NAMILLANGAN NATIONAL Grade

School: HIGH SCHOOL Level: 7

Practice Learning
DETAILED Chabelita L. Cabria
Teacher: Area: MATHEMATICS
LESSON PLAN
Teaching Date
Quarter: 3rd QUARTER
and Time:

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of geometry of shapes and
Standards sizes, and geometric relationships.
B. Performance The learner is able to create models of plane figures and formulate and solve
Standards accurately authentic problems involving sides and angles of a polygon
C. Learning Represents point, line and plane using concrete and pictorial models.
Competency
D. Specific At the end of the lesson, the students are expected to:
Objectives 1. describe the undefined terms;
2. illustrate points, lines, and planes and;
3. exemplify in real life situation
E. Learning Code M7GE-IIIa-1
II. CONTENT GEOMETRY: Undefined Terms
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s 1. Geometry III. 2013. pp. 3-4
Material Pages 2. BEAM I – Module 1: Points, Lines, Planes and Angles
3. Textbook Instructional Materials: Projector, Laptop, Chalkboard, Visual Aids, Motivational
Pages Chips, cartolina, marker and iillustration board
4. Additional
Materials from
learning
Resources
B. Other Resources
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Preparatory Prayer
activities Checking of attendance
Setting of standards
B. Review “Class, can you recall our previous lesson?’ (Desired Students
previous Response)
lesson

“Correct! How can you solve an absolute value equations (Desired Students
and inequalities?’ Response)

“Very well-said!”

“So that is for our previous lesson. Today, we shall study

another topic, but before we start, I will group you first
into four groups. This area will be the group 1, this area
 will be the group 2, this area will be the group 3 and this
area will be the group 4. Each group will receive an
envelope that has 3 sets of jumbled letters inside. You are
about to rearrange the jumbled letters inside the envelope
that represent the things that we can see in our everyday
living. Use the objects given as a clue to solve the jumbled
letters. The group that could finish the activity first will
receive a pack of chips as instant rewards. This activity
will last 2 minutes only. Are we clear with that? “Yes ma’am.”
“Good! Now you may start doing your activity”

“Group 1 was the first group to finish the jumbled letters

followed by group 3 and group 2. “POINT”
“LINE”
“PLANE”

C. Presenting the “Your answers such as POINT, LINE, and PLANE will
lesson now lead us to our new topic for today, The Basic
Concepts and Terms in Geometry”
“The first term we have is point” “A point is the simplest
figure used in geometry. It has no size, width, length and
height. It is repsresented by a dot and named by a capital
letter.”

“This is an example of a point. As I said awhile ago, we

can name a point using Capital letters in the alphabets. We
can name this as point A.”

A
“ For you to understand better, look for an object inside our
classroom or in your body, what can you observe that
represents a point?” “Yes Mika?” “ Mole ma’am”

“Very good, How about you Albert?” “Period in a sentence

ma’am”
“ Yes, very good. Those are examples of point that we can
see in our surroundings”.

“The second term we have is line. A line can be thought of

as a connected set of infinitely many points and it extends
infinitely in two opposite directions. A line has infinite
length, but no witdth and no height. Any two points on a
line can be used to name it or you can use single lowercase
letter to name a line.”

Example:
S T
l

“ We can name the first figure as line l and the second

figure as line ST or TS.”

Can you think of example of an object that could represent

 a line inside our classroom? Yes Micaela”
“Thread”
“Very good, how about you Liza?”
“Electrical wires”
Spectacular!
The second term is line.
“This figure is an example of a line. In naming a line, we
use a lower case letter or any two points on the line.
Therefore, the name of this line is line m or line RV.

“On the next figure, what do you think are the possible
names of the line?

“The correct answer is

letter A.”

“Kirstein what do you think?”

“Exactly! Can you give me some objects that you think

could represent a line?”

“Yes Princess.”
“Correct! What else, Dianne?”

“Marvelous! Let’s move on with plane.”

“Which do you think is the best description of a plane?”

a.) A plane is set of points in an endless flat surface. It

is 2-dimensional, because it has length and width.
b.) A plane is a tool for smoothing or shaping a wood
surface.
“The name of that plane
“What do you think is the correct answer, James?” is plane WXY.”

“Correct! In naming a plane, we may use 3 coplanar points

that lies on the same plane. In this figure, what do you
think is the name of the plane?”

“Yes Abigael?”
D. Discussing the Identify the following:
new concepts T
and practicing R
new skills #1
O
C G
I N
E. Discussing the Name It, Identify It
new concepts The students will give a name to the unnamed plane in the
and practicing previous activity and identify the Points, line and plane.
new skills #2
F. Developing Identifying the undefined terms.
mastery/leads A. State whether each of the following best represents a
to formative point, line or plane.
assessment 1. top of the table
2. hair strand
3. star in the sky
4. page of a book
5. yarn
6. ruler
7. sharpened end of a pencil
8. pencil
9. dot from a ballpen
10. wall of a room
G. Finding What I Saw I Draw!
practical This activity will test the creativity and imagination of
applications of the students. The students will be grouped into 3 groups.
concepts and
skills in daily Draw an application of the following:
living 1. Plane a
2. Line WXYZ
3. 4 points that are coplanar
4. 4 points that are coplanar
5. 2 points that are non-coplanar and 2 points that are
non-collinear.
Criteria 5 4 3
Creativity Design is Design is No design
presentable somewhat at all
presentable
Oral Explanation Explanation Explanation
Presentation is clear and is clear but is not clear
logical not logical and
incomplete
Time Finished Finished Finished
Management before the exactly at after the
allotted time the allotted given time
time
H. Generalization “How can we name a point? Do you still remember
Nicole? Draw an example of point on the board and give (A student will draw
your idea about it.” her example of point on
the board.)
“We use capital letters
to name a point.”

“Correct! What about a line? What is a line? Do you still (A student will draw
remember Mary Grace? Draw an example of a line on the her example of a line
board and give your idea about it.” on the board.)
“A line is a set of points
that goes on and on in
both directions without
end. It is also one
dimensional because it
has length.”

“Good! What is a plane Martin? Draw an example of plane (A student will draw
on the board and give your idea about it.” her example of plane on
the board.)
“A plane is a set of
points in an endless flat
surface. It is 2-
dimensional, because it
has length and width.”
“Very Good! You did really understand our lesson well.
Get your notebooks and do your seatwork.”
I. Evaluating
Learning
J. Additional Given: The points A, B, C, D, E, F, G, and H are
activities for corners of a box shown below:
application or
remediation
 Answer the following:
1. How many lines are possible which can be formed
by these points shown above?
(Hint: There are more than 20.) __________
2. What are the lines that contain the point A?
(Hint: There are more than 3 lines.) __________
3. Identify the different planes which can be formed
by these points shown above.
(Hint: There are more than six) ___________
4. What are the planes that contain line DC?
__________
5. What are the planes that intersect at line BF?
__________

IV. REMARKS Done in one hour

V.REFLECTION
A. No. of learners who earned 80%
in the evaluation.

B. No. of learners who acquire

additional activities for remediation
who scored below 80%

C. Did the remedial lessons work?

No. of learners who have caught up
with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

Prepared by:

Chabelita L. Cabria
Student Teacher

Checked by:

Sharon T. Flores
Cooperating Teacher