COURSE TITLE: Semester 7 Teaching Practicum

Fall 2024
Teaching Portfolio
Lesson plan
STUDENT 1 NAME: Manahil Muneer
FATHER 1 NAME: Muhammad Muneer
UoK ENROLMENT NUMBER:
UoK SEAT NUMBER: A1-20172025

STUDENT 2 NAME: Syeda Aamna Mukhtar

FATHER 2 NAME: Syed Asim Mukhtar Ali
UoK ENROLMENT NUMBER:
UoK SEAT NUMBER: A1-20172039

STUDENT 3 NAME: Tehreem Siddiqui

FATHER 3 NAME:
UoK ENROLMENT NUMBER:
UoK SEAT NUMBER:

STUDENT 4 NAME: Tehzeeb Sarwar

FATHER 4 NAME: M. Arif
UoK ENROLMENT NUMBER:
UoK SEAT NUMBER: A1-20172043

STUDENT 5 NAME Umm-e-Roman

FATHER 5 NAME: Faiz Muhammad
UoK ENROLMENT NUMBER:
UoK SEAT NUMBER: A3-20172036

STUDENT 6 NAME: Qurat-ul-ain Shahid

FATHER 6 NAME:
UoK ENROLMENT NUMBER:
UoK SEAT NUMBER

STUDENT 7 NAME: Umm e Habiba

FATHER 7 NAME: Muhammad Saleem
UoK ENROLMENT NUMBER: EDU/GECE/20386/2021
UoK SEAT NUMBER: A1-20172045

Made by: Umm e Habiba

Subject Mathematics Class 7 Date 40 Minutes

Topic Angles Unit Fundamentals of Duration 40 Minutes
Geometry

Prior Knowledge Students should already know:

What are students expected to  What point, line, shapes is.
already know or be able to do  Basic usage or knowledge of protractor.
before the lesson?

Learning objectives At the end of the lesson students will be able to:
What are students expected to  Recognize angle and its basic components (arms, vertex and measures).
learn after completing the lesson?  Classify five different types of angles (acute, obtuse, right, straight, and reflex) by drawing and measuring them correctly
These may or may not be specific using a protractor.
and measurable.

Time Lesson Resources Materials Used

Development
12 Introduction: Chalk,
mins To teach the topic Angles, the teacher will start the class with some basic prior knowledge of the student. The Board,
teacher will start by talking students. Book.
 The teacher will ask students to observe different things around them in the class. Wall, roof, door, board,
books etc.
Everything has one thing common in it.
 The teacher will ask students to analyze: What’s that? th
Students: It’s a shape. (If students will not be able to give an answer teacher will highlight it on the board by
drawing anyone object).
 After that the teacher will use a board and ask students if we break down these shapes what we will see?
Students: We will see different lines.
Teacher: Further we, see?
Students: points.
Teacher: Means Shapes-----line-----Point.
Note: Till here, the teacher will engage students in a discussion, while doing discussion ask questions to cover the
information and assess their prior knowledge before proceeding.

 Teacher will draw different lines on the board and ask students:
Look at these lines, when one line meets or intersects the other line what does it form?
Angle.
 The teacher will highlight angles by joining different lines on the board to give example to students and will
tell students that they are going to learn about Angles.
 Students will get to know about the basic components of angles:
 The teacher will highlight the arms/sides of an angle on board and tell students that these sides/lines are
known as arm of an angle.
 Then highlight vertex and tell students that at point where these straight lines meet is called vertex.
Ask students to open the book and read 10.1, first paragraph of page 168.
It says the same properties as we discussed.
 Then highlight the area between two arms and tell students that this is the sizes of an angle/measure of
the angle. When we say, "measuring an angle," we're talking about finding how much turning or rotation
there is between the two arms of the angle (for example: Imagine standing where two lines meet vertex. If
you turn a little, the angle is small. If you turn a lot, the angle is big. So, an angle is just the amount of
turning between two lines., which is expressed in degrees.

And the symbol for an angle is ∠. For example: ∠ABC.

We use a small circle (°) as the symbol for degrees. For example: (90°).

15 Main Teaching Activity 1 Chalk,

mins Duster,
Teacher: Notebooks,
 For Right Angle, Look at the corner of the board/the door. What do you notice about the two lines meeting Ruler.
there? They form a perfect corner. This type of angle is called a right angle. It’s like the angle you see in a
square. Can anyone think of other places/things where you might see right angles? Give an example.
(corner of a piece of paper, a door frame, or the corner of a classroom wall)
Then the teacher will draw right angle on board and ask students to draw the same on notebook with the help of
ruler.
 For Acute Angle: Now, look at this angle I’m showing you. It’s smaller than the corner we just saw. This is
called an acute angle. It looks sharp, like a slice of pizza/ clock. Where else have you seen angles like this?
Give an example. (hands of a clock at 10:10, a slice of pizza (the tip), watermelon slice, tip of a pencil, cake
slice)
The teacher and students will follow as above for acute angle.
 For Obtuse Angle: Now let’s look at this angle. It’s bigger than the corner of the board or door. This is called
an obtuse angle. It looks wide and spread out, like wide open cupboard. Can you think of examples of
obtuse angles? (hand fan/clock/open scissor/book).
The teacher and students will follow as above for obtuse angle.
 For straight Angle: It looks just like a line going from one side to the other called straight angle like a
straight road. Where else can you find straight angles? (Clock, pencil, ruler, ladder).
The teacher and students will follow as above for straight angle.
 For Reflex Angle: Finally look at this angle. It’s more than a straight line. This is a reflex angle. It looks like
it's turned back on itself. Can you think of where you might see angles like this? (folded book, pizza when
one slice is taken out, cake when one slice is taken out, clock).
The teacher and students will follow as above for reflex angle also.
10 Main Teaching Activity 2 Protractors.
mins
 Now the teacher will ask students to bring out protractors and measure the drawn angles of their
notebooks.
 Also ask them to write their names and degree in front of them.
Before that the teacher will ensure that each student knows how to use protractor, if they will not the teacher will
guide them.
 After that the teacher will verbally tell students about degrees of types of angles through protractor.

Acute Angle: Less than 90 degrees.

Right Angle: Exactly 90 degrees.
Obtuse Angle: Greater than 90 degrees but less than 180 degrees.
Straight Angle: Exactly 180 degrees.
Reflex Angle: Greater than 180 degrees but less than 360 degrees.

3 mins Closure & Consolidation

At the end the teacher will verbally do the quick review.
Will ask students about angles, their components and its types.
APPENDIX :