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III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Mathematics 7 Learner’s Mathematics 7 Learner’s Mathematics 7 Learner’s Worktext in Mathematics Worktext in Mathematics
Materials Materials Materials GEOMETRY (BEC based) by GEOMETRY (BEC based) by
Ferdinand C. Pascual Ferdinand C. Pascual
1. Teacher’s Guide Pages 186-190 Pages 192-198 Pages 199-202 Pages 8-10 Pages 11-12
Pages
2. Learner’s Materials
Pages
3. Text book Pages 1. Geometry, textbook 1. Geometry, textbook 1. Geometry, textbook Worktext in Mathematics Worktext in Mathematics
for Third Year by for Third Year by for Third Year by GEOMETRY (BEC based) by GEOMETRY (BEC based) by
Soledad Jose-Dilao Soledad Jose-Dilao Soledad Jose-Dilao Ferdinand C.Pascual Ferdinand C.Pascual
and Julieta Bernabe and Julieta Bernabe and Julieta Bernabe Pages 8-10 Pages 11-12
pages 12-25 pages 20-22 pages 54-59
2. Geometry , Prentice 2. Geometry , Prentice 2. Geometry , Prentice
Hall Mathematics Hall Mathematics Hall Mathematics
pages 10-11 page 17 page 28
4. Additional Materials Concrete and pictorial Concrete and pictorial pictorial models such protractor worksheet
from Learning models such as pineapple models as tower
resources(LR)Portal plant
B. Other Learning Geometry, Mathematics for Geometry, Mathematics for Geometry, Mathematics for
Resources Third Year High School, Third Year High School, Third Year High School,
Dolores F. Hernandez Dolores F. Hernandez Dolores F. Hernandez
MECS(Ministry of Education , MECS(Ministry of Education , MECS(Ministry of Education ,
Culture and Sports Culture and Sports Culture and Sports
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
IV PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Refer to page 186 first Refer to page 192 on subsets Review basic terms and set Review Parts of an angle and Review classification of
Lesson or Presenting paragraph on the of lines operation on rays angle Measure angles
New Lesson introduction to the
undefined terms in geometry
B. Establishing a Purpose 1. To function Refer to previous lesson Refer to previous purpose for For mastery of parts of an For mastery of classification
for the Lesson effectively in the about the undefined the lesson angle ,its measure and of angles
three-dimensional terms.(line segment and ray classification
world, one should are subsets of line)
have a knowledge of
geometric concepts
of points, line, and
planes, their
relationships, and
their basic
properties. Knowing
these would lead to a
better understanding
of plane surfaces and
their areas, solids,
and their volumes.
Our environment is rich with
patterns of different shapes
and sizes. These motivate
and facilitate the learning of
geometry because of their
appeal to our perception of
beauty and order.
Recognition and analysis of
their properties and
measures not only develop
one’s knowledge in
geometry, but also open the
path for logical thinking
2. MENTAL CONCEPTS OR
IDEAS. However , we can use
concrete objects around us
to represent these ideas.
Thus, these undefined terms
can only be described.
2. Presenting Present activity 1 on page Present activity 3 on page Look at the hands of the Present exercises page 8 Present illustration of
Examples/Instance 188 193 clock. Do you see the different angles page 11
s of the Lesson representation of an angle?
The bent arm of the man also
represents an angle. The legs
of the chair represent an
angle; so do the edged of the
table. Look around you and
describe objects in the
classroom which represent
angles.
3. Discussing New Discuss questions to ponder Discuss activity 4 on page Define angle based on Present something more Present exercises A page 11
Concepts and on page 188 194, Teacher’s Guide previous activity. page 9
Practicing New and Definition of terms. Discuss angle, sides and
Skills#1 Refer to page 187, Teacher’s vertex. Refer to page 200.
Guide Teacher’s Guide
4. Discussing New Present exercises #1 and 2 Discuss activity 5 on pages Discuss and answer activity 8 Present sharpen your skill on Present B something more
Concepts and page 189, Teacher’s Guide 195 -196, Teacher’s Guide page 201. page 9 page 12
Practicing New Discuss the different types
Skills#2 of angles. Refer to page 202.
Teacher’s Guide
5. Developing Present exercise # 3 pages Worksheet that define Without using protractor let Present challenge on page 10 Present C. Challenge page 12
Mastery 189-190, Teacher’s Guide segments and rays the students state if the
(Leads To Formative And present activity 6 pages measures are correct and
Assessment 3) 197-198, Teacher’s Guide which are wrong in exercise
9. Refer to pages 201- 202,
Teacher’s Guide
6. Finding Practical Let some students name Let some students name Best angle the television set Name parts of a house that Name body parts that would
Application of practical application practical application be installed on the wall. used angle represent angle and classify
Concepts and Skills it according to estimated
in Daily Living measures
v. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalization Let some students generalize Let some students generalize Let some students generalize Essay writing of what they Essay writing of what they
and Abstractions about of what they learned about of what they learned about of what they learned about learned about parts of an learned about classification
the lesson the lesson the lesson. the lesson angle ,its measure and of Angles
Or Or Or classifications
Make a summary what the You may say, in this two days Make a summary what the
students should learned you learned about the basic students should learned
terms in geometry which are
point, line, segment and ray.
