angles according given.
to their measures  look for objects inside the classroom
 Application or uses of angles in and in body parts where you can find
real life. angles.
 work in collaboration with others
during group activity.
Stage 2
Performance Task: Other Evidences:
 Identify angles by the given  Teacher observation of students
measure working on tasks
 Name and find the degree  Quizzes
measure of an angle using a  Journal entries
protractor.  Rubric related to performance tasks.
 Draw an angle whose measure is  Written explanations to justify work
given.

Stage 3
1|Page
G e o r g i e h o n ti v e r o s - u r a g
 EXPLORE
The activities in this part identify the learning needs of the learners and clarifying their expectations. The latter
directs the appraisal of how these expectations may be achieved which may include engaging learners’ interest
and encouraging questions for further explanation.

Activity I: Let us Sing!

The teacher will ask the students to sing and do the actions of the song.
Angles Song(Bingo Song)

There was an angle had a name There was an angle had a name There was an angle had a name

And Righty was his name-o And Acute was her name-o And Obtuse was his name-o

Square corner just like so Closed and cute just like so Open wide just like so

Square corner just like so Closed and cute just like so Open wide just like so

Square corner just like so Closed and cute just like so Open wide just like so

And Righty was his name-o And Acute was her name-o And obtuse was his name-o

QUESTIONS:
 Do you know what an angle is?
 If two sticks meet at one point, what does it formed?
 If these sticks cross at each other, is there an angle?
 On what part of your body which an angle is formed?
 Can you look an object inside the classroom where you see an angle?

Activity 2:
Cooperative Learning:
Cooperative Learning is the instructional use of small groups so that students work together to maximize their own
and each other’s learning. In cooperative learning, students work together in small groups on a structured activity.
They are individually accountable for their work, and the work of the group as a whole is also assessed. The teacher
will give the group activity below.

Learning Activity:
Divide the class into 6 groups. The group will study and analyze the illustrative examples and
definition of terms below. After the analysis, each group shall figure out their conclusions using their
body parts in front of the class

2|Page
G e o r g i e h o n ti v e r o s - u r a g
 B

side
A
side C
Vertex

Angle- consists of two rays that share the same endpoint

- formed if two lines meet (or intersect) at a point.
Vertex- the point where the rays intersect
Rays- sides of the angle
Degree- The unit used in measuring angles
Protractor- a semicircular device used to measure angle
Perpendicular Lines- Two lines that meet at a right angle are perpendicular.
- symbol used for angle

Types of Angles
Angles are classified according to their size.

An acute angle is greater than 0º and less than 90º. A right angle equals exactly 90º.

Note that a right angle is marked on the diagram as a small square.

An obtuse angle is greater than 90º and less than 180º. A straight angle equals exactly 180º.

3|Page
G e o r g i e h o n ti v e r o s - u r a g
A reflex angle is greater than 180º and less than 360º. A perigon (or a revolution) is an angle that
equals exactly 360º.

Complementary Angles- Two angles are called Supplementary Angles- Two angles
complementary angles if the sum of their degree are called supplementary angles if the
measurements equals 90 degrees. sum of their degree measurements equals
180 degrees.

FIRM UP
The activities in this part apply various learning strategies to check the learners’
comprehension, encourage reflection, rethinking and revision of their understanding in
comparison with essential understanding.

Activity 3:
Check for Understanding.
In the activity, the learner determines the types of an angle according to the given measure. The
teacher will show the flashcards where the measure of an angle is illustrated. The learner would
identify the angle where it is being located.

4|Page
G e o r g i e h o n ti v e r o s - u r a g
 A- for Acute Angles O- for Obtuse Angles

C – for Complimentary Angles S1 – for Straight Angles

R1 – for Right Angles S2 – for Supplementary Angles

R2- for Reflex Angles P- for Perigon

Questions:
1. What does the acronym A-C-R-R-O-S-S-P stands for?
2. In your own words, how would you classify angles?
3. Is it possible that a bigger Right angle and a smaller Right angle has the same measure? What
about a bigger and a smaller acute angles?
4. If two lines cross each other, what kind of angles would it be? How many angles can you see?
5. If two lines are parallel, is there any angle formed? Explain.

Activity 4: Name Game!

