LESSON PLAN IN MATHEMATICS (4A’S APPROACH)

Grade 7
Week 2: 3rd Quarter

I. OBEJECTIVES At the end of one (1) hour lesson, the grade 7 students
will be able to perform the following with at least 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-lllb-1).

II. SUBJECT MATTER

a. Topic: Angles
b. Instructional Materials: Visual Aids, PowerPoint Presentation, chalk and
c. References: chalkboard, activity materials
Learner’s Module (pp. 200-220)
Teacher’s Guide (Unit 4)
d. Values Integration: Curriculum Guide (Unit 4)
e. Strategies: Accuracy and Cooperation
4A’s Approach (Activities, Analysis, Abstract,
Application)
III. PROCEDURE

Teaching Hints Teacher’s Activity Student’s Activity

I. Preliminary Activities
a. Greetings Good morning, class! Good morning, ma’am!

b. Prayer Everybody, kindly stand up Marlyn: Let’s bow our

for a prayer. Marlyn, kindly head and feel the
lead the prayer. presence of the Lord. In
the name of the father,
the son, and of the Holy
Spirit, …. Amen.

c. Checking of the Class monitor, kindly Monitor: Ma’am, there

attendance present the status of your are no absentee in our
attendance to the class. class today.

d. Checking/Collecting So, yesterday, I gave you an Students: Yes, ma’am.

of Assignment assignment right?

Okay, so pass it forward, (Students will pass their

silently. assignment silently.)

So, are there any question Students: None, ma’am.

with regards to your
assignment?
 Very good! So are you Students: Yes, ma’am.
ready for our discussion?

A. Review Before we proceed to our Jamil: Last meeting

discussion, let me ask you ma’am we discussed
about our topic last about line segments.
meeting. So, what was our
topic last meeting, Jamil?

That’s correct! So last Fretzie: A line segment

meeting we discussed about is part of a line that has
line segments. two endpoints. We
Now, who can define line define line segment as a
segment? Yes, Fretzie, you subset of a line
are raising your hand? consisting of the points
A and B and all points
between them. If the line
to which a line segment
belongs is given a scale
so that it turns into a real
line, then the length of
the segment can be
determined by getting
the distance between its
endpoints.

Excellent Fretzie! Okay, Students: (G, double O,

let’s give, Jamil and D J O B, Good job, good
Fretzie,Good job Clap. job!)2x

Okay! Are there any Students: None, ma’am.

clarifications about our
previous topic?

Very good!

B. Motivation Okay class, I have an

activity for all of us. We are
going to sing a song entitled
CLASSIFYING ANGLES,
and as we sing, take note on
the information conveyed in
the lyrics. Do you
understand class? Students: Yes, ma’am.
 Okay, so let’s start.

“TYPES OF ANGLES”
(to the tune of YMCA)
Intro:
(RIGHT ANGLE, is 90
degrees.
We say ACUTE ANGLE,
less than 90 degrees.
We say OBTUSE ANGLE,
more than 90 degrees.
And a STRAIGHT
ANGLE, is 1-80.)2x
Chorus:
(The types of angles are,
RIGHT, ACUTE,
OBTUSE.)2x
And a STRAIGHT
ANGLE, is 180 degrees.

Now, everybody sing it

with me…
(The types of angles are,
RIGHT, ACUTE,
OBTUSE.)2x
And a STRAIGHT
ANGLE, is 180 degrees.

You’ll do real well if you

know all of these.

Okay! Very good! Did you Students: Yes, ma’am.

enjoy the song class?

Now, may I ask, during our Students: (varied

singing, what were the answers)
information that you have
derive out from the song?

Very good, class!

II. Lesson Proper
A. Activity I have another activity here,
but this time, it will be by
group. I will divide the class
into two (2) groups. This
activity is called, “Solve
My Puzzle!” Each group
will be given problems to
solve and a box that
contains letters that
 correspond to every answer
to the problems. Did you
get my point? Students: Yes, ma’am.

Okay. So, you are given 10

minutes to finish. You can
use any calculator, either
scientific or calculator on
your phone. Here are your
activity sheets. After
answering, you may post
the words that you have
formed on the board.
Group 1:
(COMPLEMENTARY)
1. 37x23
2. 64x5
3. 33x43
4. 41x32
5. 76x56
6. 4x6
7. 7x4
8. 9x9
9. 6x7
10. 5x6
11. 6x8
12. 4x9
13. 10x10
Group 2:
(SUPPLEMENTARY)
1. 24÷4
2. 28÷7
3. 81÷9
4. 56÷6
5. 48÷8
6. 36÷4
7. 100÷10
8. 72÷8
9. 63÷7
10. 121÷11
11. 32÷4
12. 48÷6
13. 100÷25

(after 10 minutes)

Base from the activities Kent: From the two

B. Analysis that we had, what have you activities that we had
observed? Yes, Kent? ma’am, we focused on
the different kinds/types
 of angles.

Very good, Kent! Okay, so Students: 1,2,3…1,2,3…

let’s give Kent, Aling very good! Very good!
Dionisha clap. Very good!

So, let me present to you Students: at the end of

our objectives for today’s the lesson, the students
lesson. Everybody kindly will be able to;
read the objectives. 1. Define angle and the
different types of angles,
2. Classify angles
according to their
measures, and
3. Solve problems
involving angles.

