TERM – 1^{ST} TERM
WEEK EIGHT
Class: Senior Secondary School 1
Age: 15 years
Duration: 40 minutes of 5 periods each
Date:
Subject: Technical Drawing
Topic: ANGLES
SPECIFIC OBJECTIVES: At the end of the lesson, pupils should be able to
I.) Define an angle.
II.) Identify and draw out the types of angles.
III.) Describe the procedure for constructing various types of angles.
IV.) Discuss the uses of angles.
INSTRUCTIONAL TECHNIQUES: Identification, explanation, questions and answers, demonstration, videos from source
INSTRUCTIONAL MATERIALS: Videos, loud speaker, textbook, pictures,
INSTRUCTIONAL PROCEDURES
PERIOD 1-2
PRESENTATION |
TEACHER’S ACTIVITY |
STUDENT’S ACTIVITY |
STEP 1 INTRODUCTION |
The teacher explains the meaning of angles and construct each type. |
Students listens attentively to the teacher |
STEP 2 EXPLANATION |
Teacher discusses the uses of angles and the procedure for constructing each angle. |
Students exhibit attentiveness and active engagement |
STEP 3 NOTE TAKING |
The teacher writes a summarized note on the board |
The students copy the note in their books |
NOTE
ANGLES
Angles are geometric figures formed by two rays or lines that share a common endpoint, known as the vertex. They are measured in degrees and are used to describe the amount of rotation or separation between two intersecting lines or planes.
Types of angles
Angles can be classified into several types based on their measurements and relationships with each other:
Uses of Angles
Angles play an important role in human activities as stated by the following uses.
1.To locate the direction of places or points.
2.To give an object a desired shape or twist.
3.To carry out design tasks in computer aided design works.
4.To conduct an analysis of a system where calculations are involved.
5.For military operation such as missiles projection.
General procedure for constructing different types of angles
- Start with a straight line.
- Place the protractor on one end of the line.
- Measure and mark 180 degrees on the protractor.
- Extend the line beyond the 180-degree mark to create the reflex angle.
- Start with a straight line.
- Place the protractor on one end of the line.
- Measure and mark 90 degrees on the protractor.
- Extend the line beyond the 90-degree mark to create the obtuse angle.
- Start with a straight line.
- Place the protractor on one end of the line.
- Measure and mark less than 90 degrees on the protractor.
- Ensure the angle formed is less than 90 degrees to create the acute angle.
- Start with a straight line.
- Place the protractor on one end of the line.
- Measure and mark exactly 90 degrees on the protractor.
- Ensure the angle formed is exactly 90 degrees to create the right angle.
EVALUATION: 1. Using the procedures outline above, draw out a reflex angle.
CLASSWORK: As in evaluation
CONCLUSION: The teacher commends the students positively