Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Division of City Schools
Zamboanga del Norte National High School
Dipolog City, 7100

A LESSON PLAN
For
Formal Online Class Observation

School Zamboanga del Norte National Grade Level VII

High School
Teacher Nova B. Ballares Section Aquarius, Pisces, Gemini
Date February 18, 2022 Learning Mathematics
Area
Time 2:00 – 3:00 PM Quarter Third
PART I. OBJECTIVES
Content The learner demonstrates an understanding of key concepts of
Standards geometry of shapes and sizes and geometric relationships.
Performance The learner is able to create models of plane figures and formulate and
Standards solve accurately authentic problems involving sides and angles of a
polygon.
Learning The learner derives relationships of geometric figures using
Competencies measurements by inductive reasoning; supplementary angles,
complementary angles, congruent angles, vertical angles, adjacent
angles, linear pairs, perpendicular lines, and parallel lines.
K to 12 CG Code: M7GE – IIIb – 1
Learning At the end of the lesson, learners are Annotation
Objective/s expected to:
KRA 4: Objective 16
(KNOWLEDGE) a. Define vertical angles;

(SKILL) b. Illustrate vertical angles; Applied a personal philosophy of

(SKILL) c. Solve the measurement of teaching that is learner-centered.
vertical angles; and
(ATTITUDE) d. Appreciate the importance of The teacher adheres to Bloom’s
angles/angle pairs in the Taxonomy-based objectives – cognitive,
construction industry. psychomotor, and affective domains.
As an educator, the teacher believes
that the learner’s personal experiences
are of great help for the creation of
their own representations and
integrating new information into their
existing knowledge.
PART II. CONTENT

Topic Vertical Angles and Its Measure

(Day 3)
PART III. LEARNING RESOURCES
Learning
Materials Laptop, PowerPoint Presentation and Pictures

Learning
References  Math VII Learner’s Module, Teacher’s Module p. 146 – 148,
 Elementary Algebra, Orines, et.al. 2003
 SLM, Quarter 3, Module 2 page 4
 Printable worksheets from www.mathworksheets4kids.com
 https://www.youtube.com/watch?v=GO20ZgUzlc0
 https://www.youtube.com/watch?v=6yR4eWIl8hI

Learning Inductive and Deductive Method, Direct Instruction, HOTS

Strategies Questioning, Video Presentation
PART IV. METHODOLOGY
Class Activities Annotations

ELICIT Priming Activity: KRA 4: Objective 14

(Preliminary  Begin by having a prayer. (Article 11, Section 4 of the Code of Ethics
Activities) for Professional Teachers)
 Greetings!
The teacher starts the class
 Checking of attendance.
with a prayer and shall allow
learners to recognize the Almighty
God as of his own destiny and the
destinies of men and nations.

KRAs 2 and 4: Objectives 5, 6

 Setting online class rules and and 14
reminders. (Article 8, Section 2 of the Code of Ethics
for Professional Teachers)

 Let the class watch and

appreciate a video about the Setting class rules in order
previous lesson. to establish a safe and secure
learning environment to enhance
learning through the consistent
implementation of policies,
guidelines, and procedures and to
maintain learning environments
that promote fairness, respect, and
care to encourage learning.

ENGAGE Question and Answer KRA 1: Objective 2

(Warm-Up/ 1. Were you able to recall the
Review) previous lesson? The teacher used research-
(Yes, Ma’am!) based knowledge and principles of
2. What was the lesson all teaching and learning to enhance
about? professional practice. Basically,
(The lesson was about this lesson applies the 7Es of
complementary and Inquiry-based Learning: ELICIT,
supplementary angles.) ENGAGE, EXPLORE, EXPLAIN,
3. What is the difference ELABORATE, EVALUATE,
between complementary EXTEND.
and supplementary angles?
(Two angles whose sum is 90° The teacher reminds acquired
 are complementary angles knowledge from the previous
while 2 angles whose sum is lesson to kick off the class
180° are supplementary discussion.
angles.)
EXPLORE KRA 1: Objective 3
(Motivation) Lecture-Discussion
 Present the objectives of the Displayed proficient use of Mother
lesson for the day. Tongue, Filipino, and English to
facilitate teaching and learning.
 Unlocking of Difficulties will
be presented and explained.
The teacher explains the
 Intersect – to meet or cross
at a point common terms to be encountered
 Opposite – set across that during class discussion to
is at the other end or side facilitate a deeper understanding
 Adjacent – immediately of the topic.
preceding or nearby
 Congruent – equal or the
same value

KRA 1: Objective 4

Before the proper discussion of Used effective verbal and non-

the topic inform the class about verbal classroom communication
the “EMOJIS” we have wherein strategies to support learner
they can message in the chat
understanding, participation,
box how they feel regarding the
examples presented. engagement, and achievement.
Present and show sample
The teacher explains to the
“EMOJIS” below:
class that their feedback about the
lesson is very much appreciated
and the chat box is a platform
where they can express their
feelings about the lesson.

