DETAILED LESSON PLAN

SUBJECT: Mathematics 7 DATE:

QUARTER: Fourth Quarter TIME:

A. OBJECTIVES
At the end of the lesson, students must be able to:
1. recall and describe the undefined terms;
2. give examples of objects that maybe used to represent the undefined terms;
3. name and identify point(s), line(s) and plane(s) in a given figure;
4. formulate the definition of parallel lines, intersecting lines, concurrent lines, skew lines,
segment, ray, and congruent segments;
5. differentiate and illustrate line segment and rays;
6. justify how a line composed of dimensionless points has a dimension; and
7. apply the concepts of geometry in real-world context.

B. Content Standards
The learner demonstrates understanding of key concepts of geometry.
C. 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
D. Leaning Competencies
M7GE-IIIa-1. The learner represents point, line and plane using concrete and pictorial
models.
M7GE-IIIa-1. The learner illustrates subsets of a line.

I. CONTENT: Basic Concepts and Terms in Geometry

II. LEARNING RESOURCES
A. References
1. Teacher’s Guide:
2. Learner’s Material: page 186
3. Textbook
4. Additional Materials from Learning Resource (LR) Portal
B. Other Learning Resources/Materials
PowerPoint Presentation

III. PROCEDURE

TEACHER’S ACTIVITY STUDENTS’

REPONSES/ACTIVITY

A. Daily Routine
1. Prayer
“I request everyone to stand up as we will begin the class
with a Prayer.”
Students will all rise.
“(Student’s name), please lead the prayer.”
The student called will start
the prayer.

“In the name of the

Father… Amen.”

2. Greetings
“Good day, class!” “Good day, ma’am!”
 3. Classroom Management Students will pick up pieces
“Before we proceed, please pick up pieces of trash that you of trash and arrange their
may see around you, and arrange your chairs properly.” chairs.

“Please be seated.” “Thank you, ma’am.”

4. Attendance Checking
“Ms./Mr. Class Secretary, are there absentees today?”
“None, ma’am.”

“Very well.”

5. Collecting of Assignments
“Since I had given you a task last meeting, please pass
your assignments forward.” Students will pass their
assignments.

B. Review
“Since we are in the 4th quarter, let us see first, if you could
recall what we discussed last quarter. Please raise your right
hand if you want to answer.”

“What did we talk about last quarter that you remembered the
Some students will raise
most?”
their hands and will be
given opportunity to
“Very well said. I can see that you learned a lot last quarter and
answer.
your grades proved it.”

C. Motivation

“Now, let us have a game. This will measure your stocked

knowledge about our lesson for today. The game is SPELL IT
OUT”

“Form a group consisting 4 to 5 members. Each group will be

seated by column and the leaders will be seating at the front.

You will be given a statement and you will guess what is being
defined or described in the statement flashed. After I give the
definition, the leader will raise his hand as a signal that your
group would like to answer. The challenge here is that each
member will state a letter that spells out the answer in order.
However, you are not allowed to discuss the answer with your
group.

For example, the answer is “circle”, a leader will raise his hand
and when the teacher acknowledges him, he will start with C,
the next member will say I, then the next will say R and so on.

If one member speaks a wrong letter, other groups will have the
opportunity to answer.
There are also bonus questions wherein pictures are flashed
and you will be stating your answer by syllable. For example:
“Michael Jordan”
Member 1: Mi
Member 2: Chael
Member 3: Jor
Member 4: Dan

Do you have questions?” “No, ma’am.”

“Let’s begin!” Students will group

themselves and start to
sear according to the
instruction given.

