MATHEMATICS 7

Quarter 3 Week 1 Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standards geometry of shapes and sizes, and geometric relationships.
B. Performance The learner is able to create models of plane figures and
Standards formulate and solve accurately authentic problems involving
sides and angles of a polygon.
C. Learning The learner represents point, line and plane using concrete
Competencies and pictorial models(M7GE-IIIa-1)
/Objectives
II. CONTENT Representing Points, Lines and Planes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR
Portal)
B. Other Grade 7 Learners Module, pp. 186 - 189
Resources Next Century Mathematics – Mathematics 7, pp. 388 – 391
Authors: Fernando B. Orines, et. al.
IV. PROCEDURES
A. Reviewing TASK 1: “BAG RAID”(Individual)
previous lesson Raid your own bag and find as many items as you
or presenting the can that may represent a point, a line, and a plane.
new lesson
B. Establishing a
purpose for the 1. How did you classify the items inside your bag as points,
lesson lines, or planes?

2. What common characteristics do they have?

3. How do you describe a point, a line, or a plane?

4. Look around you. Can you give other examples of

representations of points, lines, or planes?

1
C. Presenting
examples/ TASK 2: (Group Activity)
instances of the Let the students complete the table by choosing the answers
new lesson below:
Geometric Description Model
Idea
POINT
LINE
PLANE

- shows location
- no size/dimensions
- straight path, no ending
- extends in two opposite directions
- contains infinite points
- flat surface, extends without end

D. Discussing new Using the description made by students in task 2, let them
concepts and formalize the description of points, lines, and planes.
practicing new Also, the teacher will discuss how to name the points, lines,
skills #1 and planes.

TASK 3(Individual): Let the students do the exercises

below.
Name and identify the points, lines, and planes in the
figure.

B
A C

•H •F

•G

D E
E. Discussing new
concepts and
practicing new
skills #2 REGULAR LEARNERS ADVANCED LEARNERS
F. Developing TASK 4(Individual) TASK 4(Individual)
mastery (Leads Exercise: Exercise:
to Formative A. Tell whether the following A. Tell whether the following
Assessment) is a representation of a point, is a representation of a
a line, or a plane: point, a line, or a plane:
1. grain of sand 1. taut wire
2. chalkboard 2. strand of hair
3. strand of hair 3. tip of needle
4. tip of pencil 4. thread
5. thread 5. wall

2
 B. Name the following figures: B. Name all points, lines,
1. •A and planes in the figure:

A
2 - 3. B
C n

4 – 5. X Y
∑ B C

Z
G.Finding practical The teacher shows a picture of stars and the constellation
applications of “Orion”.
concepts and
skills in daily 1. How many stars can you see?
living 2. If the skies are dark, can we still see these
stars/constellations?
3. Can you cite some importance of understanding the use of
points, lines, and planes?
4. How many points can we locate on a single line?
5. How many lines can we draw on a plane?
Note: It is advisable that the teacher gives brief
discussion/trivia about “Orion”.
H. Making How will you represent a point?
generalizations How will you represent a line?
and abstractions How will you represent a plane?
about the lesson

I. Evaluating TASK 5(Individual) TASK 5(Individual)

learning A. Tell whether the following A. Tell whether the following
is a representation of a point, is a representation of a
a line, or a plane: point, a line, or a plane:
1. corner of TV 1. corner of TV
2. top of the table 2. top of the table
3. edge of the window 3. edge of the window
4. tip of needle 4. tip of needle
5. floor 5. floor

B. Enumerate all the points, B. Enumerate all the points,

lines, and planes that you can lines, and planes that you
see in the figure. can see in the figure.

X M A

Y Z
T H

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J. Additional Enriching/inspiring the day’s Enriching/inspiring the day’s
activities for lessons. lessons.
application or
remediation On a clean bond paper, draw On a clean bond paper,
 Assignment/Agr your dream house using draw your dream house
eement the concepts learned on using the concepts learned
(_________ points, lines, and planes. on points, lines, and planes.
minutes). Fill in
below any of the
four purposes
Reinforcing/strengt
hening the day’s
lessons
Enriching/inspiring
the day’s
lessons
Enhancing/improvi
ng the day’s
lessons
 Preparing the
new lesson

