Introduction to Angles Lesson Plan PDF

**LESSON DEVELOPMENT ONE** **INTRODUCTION TO ANGLES** +-----------------+-----------------+-----------------+-----------------+ | **STAGE/TIME** | **TEACHER'S | **LEARNER\'S | **LEARNING | | | ACTIVITIES** | ACTIVITIES -- | POINTS** | | |...

**LESSON DEVELOPMENT ONE** **INTRODUCTION TO ANGLES** +-----------------+-----------------+-----------------+-----------------+ | **STAGE/TIME** | **TEACHER'S | **LEARNER\'S | **LEARNING | | | ACTIVITIES** | ACTIVITIES -- | POINTS** | | | | MIND/HANDS ON** | | +=================+=================+=================+=================+ | **Step 1** | Introductory | HANDS ON | Linking the | | | Activities -- | ACTIVITIES -- | Previous | | **Introduction* | | | knowledge to | | * | 1\. Draw a | | the new lesson | | | straight | | | | **(5 minutes)** | line. | | | | | | | | | | 2\. Draw | | | | | another line | | | | | from the | | | | | starting or | | | | | end of the | | | | | first line. | | | | | | | | | | ***Point to | | | | | note for the | | | | | pupils -*** The | | | | | point of | | | | | intersection of | | | | | the lines is | | | | | called | | | | | the **corner or | | | | | vertex**. | | | +-----------------+-----------------+-----------------+-----------------+ | **Step 2** | 1\. Groups the | 1\. Belong to | Learner's | | | learners into | a group. | group, leader | | **Development** | four groups | | and secretary | | | -- A, B, C, | 2\. Choose | confirmed. | | **(5 minutes)** | and D. | their leader | | | | | and | | | **Grouping** | 2\. Guide the | secretary. | | | | learners to | | | | | choose a | 3\. Received | | | | leader and | learning | | | | secretary for | materials for | | | | your group. | their group. | | | | | | | | | 3\. Gives each | | | | | group | | | | | learning | | | | | materials -- | | | | | mathematical | | | | | set and plain | | | | | paper. | | | +-----------------+-----------------+-----------------+-----------------+ | **Step 3** | **ANGLES** | | Angle | | | | | | | **Development** | Angles are the | | | | | space between | | | | **(5 minutes)** | two or more | | | | | line that meet. | | | | | If two lines | | | | | meet (or | | | | | intersect) at a | | | | | point, then an | | | | | angle is | | | | | formed. | | | | | | | | | | Name the 3 | | | | | points of the | | | | | two lines A, B | | | | | and C. | | | | | | | | | | Lines *AB* and  | | | | | *AC* meet | | | | | at the | | | | | point *A* to | | | | | form an angle.  | | | | | | | | | | The corner A is | | | | | called angle. | | | | | Written as ∠ | | | | | B**A**C or ∠ | | | | | C**A**B. | | | +-----------------+-----------------+-----------------+-----------------+ | **Step 4** | **TYPES OF | Listen to | Types of | | | ANGLES** | teacher and | Triangle and | | **Development** | | give examples | their | | | Angles range | of -- | properties. | | **(5 minutes)** | from 0° to 360° | | | | | are group into | 1\. Acute | | | | -- | angles | | | | | | | | | 1\. **Acute | 2\. Obtuse | | | | angles --** | angles | | | | less than | | | | | 90°. | 3\. Reflex | | | | | angles. | | | | 2\. **A right | | | | | angle** -- | Identify -- | | | | exactly 90°. | | | | | | 4\. 90° | | | | 3\. **Obtuse | | | | | angles** -- | 5\. 180° | | | | greater than | | | | | 90° and less | 6\. 360°. | | | | than 180° | | | | | | | | | | 4\. **Angle on | | | | | a straight | | | | | line** -- | | | | | 180° | | | | | | | | | | 5\. **A reflex | | | | | angle** -- | | | | | greater than | | | | | 180° but less | | | | | than 360° | | | | | | | | | | 6\. **Full | | | | | angle** -- | | | | | exactly 360°. | | | +-----------------+-----------------+-----------------+-----------------+ | **Step 5** | Exercises -- | Groups | Group work | | | group the | Activities | | | **Development** | following | | | | | angles into | | | | **(5 minutes)** | acute, obtuse, | | | | | reflex, right | | | | | and full | | | | | angles. | | | | | | | | | | 1\. 62° | | | | | | | | | | 2\. 53° | | | | | | | | | | 3\. 141° | | | | | | | | | | 4\. 90° | | | | | | | | | | 5\. 65° | | | | | | | | | | 6\. 127° | | | | | | | | | | 7\. 40° | | | | | | | | | | 8\. 136° | | | | | | | | | | 9\. 270° | | | | | | | | | | 10\. 360° | | | +-----------------+-----------------+-----------------+-----------------+ | **Step 6** | Asks each group | Presentation | **Group | | | to present | | Presentation** | | **Development** | their | | | | | results/solutio | | | | **(10 | ns | | | | minutes)** | so that you can | | | | | compare | | | | | responses with | | | | | those in other | | | | | groups. | | | +-----------------+-----------------+-----------------+-----------------+ | **Step 7** | To conclude the | The learners | **Lesson | | | lesson, the | listen, ask and | Evaluation and | | **Conclusion** | teacher revises | answer | Conclusion** | | | the entire | questions. | | | **(5 minutes)** | lesson and ask | | | | | the key | | | | | questions. | | | | | | | | | | **KEY | | | | | QUESTIONS** | | | | | | | | | | 1\. What is | | | | | angle? | | | | | | | | | | 2\. Mention | | | | | the 6 types | | | | | of Angles. | | | | | | | | | | 3\. How does | | | | | an angle | | | | | formed? | | | +-----------------+-----------------+-----------------+-----------------+ ***Reference book -- New Method Mathematics Book 5.***