Students will participate

and will answer.
1. Branch of mathematics that studies the sizes, shapes,
positions angles and dimensions of things
ANSWER: Geometry
2. It suggests an exact location and it does not have a
dimension.
ANSWER: Point
3. A set of points in a flat surface.
ANSWER: Plane
4. It has two endpoints.
ANSWER: Line Segment
5. This refers to having the same size.
ANSWER: Congruent
6. It has one endpoint and extends endlessly in one direction.
ANSWER: Ray
7. The place or point where two or more things come together.
ANSWER: Intersection
8. Set of points arranged in a row.
ANSWER: Line
BONUS ITEMS

“That’s it, group (number) got the highest points so they are
Students will do the Very
our winner.”
Good clap.
“Everyone, let us give them a Very Good clap!”
D. Presentation of the Lesson
“Those words that you answered are all related to our topic for
today which is Basic Concepts and Terms in Geometry. “

E. Presentation of Objectives
“For us to be properly guided in our discussion, here are the
lesson objectives. Everyone please read.”

At the end of the

lesson, students must
be able to:
1. recall and describe
the undefined terms;
2. give examples of
objects that maybe
used to represent the
undefined terms;
3. name and identify
point(s), line(s) and
plane(s) in a given
figure;
4. formulate the
definition of parallel
lines, intersecting lines,
concurrent lines, skew
lines, segment, ray,
and congruent
segments;
5. differentiate line
segment and rays
6. demonstrate the set
operations on
segments and rays;
7. justify how a line
composed of
dimensionless points
has a dimension.

“Thank you.”

F. Discussion
“In any mathematical system, definitions are important.
Elements and objects must be defined precisely. However,
there are some terms or objects that are the primitive building
blocks of the system and hence cannot be defined
independently of other objects.”

“Can anyone give me mathematical terms that cannot be

defined clearly?”
Students will answer and
their answers may vary.

“Yes, you all have a point.”

“In geometry, there are terms that are not formally defined but
they are described and illustrated. These includes points, lines,
planes, and space. These terms are all undefined terms and
are purely mental concepts or ideas. However, we can use
concrete objects around us to represent these ideas. Thus,
these undefined terms can only be described.”

“How would you describe a point?”

Students will raise their
hand.
Teacher will call a student.
Answers may vary.

“Yes, that’s right. What about a line and a plane?” Students will raise their
hands
(Students will be called to answer.)
Answers may vary.
“Very well said. To clearly describe such terms, take note of the
Students will get their
following:”
notebook and write down
notes.

“Let’s have an activity. In your seats, take out a piece of paper,

make a table and list objects that could represent a point, a line,
Students will get a paper
or a plane. You’ll have 1 minute to do that.”
and starts answering.
“Time’s up! Does anyone would like to share their answers? Some students will
Ms. (name), go ahead.” volunteer and share their
answers.
“Who else wants to present their answers?
Okay, Mr. (name), proceed.”

“Very well, does anyone also listed objects that your two “Yes, ma’am.”
classmates stated? “
“Very good. Let’s see the figure.”

Point B, E, and G.

Point F.

Line K.

Plane BEG/GEB/EBG/GBE
“What are the points in the interior region of the circle?”

“What about the points in the interior region of the triangle?”

Line HD
“Who could give the name of the line inside the triangle?”
Plane J/I/JIM/MIJ
“What could be the name of the plane that can be formed by
the three points in the interior of the circle?” Point H and D

All of them are coplanar as

they are in plane M.
“Could you give other names for line p?”

“What could be the other names for plane M?”

“Which points are collinear?”

“Which points are coplanar?”

“Correct!”
Students will collaborate
“Let’s have another group activity.” with their groupmates.

Group Activity

“Create a map of a community or any place you are familiar

with. Label the streets and the important landmarks that you
your community has. Lastly, list all the streets that intersects,
are paralleled, concurrent, and skewed. Present your work in
front of the class.” Representative from each
group will present their map
and their own
definitions/descriptions.
“Time’s up!”
Intersecting lines are two or
“Choose a representative who will present your work and more lines that share a
discuss your own definition of intersection, parallel, concurrent, common point.
and skew lines.”
Parallel lines are lines that
does not meet.

Concurrent lines are three

or more lines that intersect
at one point.

Skew lines are lines that do

not lie on the same plane.
 Students will clap 10 times.

“Very good! Let us give ourselves 10 claps.”

“Now, let’s proceed to the Subsets of Lines.”

“Take a look at the line.”