Also you learned how to
perform set operations on
segments and rays.
I. Evaluating Learning Call some students to give Call some students to define Call some students to Call some students to share Call some students to share
examples of objects that segments and ray 1. define angle and its their write-ups their write-ups
maybe used to represent the parts
point, line and plane 2. classify angles
according to their
measures
J. Additional Activities for Name objects at home that Name objects at home that Measure the angle you Research other application Research some application of
Application or represent: represent: usually seat and the of the angle aside from what the classification of angles
Remediation 1. Point 1. Segment television set you have at already mentioned
2. Line 2. ray home if any or a portrait on
3. plane the wall and your eyes when
standing.
VI- REMARKS
VII - REFLECTION
E. Which of my teaching
strategies work well? Why
did this work?
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
VI- REMARKS
VII - REFLECTION
E. Which of my teaching
strategies work well? Why
did this work?
A. References
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of
IV PROCEDURES learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple
ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
C. Reviewing Previous Give the different kinds of angles by Ask the student to identify Ask the students to Show a concrete
Lesson or showing it to the board. the picture and model recognize on the model for a
Presenting New figure shown to them. figures shown to them perpendicular and
Lesson the lines that are parallel.
transversal.
D. Establishing a Helps to have a basic understanding of Helps the students To recognize and Identify perpendicular
Purpose for the Different Angle Pairs understand perpendicular identify angles formed and parallel lines or
Lesson and parallel lines when two lines are segments.
cut by a transversal.
E. Presenting Ask the students to draw a line and Flash Card Game: Identify The students will tell Showing different
Examples/Instances draw another line to make a pair of the parallel and whether line t is a figures and let them
of the Lesson angles . perpendicular line. transversal or not. make observation on
Refer to 2002 Basic it.
Education Curriculum
( Mathematics)Math
III: Geometry-
Teacher’s Manual
page 75 ( 1)
F. Discussing New Discuss the line that have drawn by Discuss the Concept of Refer to 2002 Basic Perform basic
Concepts and the students and identify what kind perpendicular and parallel Education Curriculum construction in
Practicing New of pairs of angles. lines. ( Mathematics)Math geometry involving
Skills#1 III: Geometry- line segments, angles,
Teacher’s Manual and perpendicular
page 75 ( 2) and parallel.
G. Discussing New Present an activity to the students. Discuss activity 5 on 20 in Refer to 2002 Basic Use compass and
Concepts and their MATHEMATICS Education Curriculum ruler to perform and
Practicing New WORKBOOK( ( Mathematics)Math construct line
Skills#2 Supplementary Exercises III: Geometry- segment, angle,
for Grade 7 Math Volume Teacher’s Manual perpendicular and
2 page 75 c. parallel.
H. Developing Mastery Refer to 2002 Basic Education MATHEMATICS Refer to 2002 Basic Refer to pages 210-
(Leads To Formative Curriculum ( Mathematics)Math III: WORKBOOK( Education Curriculum 211
Assessment 3) Geometry-Teacher’s Manual page Supplementary Exercises ( Mathematics)Math
57 G for Grade 7 Math Volume III: Geometry-
2 on page 20 (A) Teacher’s Manual
page 76
I. Finding Practical Let some students name practical Let some students name Ask the students to Ask the students to
Application of application. practical application investigate the give some practical
Concepts and Skills transversals on application .
in Daily Living bridges and buildings
and let them give a
reason why some long
objects have to be
kept together by
another long object.
v. PROCEDURES
H. Making Let the students generalize of what Make a summary what the Give of what the What is the
Generalization and they learned about the lesson. students should learned students learned importance of
Abstractions about the about the lesson. constructing basic
lesson geometry.
I. Evaluating Learning Call some students to define Call some students to MATHEMATICS Refer to page 213.
Supplementary Angles And define segments and ray WORKBOOK Exercises II (1-5)
Complementary, Angles Congruent ( Supplementary
Angles, Vertical Angles And Exercise ) for Grade 7
Adjacent Angles. Math Volume 2 on
page 25 (A-B)
J. Additional Activities Why is it important to know the WORKBOOK( Refer to 2002 Basic Refer to page 213.
for Application or difference between supplementary and Supplementary Exercises Education Curriculum Exercises II (6)
complementary angles? for Grade 7 Math Volume ( Mathematics)Math
Remediation
2 on page 20 (B) III: Geometry-
Teacher’s Manual
page 82 B
VI- REMARKS
VII - REFLECTION
E. Which of my teaching
strategies work well?
Why did this work?
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
2. Additional Ruler,
Materials from Showing pictures on the
Learning different polygons.
resources(LR)Portal
B. Other Learning MATHEMATICS WORKBOOK(
Resources Supplementary Exercises for
Grade 7 Math Volume 2
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
IV PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
14. Reviewing Previous Ask the students some terms
Lesson or related to circle.
Presenting New Let them draw to the board
Lesson on polygon.
15. Establishing a Helps to recognize the
Purpose for the different polygons.
Lesson
VI- REMARKS
VII - REFLECTION
A. No. of learners who
earned 80% in the
evaluation
E. Which of my teaching
strategies work well? Why
did this work?