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These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided
IV PROCEDURES by demonstration of 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.
A. 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.
B. 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.
C. 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-
Teachers Manual
page 75 ( 1)
D. 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,
Teachers Manual and perpendicular
page 75 ( 2) and parallel.
E. 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 Teachers Manual perpendicular and
2 page 75 c. parallel.
F. 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-Teachers Manual page Supplementary Exercises ( Mathematics)Math
57 G for Grade 7 Math Volume III: Geometry-
2 on page 20 (A) Teachers Manual
page 76
G. 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-
Teachers Manual
page 82 B
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?