Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
Aurora East District

DETAILED LESSON PLAN IN MATHEMATICS FOR GRADE 7

I. OBJECTIVES
A. Content Standard: demonstrates understanding of key concepts of geometry of
shapes and sizes, and geometric relationships.

B. Performance Standard: The learner is able to create models of plane figures and
formulate and solve accurately authentic problems involving sides and angles of a
polygon.

C. Learning Competency: classifies the different kinds of angles M7GE-IIIa-3

Learning Objectives:
At the end of the lesson, the students should be able to:
a. Identify the different kinds of angles
b. Appreciate the importance of angles
c. Draw the different kinds of angles.

D. Lesson Content: Different Kinds of Angles

E. Integration: SDG 4 (Quality education): Aims to ensure inclusive and

equitable quality education and promote lifelong learning opportunities
for all. This includes fostering creativity and artistic expression as part
of a well-rounded education. Art education can play a significant role in
fostering critical thinking, problem-solving skills, and cultural
appreciation among students.

II. LEARNING RESOURCES

A. References: GRADE 7 MATHEMATICS LEARNER’S MODULE, PAGE 5-7
B. Materials: Visual Aids, Laptop, power point presentation and etc.
C. Value Focus: Creativity, Cooperation, Resourcefulness, Critical Thinking

III. PROCEDURE
A. Preparatory Activities
TEACHER’S ACTIVITY LEARNER’S ACTIVITY
1. Prayer
Good morning class! Before we
start, everyone please stand. Let us Students do as told!
put ourselves in the presence of
God.
Amen!

Amen!
2. Greetings
Once again, good morning! Good morning, Miss Ann. Good
morning classmates, good morning!
Before you take your seats, tap the
right shoulder of your seatmate and
say “Hi! How are you?” with a big “Hi! How are you?”
smile. Now, tap your other
seatmate and say “Okay na to!” “Okay na to!”

And please arrange your chairs

properly and pick up some pieces of
paper under your chairs.

You may take your seats now. Students do as told!

3. Setting of Classroom
Class, remember the rules inside the
classroom.
Remember MATH.

Please read, everyone. M-must come to class neat, clean and

prepared.
A-actively participate in the activities and
pay attention to the discussion.
T-talk appropriately and respectfully to
your teacher and classmates.
H-have fun while learning.

Understood? Yes, ma’am!

Great!
Who is absent? None ma’am

That’s great!
Let us give everyone a “Perfect
Clap” for the perfect attendance.
1,2,3…. 1,2,3…. Perfect!

4. REVIEW
Now as a short recap, let us answer
some questions.
I will show questions on the
monitor. Choose the letter of the
correct answer.
Please raise your hand if you want
to answer.

1. What do you call a subset of a line that

has two endpoints? Answer: A. line segment
a. line segment c. ray
b. plane d. angle
2. A subset of a line that has one endpoint
and extends infinitely on one direction?
 a. line segment c. ray Answer: C. Ray
b. plane d. angle
3. What are the points that do not lie on
the same plane
a. Collinear Points
Answer: D. non-coplanar points
b. non-collinear points
c. Coplanar Points
d. non-coplanar points
4. How many endpoint/s does a ray have? Answer: D. 1
a. 3 c. 4
b. 2 d. 1

Any question about our previous None, ma’am

lesson? (students do as told)
Wonderful!
Let us give everyone a “Success clap”

B. LESSON PROPER

1. MOTIVATION

Before we proceed to our new

lesson today let us sing a song
together.
https://youtu.be/NVuMULQjb3o
(Students will sing along)

Fantastic! You all have an amazing voice.

Let us give everyone an “Sobrang Latina!”
clap (students do as told)

Integration across the learning area

of Music
2. ACTIVITY
With the lyrics of the song, what do
you think is our lesson today? Answer: About angle ma’am.