 Present a figure with two

intersecting lines. Lines s and KRA 1: Objective 2
t.
t The teacher uses an image of
2 intersecting lines.
s This is a pre-discussion
activity where HOTS and Probing
 Let the class to describe the Questions are utilized.
figure by asking these
questions: Higher Order Thinking Skills
1. What is shown in the (HOTS) is a new concept of
figure? education reform based on Bloom’s
(2 intersecting lines) Taxonomy.
2. What are the names of the
lines?
(Lines s and t)
 3. How many angles are
formed when these lines
intersect?
(4 angles)
4. What is the position of
angles 1 and 4? How about
angles 2 and 3? (They are
opposite in position)
 Tell the class that this angle KRA 2: Objective 6
pair is called vertical angles.
 Encourage students to Maintained learning environments
give/share their own that promote fairness, respect and
definitions of vertical angles. care to encourage learning.
 Present the definition of
vertical angles. KRA 1: Objective 2

Vertical angles are two A research-based strategy

angles formed that are used is direct instruction for the
opposite at each other when presentation of the new lesson.
two lines intersect. The teacher will explain the
meaning of Vertical Angles.
Elaborating on the topic first may
help students to comprehend the
concepts of the topic.
EXPLAIN
(Lesson  Discuss further the angle KRAs 1 and 16: Objectives 2 and
Proper) position of vertical angles and 16 (respectively): Learner-
the initials V and A Centered Approach
relationship to emphasize that
vertical angles are opposite inThe teacher uses Direct Instruction
position. and Scaffolding method. These two
 Let the class discover that methods are research-based
vertical angles are congruent knowledge and principles of
or equal in measure by letting teaching and learning to enhance
them use a protractor and professional practice and are
measure each pair of learner-centered.
vertical angles.

 Show this image to the class.

KRA 1: Objective 2

The teacher applies Localization

and Contextualization in
 Let the students measure the teaching, wherein picture of an
area in the City were utilized in
order for the students to easily
adopt, cope and understand the
lesson.

The teacher shows an image

from Google map of an intersection
of Rizal and Quezon Avenues in
Dipolog City representing vertical
angles.

intersection (in their monitor)

using a protractor.
- After measuring the
vertical angles form, what
result did you get?
(Answers vary)
- Are the measurement
equal?
(Answers vary)
 Present illustrative examples
to the class about vertical
angle measurement. KRA 1: Objective 2

Example 1: A research-based strategy

used is direct instruction for the
In the figure, identify whether the presentation of the new lesson.
given pair of angles are vertical or
not: Researched-based strategy
used is Inductive Method. The
teacher facilitates class discussion
in order for students to generate
possible answers from the given
figure. HOTS questions will also be
used to allow students to generate
pattern of the problem.

1) a and d

2) b and e
3) c and f
Answers:
4)1.  Vertical
e and d
 Show
2. the figure to the class then
Vertical
let3.them
Not verticalthe figure given.
observe
 Ask4. a student to answer the item 1,
Not vertical
then item 2 and so on.
 Ask: Why are numbers 1 and 2
vertical angles?
Example 2:

Find the measure of the missing

angles.

Answers: a . 125° KRA 1: Objective 2

° A research-based strategy
b . 55
used is direct instruction for the
 Show
Based onthe figure
the to the class
figure shown,then presentation of the new lesson.
let them examine the
solve for the value of x. figure.
 Ask a student to answer the first Researched-based strategy
unknown. Then, the second used is Inductive Method. The
unknown. teacher facilitates class discussion
 Ask the question: in order for students to generate
- Why are the angles equal? possible answers from the given
figure. HOTS questions will also be
Example 3: used to allow students to generate
pattern of the problem.

Solution:

Let the students comment in

the chat box how they feel
about the examples presented.
Ask the following questions:
- Were you able to
Substitute the
understand value of x
the in the expression,
examples?
 Show the given to the class then let them
°
(5
- x+
How 10) =did
examine 5(20)
the +feel
10
figure. about the
examples = 100 discussed?
+ 10
 Remind the class that vertical angles are
°
congruent= therefore
110 we can have an
equation using
° the given.
Thus, (5 x+ 10) =110 °
 Applying the properties of equality, solve
and explain the solution to the class.
  Present this situation to the
class where the use of vertical
angles is used in product
construction.

ACROSS CURRICULUM

PERFORMANCE TASK: KRA 1: Objective 4

Design a barbecue grill stand that
displays vertical angles and make Used effective verbal and non-
sure to show that the
verbal classroom communication
measurements are accurate to strategies to support learner
ensure the stability of the output.
understanding, participation,
The SMAW students in the engagement, and achievement.
TVE class of Mr. Siano are asked
The teacher explains to the
to make a barbecue grill stand as
their final output and they will class that their feedback about the
present it to the class. lesson is very much appreciated
and the chat box is a platform
Here is the image of their output where they can express their
and they will be graded based on feelings about the lesson.
the rubric below.