V. REMARKS

VI. REFLECTION

4
 MATHEMATICS 7
Quarter 3 Week 1 Day 2

I. OBJECTIVES
A. Content The learner demonstrates understanding key concepts of
Standards geometry of shapes and sizes, and geometric relationships.
B. Performance The learner is able to create models of plane figures and
Standards formulate and solve accurately authentic problems involving
sides and angles of a polygon
C. Learning The learner illustrates subsets of a line
Competencies/ M7GE-IIIa-2
Objectives  The learner illustrates line segments and rays
II. CONTENT Subsets of a Line
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Material pages
3. Textbook pages Geometry Based on the 2002 BEC pp. 4 – 10
e-math K-12 edition pp. 348
4. Additional
Materials from
Learning
Resources (LR
Portal)
B. Other Resources
IV. PROCEDURES
A. Reviewing Average Advanced
previous lesson or 1.The teacher will distribute the pictures of the following to
presenting the the students.
new lesson a. Edge of a paper
b. Wall
c. Ceiling
d. Stars
e. Electrical wire
f. Horizon
g. Tip of hair
h. Table top
i. Mole

2.The teacher will ask the students whether the pictures they
have represents a point, line or plane.

3. How do you name a point? line? plane?

B. Establishing a The teacher will ask the students to post on the board the
purpose for the pictures that represent a line.
lesson Edge of a paper, electrical wire, horizon

In reality, can we consider these as representations of a

line? Why/why not?

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C. Presenting - Does it contradict the description that a line extends
examples/instanc infinitely in two directions?
es of the new
lesson - If these are not good examples of a line, what can we
call them?

D. Discussing new The teacher will distribute a strip of paper to the students.
concepts and Task (Individual)
practicing new 1. Draw a line AC.
skills #1 2. Draw point B between A and C.
3. Fold the strip of paper at point B.

(Note: The teacher will also show to the class how to fold the
strip of paper.)

1. Can we consider BC and BA lines? Why/why not?

2. How many endpoints do they have?
3. In how many directions does BC or BA go?
4. What do we call BC and BA?
5. How do you describe a ray?
6. How do you name a ray?

E. Discussing new Task (Individual)

concepts and Fold the strip of paper at point A and C.
practicing new
skills #2 1. Can we consider AB and BC as lines? Why/why not?
2. How many endpoints do they have?
3. In how many directions does AB or BC go?
4. What do we call AB and BC?
5. How do you describe a line segment?
6. How do you name a line segment?

(Note: The teacher will emphasize to the class that point, line
segment and ray are the subsets of a line.)

F. Developing Use a ruler to draw each figure, Given:

mastery (Leads to and name them using the
Formative correct notation.
Assessment) Point

Line segment 1. Name the points of

intersections using any
Line
letters.
2. List all the line
Ray
segments in the figure.
3. List all the rays in the
figure.
4. List all the lines.

6
G. Finding practical
applications of Look around the classroom. Cite at least three
concepts and representations of points, line segments, and rays.
skills in daily living
H. Making
generalizations Let students summarize the lesson by completing the table
and abstractions below:
about the lesson Line Subset Description Ways of naming Model

Point

Line segment

ray

line

I. Evaluating A. Tell whether each figure that Name all the lines, line
learning contains points X and Y segments and rays that
illustrates a line, line segment or each letter in the word
1. a ray. MATH is made from.

2.

3.

4.

5.

6.

7. M

A
8. T
X Y
9. H
X Y

10
X Y

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 J. Additional Given the illustration below, name all the line segments and
activities for rays.
application or A B C D
remediation
 Assignment/ 1. What if there are 5 points on the line, how many line
Agreement segments would there be? rays?
(_________ 2. Is there a way to determine the number of line
minutes). Fill in segments and rays given the number of points on a
below any of the line?
four purposes
Reinforcing/stre
ngthening the
day’s lessons
Enriching/inspiri
ng the day’s
lessons
Enhancing/impr
oving the day’s
lessons
 Preparing the
new lesson