Exactly! Let us give (student’s name)

a barangay clap. At the end of the lesson, the students should
Our lesson is all about the Kinds of be able to:
Angles. a. Identify the different kinds
Here are our objectives for today’s of angles
lesson. Please read, everyone. b. Appreciate the importance
of angles
c. Draw the different kinds of
angles.
 (Students do as told)

This time, I will group you into 5

groups. Count 1 to 5 starting here. (Students do as told)

Group 1 will stay here, Group 2,

here, Group 3 there, Group 4 there
and group 5.
In a count of 10, go to your group
quickly and silently and form a
circle. Group 1 Group 2
Now!
(teacher starts the timer)

Let us play
“PICK, FIT, PASTE, POST” The Great Pyramid The Leaning Tower
for 5 minutes. Egypt Italy

 Each group will be given two Group 3 Group 4

pieces of puzzle.
 Choose a runner in your
group.
 The runner will get one piece
of puzzle inside the box
 The runner has to give it to Tower Bridge Mayon Volcano
his/her group and his England/UK Philippines
groupmates will try the
piece if it fits. Group 5
 If it fits, leave it to your
group and get another piece.
If not, return the puzzle and
get another piece.
 Do it until you complete the Sydney Opera House
puzzle. Australia
 Paste it on the paper.
 Answer the questions.
What famous destination
have you formed?
Which country is it located?
 Post it on the board.

(teacher will evaluate their work)

3. ANALYSIS
From the puzzle you have formed,
identify what kind of angle is the
highlighted part.

How many pyramids are there in the Students will count and answer 5.
picture?

Correct! Now, let us measure the angles.

1. The Great Pyramid of Giza Acute Angle
2. The Leaning Tower of Pisa Acute Angle
3. The Tower Bridge Right Angle
4. Mount Volcano Obtuse Angle
5. Sydney Opera House Obtuse Angle

4. ABSTRACTION

Now, let us deepen the

understanding about Angle and its
kind.
Answer:
 What is an angle?  An Angle is a union of two non-collinear
rays with common endpoint. The two
non-collinear rays are the sides of the
angle while the common endpoint is
the vertex.

 What are the kinds of angles?  The kinds of angles are Acute, Obtuse
and right

 What is the measure of an acute  Acute angle measures greater than

0°but less than 90°.
angle, obtuse, and right angle?
Right angle measures exactly 90°.
Obtuse angle measures greater than 90°
but less than 180°.

 What is the instrument used to  The instrument/tool used to measure

measure an angle? an angle is Protractor.

(will let the students identify the

angle through the use of the
protractor)

Answer:
 What is the importance of angles in
 Angles are all around us. Position,
real life?
direction, precision, and
optimization are some ways in which
people use angles in their daily life.
 Carpenters use them to measure
precisely to build doors, chairs, tables,
etc.
 Athletes use them to gauge the
distances of a throw and to enhance
their performance in sports.
 Engineers construct buildings, bridges,
houses, monuments, etc., using angle
Very well said! measurement.
4. APPLICATION

This time, let us do:

SEARCH, DRAW, MEASURE AND
IDENTIFY
 (7minutes)

With the same group you had a

while ago. In a count of 10, go to (Students do as told)
your groups and form a circle!

Directions:
 LOOK around you and search
for any object or part of the
building that has an angle.
 DRAW it on the paper using
the materials inside the
envelop.
 MEASURE the angle Answers may vary.
 IDENTIFY what kind of angle
is being formed.
 Choose a representative to
present your work.
 Make a short chant to
introduce your group before
you present.

Please be guided with this rubric for grading.

(Teacher will evaluate the students work and give corresponding points)
 I. EVALUATION
Here is the map of some of the
municipalities and cities in Zamboanga del
Sur and Misamis Occidental.
Let’s have an activity called “Mapping
Angles”.
Please read the instructions.
Refer to the given map. Consider Ramon Magsaysay
as the intersection or the vertex O. Identify what
kind of angle formed from one municipality to
another. Write your answers in a ½ crosswise.

(∠GOE)
1. Aurora to Ramon Magsaysay to Tangub City
1. Acute
2. Obtuse
2. Mahayag to Ramon Magsaysay to
3. Right
Commonwealth (∠BOH)
4. Obtuse
3. Commonwealth to Ramon Magsaysay to 5. Obtuse
Tambulig (∠HOD)

4. Aurora to Ramon Magsaysay to Molave

(∠GOC)

5.Tambulig to Ramon Magsaysay to Molave

(∠COG)
Integration across the learning area of Geography

IV. ASSIGNMENT
 Search at least 5 pictures that formed an angle in any part in your house.
 Put it on a short bond paper then classify it if it is an acute, right or obtuse angle.

Prepared by:
Mary Ann Philomena D. Servino
Teacher Applicant