Republic of the Philippines

J.H CERILLES STATE COLLEGE

Caridad, Dumingag, Zamboanga del Sur
School of Teacher Education

Lesson Plan in Mathematics VII

I. OBJECTIVES

A. Content Standard: The learners demonstrate understanding of key concepts of geometry

of shapes and sizes and geometric relationships.

B. Performance Standard: 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

D. Specific Objectives:

At the end of 60 minutes class, the seventh-grade students, will able to do the following
with at least 75% level of accuracy.
a. Name the parts of an angle.
b. Determine the measure of an angle using a protractor.
c. Illustrate different kinds of angles (acute, right, and obtuse).
d. Classify different kinds of angles.

II. SUBJECT MATTER

Topic: Different kinds of angles

References: Learners module 7 Mathematics

Materials: Visual Aids (power point, cut out figures, cartolina), protractor, scotch tape, and
marker.

Subject Integration: English

Value Focus: Accuracy

III. PROCEDURE (Developmental)

Teacher’s Activity Student’s Activity

A. ACTIVITY

1. Preliminary Activities
a. Prayer:
Before we start, everybody stand up for a (Praying)
prayer. The in-charge for today’s prayer,
please lead the class.
 b. Greetings:
Good morning, class. Good morning, sir.

c. Checking of Attendance:
Class monitor, kindly check the
attendance.

2. Review Last meeting our topic is all about subsets of a

What was our topic last meeting? Yes, line, sir.
____?
Line segment and ray, sir.
Now, what are those subsets of a line?
Yes, ____?
Ray, sir.
Very good! Now what do you call to a
subset of a line that has one endpoint, and
extends in one direction? Yes, ____?
Line segment, sir.
Very good! How about if it has two end
points? Yes, ____?
None, sir.
Very good! Now any questions?

If none we will proceed to our new topic,

but before that we will have an activity
first.

3. Motivation
I have here a figure that will help you
formulate the definition of our topic this
morning.
I will paste on the board. (The student study the figure)
Class, take a look at figure on the board
and study about it.

Yes, sir.
Do you know what this figure is?
A clock, sir.
What is it?
Very good!
There are numbers and hands of the clock, sir.
What have you notice in the figure?
Very good!
It formed an angle, sir.
Now, what those two hands of the clock
 formed? Yes, ____? It is all about angles, sir.
Very good! Now, what do you think our
topic this morning? Yes, ____?

Very good!
We are now on the next topic! Let’s now
study about angles. Angles can be found
everywhere. Buildings, establishments,
satellite dishes, billboards, and many other
objects. Of course, on the clocks. As what
have you notice the figure formed by the
two hands of the clock. They are clearly
examples of angle. These sounds
interesting. Hello, angles!

4. Statement of Aim
This morning our lesson is all about
different kinds of angles. At the end of the
lesson you are expected to: (a) Name the
parts of an angle. (b) Determine the
measure of an angle using a protractor. (c)
Illustrate different kinds of angles (acute,
right, and obtuse). (d) Classify different
kinds of angles.
B. DISCUSSION

Now, let’s take a look at this figure.

There are two rays in each angle, sir.

There’s a point, sir.

What have you notice in the given groups
of angles? Yes, ____?
Very good! That, two rays are called the
There is only one, sir
sides of the angle. What else? What have
you notice on their rays? Yes, ____?
The angles are composed of two rays with a
Very good! And as have you notice, how
many common endpoints does an angle common endpoint, sir.
have? Yes, ____?

Very good! The common endpoint is

called the vertex.

Now based on what you have discovered

how would you define an angle? Yes,
____?

Very good!

Now, let’s take a look at this figure.

The figure is an angle. Its vertex is point E

and its two sides are ES and ET. The Yes, sir.
symbol used for angle is “”. The angle
in the example can be named SET. It
can also be called TES. The letter
representing the vertex is written between
the other two letters.

Is it clear?

Now let’s proceed.

An angle separates a plane into three sets:

the points on the angle, the interior of the
angle, and the exterior of the angle.

Now, let’s take a look at this figure.

A protractor, sir.
In this
figure, points T and S are on ABC.
Point P is in the interior and points Q and
R is in the exterior of the angle.

Now, what tool do you think we are going

to use to find the measure of an angle?
Yes, ____?

Very good!

(Discussing about protractor and how to

use it to find the measure of an angle.)

