Name of Student Jefferson A.

Socias Year Level 2nd Year

Teacher Mr. Jovel Lavejo Subject ED220
School GRACE MISSION COLLEGE Semester 2nd
MOL Section/Cluster Block 2A/Socorro 1

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of key concepts of geometry,
shapes, and sizes and geometric relationship.
B. Performance Standards The learner is able to create models of plane figures and formulate and
solved accurately authentic problems involving sides and angles of a
polygon
C. Learning Competencies/ Objectives Knowledge:
Write the LC code for each.  recognize the different kinds of angles
 illustrates point, line, and plane using concrete and pictorial
models
(M7GE-IIIa-2)
 classify the different kinds of angles
(M7GE-III-3)
Skill: Participate in the given task by following the rules given
Attitude: Observe politeness at all times
II. CONTENT/TOPIC Classifying different types of angles: acute angle, right angle, obtuse
angle, and straight angle
II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Pictures
Smart TV, laptop, power point presentation, activity cards, meta cards,
cartolina, realia, video clip

Video clip-A song about angles

https://www.youtube.com/watch?v=NVuMULQjb3o

IV. PROCEDURES
A. Reviewing previous lesson or *Giving of Classroom Rules ( tacked on the board)
presenting the new lesson * The 5 P’s:
1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared
5. Be ResPectful

Simon Says:
Directions:
•The teacher will be designated as Simon and tell the student what
they must do.
•The students must obey commands of the teacher if he/she will say
words “Simon says”. Example “If Simon says touch your head” the
 students must also touch their heads.
•Simon Says “form your arms in L position, in V position and straight
position”.
*Unlocking of Difficulties:

What is a vertex?
What is a ray?
What is an Angle?

(Power Point Presentation)

B. Establishing a purpose for the *Ask: Do you know why is it important to learn angles?
lesson/Motivation/Motive Questions How do we apply our learnings about the angles in daily activities?

*Show a video clip entitled, Uses of angles (Own Creation)

I have here a video clip showing the importance of learning an angle.

Ask: What do you see in the video?

What are the different uses of angles?
Why is it important to study angles?
Do you think we can create building and other structures like
houses without using angles? Why?
What do you think will happen if angles were not discovered?

C. Presenting examples/instances of the What Am I?

new lesson Direction: Identify which of the following illustration represents an
angle.

Process Question:

a. How did you

identify the angles in the
illustration above?

b. How many angles did you see in the illustration above?

c. Based on the angles you’ve seen; how did they differ from
each other?

D. Discussing new concepts and practicing

new skills #1 •How would you define angle?
An angle is defined as a figure formed by two non-collinear rays with a
common endpoint called vertex. We name an angle using THREE letters
or using the vertex.
 The measurement of an angle refers to the amount of opening between
the sides of the two rays. Protractor is the device used to measure the
angle. Degree is the unit of measurement.

Kinds of angles:
1. Acute angle- an angle whose measurement is more than 0° but less
than 90°.

2. Right angle- an angle whose measurement is exactly 90°.

3. Obtuse Angle- an angle whose measurement is more than 90° but

less than 180°.

4. Straight Angle- an angle whose measurement is exactly 180°.

Process Question:
1. How do we classify an angle?
2. Do you know the unit of measurement of an angle?
3. How do we measure an angle?

E. Discussing new concepts and practicing Activity: Help me!

 new skills #2 Direction: Draw an angle needed to satisfy the situation.
a. Draw a line on how Carlo should position the ladder to save
the cat from the tree.

b. Draw a ray to make an angle to guide the elderly to reach

the church

c. Draw and complete the illustration to form an angle and

guide Ace to his house.

F. Developing mastery (leads to Guided Practice

Formative Assessment 3) Pair Share:

Activity: Lets Investigate🔍

Direction: Group yourself into two. Gather 3 objects around you that
may represents an angle. Measure the angles of the object using the
protractor provided. You only have 3 minutes to accomplished the task.
(example a Corner of a book, an open scissor)
Write it in a ¼ sheet of paper and submit it to me.
G. Finding practical applications of *Differentiated Activity in Three groups with 9 to 10 members, each
concepts and skills in daily living group will have a leader.

House Rules/Standards/Guidelines:
R- Respect your groupmates
U- Unite with your team to accomplish the task given
L- Lead your group responsibly
E- Engage in the Task Given
S- Smile
 Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities

(GROUP ACTIVITY)
Directions:
• The student will be group accordingly into three.
• Each group will be given different task and directions to follow.
• Each group will be graded using rubrics.
• The activity should be accomplished in 5 minutes.

Group1 (The artist group)

Direction: Draw an object that represents different kinds of angles and
classify it. (marker and manila paper will be provided)

Group2 (the writer group)

Direction: Think of something that represent an angle and write it in
words, then classify it. (Ex: an open paper fan- obtuse angle.)

Group3 (the Dancer group)

Direction: By using your two hands show to the class the different types
of angles.

Group Presentations
- not to exceed 2 minutes for each group presentation

(Learners are given utmost recognition in the task they are presented.)

H. Making generalizations and Ask:

abstractions about the lesson 1. The teacher will ask questions
2. What is an angle?
3. How do we measure an angle?
4. What are the different types of angles?
5. Do you think it is important to study angles?
6. Did you follow the given house rules when performing the task
given to you?
7. Did you show politeness by listening attentively with your
partner and your teacher during the individual activity, pair
share activity and group activity? Why is politeness important?
I. Evaluating learning Evaluation:
Direction: Answer the following. Write only the letter of your answer.
1.What is define as a figure formed by two non-collinear rays with a
common endpoint called vertex
a. Angle
b. Point
c. Line
d. Ray
 2.Which of the following illustrates a right triangle?

a. b. c. d.

3. Which of the following statements represents an obtuse angle?

a. a corner of a book
b. an open paper fan
c. a stapler
d. a ruler

4. What instrument we use to measure an angle?

a. ruler
b. compass
c. clock
d. protractor

5. What do we call an angle which measurement is 180 degrees?

a. acute angle
b. obtuse angle
c. right angle
d. Straight angle
*Checking of answer sheets, monitoring the scores and submission of
papers for recording is done right away after the test to interpret the
result of the learners’ progress.
J. Additional activities for application or Assignment:
remediation 1.Look for different objects around your house that represents an angle
take a picture of it and measure it using protractor. Send me in private
message the picture of the objects together with its measurement.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?