The class will be divided into 6 groups. Each group will try to find out how to name an angle by
analyzing the examples below. After analysis, each representative from the group shall report their
respective conclusion.

1 B Figure 3
Figure1 Figure 2

A C
1.) 1 2.) B 3.) BAC or CAB

 Can you name the vertices of the angle in each figure?

 Based from the examples, how will you name the angles given above?
5|Page
G e o r g i e h o n ti v e r o s - u r a g
 Activity 5: Lecture Discussion
The teacher introduces the steps in finding the degree measure of an angle with the use of a
protractor.

Learning Activity:
Measuring Angles
The measure of an angle is the amount of opening between the sides of the angle. An angle with the greater
opening has the greater measure A protractor is used to measure angles. It has the shape of a semi-circle and
two scales marked from 0º to 180º.

The two scales make it easy for us to measure angles facing different ways.

To measure the size of angle ABC, place the protractor over the angle so that the centre of the protractor is
directly over the angle's vertex, B; and the base line of the protractor is along the arm, BA, of the angle.

We use the inner scale to measure the angle ABC, as the arm AB passes through the zero of the inner scale. 
Following the inner scale around the protractor, we find that the other arm, BC, passes through the inner scale at
60º.  So, the size of angle ABC is 60 degrees. We write this as follows:

6|Page
G e o r g i e h o n ti v e r o s - u r a g
To measure the size of angle PQR, place the protractor over the angle so that the centre of the protractor is
directly over the angle's vertex, Q; and the base line of the protractor is along the arm, PQ, of the angle.

We use the outer scale to measure the angle PQR, as the arm PQ passes through the zero of the outer scale. 
Following the outer scale around the protractor, we find that the other arm, QR, passes through the outer scale at
120º.  So, the size of angle PQR  is 120 degrees.  We write this as follows:

Mastering the Skills:

Ask the students to answer the practice sheet below:

A. Give the measure of each angle.

B A G

7|Page
G e o r g i e h o n ti v e r o s - u r a g
 1. m<BAC = 6. m<BAG =
2. m<EAB = 7. m<BAG =
3. m<GAD = 8.m<GAC =
4. m<FAG = 9. m<BAF =
5. m<FAE = 10. m< GAE =

B. Use a protractor to find the measure of each angle.

2
1 3 4

5 6 7 8

C. Draw the angles with the following measures.

1. 20⁰ 2. 55⁰ 3. 115⁰ 4. 168⁰

5. 78⁰ 6. 171⁰ 7. 12⁰ 8. 210⁰

D. Name each angle in four ways.

I L

1 O 2 X Y C

G E P

Z 3 A M
4

8|Page
G e o r g i e h o n ti v e r o s - u r a g
 DEEPEN
The activities in this part provide various experiences on similar topics to heighten learners’ understanding while
encouraging them to reflect, rethink and revise them to meet up with the essential understanding and content
standard.

HOTS Questions.
Ask the learner to apply knowledge learned from previous experiences by answering the following
questions: The teacher may use the same groupings in the previous activity.

Figure it out!

 Why a protractor has an inner and outer scale marked 0⁰ to 180⁰?

 Using an analog clock, the time is 3:00 pm. What kind of an angle it represents?
 Both the long and short hand of the clock is between one and two. Can you give the measure
of the angle? Can you tell the time?
 The clock shows that it is already 1:00 o’ clock; can you tell the measure of the angle shown by
clock’s hands? Explain.
 Henry draw <CAR with a measure 15⁰ less than a right angle, what kind of angle is <CAR?
 An equilateral triangle is a triangle whose sides are equal. Do the angles are also equal?Why?
 Figure 1 is divided into 3 equal and identical shapes. Figure 2 is divided into four equal and
identical shapes. Can you divide figure 3 into five equal and identical shapes?

TRANSFER
The activities in this part give way for the ideas to be using a new different context and product or
performance evaluation in realizing the performance standard.

Do the following:

Writing. In your Journal, in what way do professionals like engineers, architects, or even carpenters
make use of angles to enhance their performance?

Valuing. On what part of the lesson you find it hard to understand. Why?

Model. Construct ,create or simply sketch buildings, towers, pyramids, etc where angles plays an
important role to design your project.

9|Page
G e o r g i e h o n ti v e r o s - u r a g