Okay! Let’s take a look to this figure.

Using the inner scale of the protractor
shown in the figure above, the measure of
GEO is equal to 50 degrees, written as
mGEO = 50°.

Now, do you know that angles are

classified according to their measures?

The measure of an angle indicates how

wide the opening is between its two sides.
Okay! Let’s take a look at these figures.

Among the three angles, (a) is the right angle, (b)

Now, as you can see these are angles with is the acute angle, and (c) is the obtuse angle, sir.
different measures.

There are three kinds of angles the right,

acute, and obtuse.

Now, which do you think is the right,

acute, and obtuse angle among these three
angles? Yes, ____?

Very good! A right angle is an angle that

measures exactly 90°. An acute angle is
an angle that measures less than 90°. And
an obtuse angle is an angle that measures
more than 90° but less than 180°.

I know that you’ll find it easy to name and

identify the different kinds of angles.

Now in addition, always remember that

you can approximate the measures of
angles by estimating their openings if Yes, sir.
equal to 90°, less than 90°, or greater than
 90°. These approximations of angle
measures without using protractors will
help you in classifying angles whether
they are right, acute, or obtuse.

Is it clear?

C. APPLICATION 1. Acute angle_

Give each pair of students a protractor and

answer sheet, then draw the following
angle inside each box and let them
classify the angles after.

1. m𝐿𝐴𝐵 = 35°
__________

2. Acute angle_

2. mSTE = 80°
__________

3. 𝑚
3. Obtuse angle_
GSW = 120°
__________

4. 𝑚OKC = 165°
4. Obtuse angle_

__________

I will give each pair 3 minutes to do the

activity and afterwards we will check your
papers.
The pair that will get a perfect angle will
also gain a perfect participation in this
session.
 “Accuracy is a must”

Are you ready? Yes, sir.

You may now start.

God bless.

(3 minutes done)
--checking—
D. GENERALIZATION

Based from our discussion, what is an Angles are composed of two rays with a common
angle? Yes, ____? endpoint, sir.

Very good!

Now, what do you call to the two rays of The sides of the angle, sir.
an angle? Yes, ____?

Very good!

How about their common endpoint, what The vertex, sir.

is it called? Yes, ____?

Very good!

Now, what are the three kinds of angles The three kinds of angles are right, acute, and
that we already discussed? Yes, ____? obtuse angle, sir.

Very good!

What do you call to an angle measures Right angle, sir.

90°? Yes, ____?

--continue till all angles will identify--

What tool are we going to use to find the Protractor, sir.

measure of an angle? Yes, ____?

Very good!

Do you have any questions? None, sir.

IV. EVALUATION

In given answer sheet.

Activity 1 Direction: Estimate the measure of each angle. Classify the angles whether RIGHT,
ACUTE or OBTUSE ANGLE.
 Activity 2 Direction: Do as indicated. Refer to the given figure.

1. Give another name for 1.

2. Name all angles with AF as a side.
3. Determine how many acute angles there are with point A as their vertex. Name two of these
acute angles.

V. ASSIGNMENT
(In a short bond paper)
Make an art or scenario that represents angles seen in real-life.
Prepared by: Checked by:
Junjie M. Marquez Jr. Haidee F. Patalinghug
Student Instructor
Name: ______________________________ Score: ______
Date: ____________

Activity 1: Estimate the measure of each angle inside the box. Classify the angles whether RIGHT,
ACUTE or OBTUSE ANGLE on the space provided.

1. 2.

______________ ______________

3. 4.

______________ ______________
Activity 2: Do as indicated. Refer to the given figure and write your answer on the space provided.

1. Give another name for 1.

_______

2. Name all angles with AF as a side.

______________

3. Determine how many acute angles there are with point A as their vertex. Name two of these acute
angles.

______________
Name:____________________________ Name:____________________________
____________________________ ____________________________

Direction: Draw the following angle inside each box Direction: Draw the following angle inside each box
and classify the angles after on the space provided. and classify the angles after on the space provided.

1. m𝐿𝐴𝐵 = 35° 1. m𝐿𝐴𝐵 = 35°

__________ __________

2. mSTE = 80° 2. mSTE = 80°

__________ __________

3. 𝑚GSW = 120° 3. 𝑚GSW = 120°

__________ __________

4. 𝑚OKC = 165° 4. 𝑚OKC = 165°

__________ __________