Do you think we can attain Students: Yes, ma’am.

our objectives for today?

That’s the spirit! But we

can only attain our
objectives if we have
cooperation between me
and you throughout our
discussion. Am I right? Students: Yes, ma’am.

First, let us define the

different types of angles.
These are right angles,
acute angles, obtuse angles.
Who will read the definition
of right angle? Yes, Juiella:
Juiella? Right angle - a right
angle is an angle of
exactly 90 degrees.

Okay, thank you Juiella.

So when we say right
angles, these are angles
whose measure is exactly
90 degrees. For example,
the corner of the square,
rectangle or the intersection
of a perpendicular lines.
Next, read the definition of
acute angle? Yes, Marlyn? Marlyn:
Acute angle - is an angle
smaller than a right
angle. The range of acute
angle are between 0 and
90 degrees but not
exactly 90 degrees.

Thank you, Marlyn. So, an

acute angle is an angle
whose measure are less than
90 degrees. Example, a slice
of a pizza. Next, the obtuse
angle. Who will read the
definition? Yes, Jester. Jester:
Obtuse angle - the
obtuse angle is an angle
which is more than 90
degrees but less than 180
degrees.

Very good, Jester! So when

we say obtuse angle, these
are angle whose measure is
more than 90 degrees. For
example, the corner of a
door widely open.

So, there are different terms Students:

associated with angles and a. Supplementary angles
the way they are measured. - are two angles whose
These terms are, measures have a sum of
supplementary, and 180 degrees.
complementary. Kindly b. Complementary
read, everyone. angles - are two angles
whose measures have a
sum of 90 degrees.

Okay, so when we say

supplementary angles, these
are two angles whose sum
is equal to 180 degrees.
Example; angle 1= 75
degrees, angle 2= 105
degrees. So, the sum of
these angles is 180 degrees.
 So it could be any angles as
long as their sum will be
equal to 180 degrees.
Whereas, complementary
angles, are any two angles
whose measures have a sum
that is equal to 90 degrees.
Am I clear? Students: Yes, ma’am.

C. Abstraction Okay, so let’s have a recap.

Base on our discussion how
do you define acute, right,
and obtuse angles? Yes, Jhessabelle: Acute
Jhessabelle? angles ma’am, are angles
whose measures are less
than 90 degrees, while
right angles are angles
whose measures are
exactly 90 degrees. And
the obtuse angles are
angles whose measures
are more than 90 degrees
but less than 180.

Very good! What do we call

two angles whose sum is
equal to 180 degrees? Yes,
Jeffrey? Jeffrey: Supplementary
angles, ma’am.

Correct! How about the two Jayvan: Complementary

angles whose sum is equal angles, ma’am.
to 90 degrees? Yes, Jayvan?

Tumpak ganern! So, any Students: None, ma’am.

questions about our topic
for today?

D. Application Okay, so if you don’t have

any questions, I have here
an activity for you to further
understand our topic. The
class will be divided into
four groups. (count off)
Each group will be given a
 task and present their work
in front. Did you get me? Students: Yes, ma’am.

Okay for group 1, you will

illustrate obtuse angles
using objects in the
classroom. You will present
3 objects.
For group 2, you will
illustrate right angles using
a drawing based on real-life
scenarios. Example, bus,
trains, buildings, etc. You
will also present 3
scenarios.
For group 3, you will
illustrate acute angles using
body language and body
movements. You will also
present 3 movements.
For the last group, the group
4, you will create a role
play illustrating how angles
are applied in our daily
lives.

Did you get the

instructions? Any questions Students: Yes, ma’am. /
about the activity? None, ma’am.

If there’s none, you can

now proceed to your groups
and start brainstorming.
You are given 20 minutes to
prepare then your going to
present in front after the
time is done.

(after 20 minutes, the

students will present their
activities)

Okay very good everyone! Students: 1,2,3…1,2,3…

Give yourselves a WOW WOOOOOOOOW….
clap.
IV. EVALUATION Okay! Any further Students: None, ma’am.
questions?

So, if you don’t have any

questions regarding about
our topic, get 1/2 sheet of
paper and let’s have a 10
items quiz. You have 5
minutes to answer. Use any
calculator to solve.

TEST I. Instruction:
Choose the letter of the
correct
answer.

TEST II.
A. Instruction: Solve the
complements of the angles
whose measures are given
below.
1. 13 degrees
2. 38 degrees
3. 42 degrees
4. 67 degrees
5. 79 degrees
B. Instruction: Solve the
supplements of the angles
whose measures are given
below.
1. 46 degrees
2. 57 degrees

(after 5 minutes)

Okay, finish or unfinished, Students: okay, ma’am.

exchange your papers and
write “corrected by”.

(after checking)

Who got 7-10? Students: Ma’am!

Okay, pass your papers.

 Let’s give GOOD JOB clap Students: (G, double O,
to all of you for your active D J O B, Good job, good
participation. job!)2x
V. ASSIGNMENT Copy your assignment on
the board.

Instruction: Draw the

following figure and prove.
Write it in a 1/2 sheet of
paper.

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

Any questions about the Students: None, ma’am.

assignment?

Okay, that’s all for today. Students: Goodbye,

Goodbye, class! See you ma’am. See you too.
next meeting class.

Prepared by: Approved by:

MIMME M. COMPRA CHINO C. PIJO

Pre-service Teacher Course Instructor