V. REMARKS

VI. REFLECTION

8
 MATHEMATICS 7
Quarter 3 Week 1 Day 3

I. OBJECTIVES
A. Content The learner demonstrates understanding key concepts of
Standards geometry of shapes and sizes, and geometric relationships.
B. Performance The learner is able to create models of plane figures and
Standards formulate and solve accurately authentic problems involving
sides and angles of a polygon
C. Learning The learner illustrates subsets of a line.
Competencies/ M7GE-IIIa-2
Objectives  The learner determines a point between two other
points.
II. CONTENT Betweenness and Collinearity of Points
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Material pages
3. Textbook pages Moving Ahead with Mathematics II pp.73 - 78
4. Additional
Materials from
Learning
Resources (LR
Portal)
B. Other
Resources
IV. PROCEDURES
A. Reviewing Average Advanced
previous lesson or Task 1. (Individual)
presenting the Exploratory Activity:
new lesson Draw points A, B, C & D in such a way that A, C & D lie on
the same line.
B. Establishing a Guide Questions:
purpose for the 1. Which points are on the line?
lesson 2. Which point is between two other points?
3. Can three or more points be always collinear?
4. How can a point be between two other points on a
line?
C. Presenting Task 2 (Individual)
examples/ From Task 1
instances of the 1. At least how many points do you need to draw a line?
new lesson 2. How will you know if a point is in between two other
points?
D. Discussing new TASK 3 (by pair)
concepts and M A T
practicing new 2 9
skills #1 1.On a number line, point M is located at 2 while point T is
located at 9. If point A is also on the line and is between
points M and T, what are the possible locations of A?
2. When can you say that a point is between two other
points?

9
 3. What are the possible distances of MA and AT?
4. Suppose the coordinate of A is 5, find:
a. MA + AT
b. MT – AT
c. MA ∪ AT
d. MT ∩ AT
(Note: The teacher will discuss betweenness of points)
*A point is between two other points on the same line if its
coordinate is between the coordinates of the two points
*The distance between two points is the absolute value of
the difference of the coordinates of the two points.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Task 4 (Individual)
mastery (Leads to A. Answer the following
Formative A. M C
Name three questions.
Assessment) A
T collinear 1. Points A,B & C are
B Points. collinear points, B is
O
between A and C. Find the
Z distance of AB if AC = 40
and BC= 15.
B. Use the number line to find 2. X,Y & Z are collinear
the measure of line segments. points, /XZ/ +/YZ/ = /XY/
which point is between the
other two points.
3. Point B is between A
1./AB/ = and C, the coordinates of
2./AI/ = A & C are -6 and 8
3./JB/ = respectively. What is the
4./HC/ = coordinate of B if AB = 6 &
5./FK/ = BC = 8.
6./BF/ =. 4. G, M & A are collinear
7. /AC/ + /BG/ = points, /GM/ +/MA/ = /GA/
8. /AK/ -/FJ/ = which point is between the
9./EI/ +/GJ/ = other two points.
10. /DH/ - /IK/ = 5. Point M is between U
11. BD ∪ DF and I, the coordinates of U
12. EF ∪ FJ & I are 11 and -4
13. DH ∪ CJ respectively. What is the
14. AE ∪ BG coordinate of M if MU = 6.
15. DH ∩ BF
B. Use the number line to
find the measure of line
segments.

1. BD ∪ DF
2. EF ∪ FJ
3. DH ∪ CJ
4. AE ∪ BG
5. DH ∩ BF

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G. Finding practical Task 5
applications of Bien wants to hang a 60 cm wide painting so that its right
concepts and edge is 12cm from the edge of the wall. How far from the
skills in daily living edge of the wall should he place the nail?
H. Making
generalizations How will you know that point/s are in between two other
and abstractions points?
about the lesson
I. Evaluating Task 6
learning Solve:
A. Point M, A, and N are A. Solve the problem
collinear. Determine which point
below.
is between the other two, given1. X, Y and Z are collinear
the following conditions. points. XY = YZ = 22. The
coordinates of Z is -2 and
1. MA = 7, AN = 12 and MN coordinate of X is greater
= 19 than the coordinate of Y.
2. MA = AN What are the coordinates
3. MA = 2 (MN) of X and Y?
B. Use the number line to
C. Use the number line to find find the measure of line
the measure of line segments. segments.