KRA 1: Objective 1

Applied knowledge of content

within and across curriculum
teaching areas.

TLE/SMAW(Shielded Metal Arc

Welding)

Component: Industrial Arts

RUBRIC of the Performance Task Learning Objective: Measure and
calculate the dimensions of a
specific object.
MELCs Code: TLE_IAAW7/8MC-
0d-e-2

ELABORATE
(Application) Activity: FIND ME!!!
Find/give what is asked in each KRA 2: Objective 8
item.
Applied a range of successful
strategies that maintain learning
STRICTLY NO ERASURES! environments that motivate
Students will submit the outputs
learners to work productively by
in the link to be given after the
class. They will be given 5 assuming responsibility for their
minutes to perform this activity. own learning.

The teacher facilitates the

activity while allowing students to
work on their own given enough
time to finish. Students are allowed
to check their own work in order
for them to assume responsibility
that will eventually develop
independence towards learning.
 KRA 4: Objective 14
(Article 8, Section 6 of the Code of Ethics
 Discuss the activity and its for Professional Teachers)
answers.
A teacher shall base the evaluation
 Encourage students to ask of the learner’s work on merit and
clarification if there is any. qualify for academic performance.
- How did you find the
activity?
- Were you able to
understand the lesson?
 KRA 1: Objective 4
Let the students comment in
Used effective verbal and non-
the chat box how they feel
about the activity they just verbal classroom communication
finished. strategies to support learner
Ask the following questions: understanding, participation,
- Were you able to engagement, and achievement.
understand the lesson?
- How did feel about the The teacher explains to the
activity? class that their feedback about the
lesson is very much appreciated
and the chat box is a platform
where they can express their
feelings about the lesson.
 KRA 4: Objective 16

Generalization The teacher provides

Let the student/s students with a non-threatening
explain the basic concepts, environment that made them feel
uses and importance of
secure and easy to learn the
vertical angles.
lesson. So as letting them
(students) summarize and explain
what they have learned in the
 Show a video clip about
angles in construction discussion and activities.
industry.
 Ask students to share their
idea where angles are useful
in construction or in day to
day living.
- What were you thinking
while watching at the
video?
(Yes, Ma’am!)
- Were you able to realize
that angles/angle pairs are
present everywhere?
(Answers vary)
- Who can give an example
where angles or angle pairs
are seen in real world?

EVALUATE Short Quiz! STRICTLY NO KRA 4: Objective 14

(Assessment) ERASURES!
The teacher reminds the
Categories: Yes/No, True or learners that their grades shall
False and Multiple Choice be based on the evaluation of their
work only in merit and quality of
academic performance.
1. Yes or No (Intersect means
meet at a certain point.)
KRA 1: Objective 2
Answer: YES
2. True or False (Congruent The teacher utilizes questions that
means NOT equal in
suite in assessing students’ level of
measure.)
Answer: FALSE knowledge and understanding of
3. True or False (Vertical angles the topic.
are adjacent angles.)
Answer: FALSE The teacher uses a Various
4. Yes or No (Angles 1 and 4 are Assessment Method (Yes or No,
vertical angles) True or False and Multiple
Answer: YES 1 Choice) wherein an item poses the
3 4 2
Figure for item No. t question or problem.
4

s
 5. Multiple Choice:
Based on the figure, what is
the value of m?

KRA 4: Objective 16

The teacher allows the students to

a. 60 degrees
b. 80 degrees check their own output that is to
c. 100 degrees provide opportunities for students
d. 120 degrees to progress towards autonomy,
independence and taking
 Students will submit the responsibility of one’s learning and
outputs in the link to be given personal growth.
after the class.

 Let the students check their

own work.

EXTEND This image shows the streets

(Assignment) across McDonald’s and Dipolog KRA 4: Objective 16
Center Mall and is from Google
Map. The teacher applies
Constructivism (Philosophy of
Education) to enrich students’
learning. The teacher recognizes
(5x) that the learner has prior
knowledge and experiences, which
are often determined by their social
and cultural environment, in this
(4x + 18) case a local establishment in the
Assignment: City (as a costumer). Learning is
therefore done by students'
You are finally done “constructing” knowledge out of
answering your modules and you
their experiences.
decide to treat yourself and eat at
McDonald’s, upon arriving at the
store you found out that the
streets across form vertical
angles.
What is the value of x in the
given figure above?

Prepared by:

NOVA B. BALLARES
SST – III
Observed by:

MYLENE M. CRUZ MERLINA T. TOMALES

Master Teacher I Head Teacher IV