1. AD ∪ FI
2. BF ∩ DI
4. AD ∪ FI 3. AC ∪ FH
5. BF ∩ DI 4. BG ∩ EJ
5. BF ∪ DI
J. Additional
activities for 1. Given two distinct points, how many lines can you draw?
application or 2. Given three distinct points, (a) What is the minimum
remediation number of lines that can be drawn containing all the points?
 Assignment/ (b) What is the maximum numbers of line that can be drawn
Agreement containing all of them? Illustrate your answers and
(_____ minutes). 3. Under what condition can the minimum number of line(s)
Fill in below any be drawn?
of the four 4. Can you find [ a formula for the maximum number of lines
purposes that can contain n distinct points? [Hint: try using a table and
Reinforcing/stren look for a pattern.]
gthening the
day’s lessons
Enriching/
inspiring the
day’s lessons
Enhancing/
improving the
day’s lessons
 Preparing the
new lesson
V. REMARKS
VI. REFLECTION

11
 MATHEMATICS 7
Quarter 3 Week 1 Day 4

I. OBJECTIVES AVERAGE LEARNERS ADVANCED LEARNERS

A. Content Standards The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and
geometric relationships.
B. Performance Standards The learner is able to create models of plane
figures and formulate and solve accurately
authentic problems involving sides and angles of a
polygon
C. Learning Competencies The learner classifies the different kinds of angles
/Objectives according to measures. M7GE–IIIa–3
II. CONTENT Kinds of Angles
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR
Portal)
B. Other Resources 21st Century Mathematics A Vision for a Better
Future (k to 12) Ma. Luisa V. Villano et.al.
Next Century Mathematics – Mathematics 7, p. 395
– 405.
Authors: Fernando B. Orines, Catalina B. Manalo,
Josephine L. Suzara, Jesus P. Mercado
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing previous Task 1. (Individual)
lesson or presenting the Which of these are angles?
new lesson

Questions:
1. What are angles?
2. How do you define an angle?
3. What are the parts of the angle?
4. How do you find the measure of an angle?

B. Establishing a purpose How can angles be classified?

for the lesson

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C. Presenting Task 2.
examples/instances of Given the figure, determine the measure of each
the new lesson angle.

1. ∠CHI 6. ∠CHG
2. ∠BHI 7. ∠DHG
3. ∠IHA 8. ∠EHG
4. ∠IHB 9. ∠EHF
5. ∠AHG 10. ∠DHI
Questions:
1. Are there angles with a measure of 0o?
90o?180o? less than 0o? more than 90o?
more than 180o?
2. Group the angles according to the measure
they have.
3. Classify the angles according to the angles
they have.
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery A. Use the figure to answer the following questions.
(Leads to Formative
Assessment) 1. Name the acute angles
2. Name the obtuse angles
3. Name the right angle

B. Use the measures in the figure below to classify

the angles

1. ∠ABC if m∠ABD = 50 and m∠CBD = 20

2. ∠CBD if m∠ABC = 85 and m∠ABD = 37

13
G. Finding practical Look around your room and look for a certain spot
applications of concepts where you can model acute angles, right angles
and skills in daily living and obtuse angles.
H. Making generalizations
and abstractions about the How do you classify angles?
lesson
I. Evaluating learning Name Measure
Angle of the of the Classification
Angle Angle

J. Assignment/Agreement Use the diagram at the right.

(_________ minutes) 1. Find ∠ CEG.
2. Find ∠ GED
3. Find ∠ HED
4. Which angle is equal to
∠ CEG?
5. ∠ HEV = 600. Find ∠
CEV.

V. REMARKS

VI. REFLECTION

14
 MATHEMATICS 7
Quarter 3 Week 1 Day 3

NAME:________________________________________ SCORE:____________
SECTION: ______________________________________ DATE: ____________
ACTIVITY SHEET
A. DIRECTIONS: Identify the following geometric models.
a. • b. c.

__________ __________ _________

d. e. f.

__________ __________ __________

B. DIRECTIONS: Identify the type of each angle.

S T
U
R
P Q
a. QPT _________________ b. TPS _________________
c. UPQ _________________ d. QPR _________________
e. QPS _________________ f. RPT _________________

C. Use the number line below to answer the following.

A B C D E F G H I
J
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

1. How far is it from B to H? ________

2. How far is it from J to C? ________
3. Name the points that are a distance of 4 units from E. _____________
4. Is DE + EG = DG? ________
5. Give the midpoint of DH and its coordinate. ____________
6. Find:
a. 𝐴𝐶 ∪ 𝐶𝐹 = _______________
b. 𝐶𝐸 ∪ 𝐸𝐻 = _______________
c. 𝐸𝐺 ∪ 𝐺𝐽 = _______________
d. 𝐷𝐻 ∩ 𝐶𝐹 = _______________
e. 𝐴𝐸 ∩ 𝐶𝐺 = ______________

15