Students will state the

AD is a line segment and the points A, B, C, and D are all on points from F to P.
´ or
the line segment AD. In notation, we can write it as AD
simply AD. It can also be named as DA´ or DA. A to D and R to U.

“Let’s try this one.” Students will raise their

hands.

“Line segment is a line that

has two endpoints and it
may have points that lies
on it.”
“What points are on the line segment EQ?”
The students will read the
“What other points are not on the line segment EQ?” definition in chorus.

“Now, who can tell me what a line segment is?”

A student will be called.

Students will raise their

hands to answer.
“Yes, indeed. To give the formal definition of line segment.
Everybody please read this.”

“Let’s try this one. Given the figure, which segments are

The student will give the

segments which he thinks
are congruent.
congruent?”

The same student will

explain how he arrived with
 his answer.

“Yes, (student’s name)?”

“That’s correct! Now, how did you know that those are Students will raise their
congruent?” hands.

“The image is a ray.”

“Yes, segments are congruent if they have the same length.”

“Let’s proceed to the next image.”

Students raise their hands.

“Can anyone tell me, what does this image represents?”

“A line segment is a line

that has two endpoints and
“(Student name), what is your answer?”
a ray has one endpoint.”

“Correct!”

AC .”
“This is ray AC, in notation, we write it as ⃗

“What do you think is the difference of a line segment and a

ray? Anyone?”

“Yes, (student’s name)?”

“Yes, that’s correct.”

“Yes ma’am.”

Students will brainstorm

with their groupmates.

Representative will come to

For our last activity, the class will be grouped according to your know who will present first.
gender. Girls will seat on the right part of the room and the boys
will be on the left. Each group will throw their
lines alternately.
Each group will be given 3 minutes to think, and list all pick-up
 lines, punch lines, or hugot lines that you can relate to our topic.
After 3 minutes, each group will throw their lines alternately. We Students will clap three
will have up to 5 rounds and each round, I will be judging which times.
is waley, and which is havey. Is that clear?

Three minutes starts now!

Time’s up! Let’s begin. Representatives of each group please

come forward and do the rock, paper, scissors. The loser will
be the first to throw a line.

After the rock, paper, scissors, the class will begin the activity.

I’m very impressed with all of you! Our winner, is the group
(number). Let’s give them 3 big claps.

G. Generalization
“Before we formally end our discussion, let us first have a
recap. Always remember the following terms and their
description:”

Intersecting lines are two or more lines that share a common

point.

Parallel lines are lines that does not meet.

 Concurrent lines are three or more lines that intersect at one
point.

Skew lines are lines that do not lie on the same plane.
“None, Ma’am.”
Do you have any questions?
“Yes/No, ma’am.”
Is our lesson easy or difficult?

Alright. I guess everyone has understood our lesson.

H. Evaluation
To test what you learned, let us have a quiz. Please get your
paper and pen and answer the following.

Students will get their

papers and pen, and will
Refer to the figure below and answer the following: start answering.

Given: The points A, B, C, D, E, F, G, H are corners of a box as

shown.

1. What other lines intersect with line DH? ___________

2. What other lines are parallel to line AB? __________

3. What lines are concurrent at point F? __________

5. What other lines are skew to EF? ______________

 For 10 points. Use the dot matrix to illustrate the following: Students will exchange
their papers with their
seatmates.

a. Line segment AB and line CE intersect at point B.

b. Ray GI is parallel with line CE.
c. Line segment AB and Ray GI intersects at point H.
d. Line IE is parallel with line AB.
e. Line IE is congruent with line HB.
f. Ray DF intersects Ray GI at Point J.
g. Ray DF intersects with line CE at point B.

Pen’s up! Exchange your papers and let’s check your answers.

I. Assignment
For your assignment, answer the following in a 1 whole sheet of
paper.
1. A point has no dimension. A line has a dimension. How
come that a line composed of dimensionless points has a
dimension?
2. Why can intersecting lines meet at only one point?
3. Which of the two are the most tragic love story?
a. Parallel Lines
b. Intersecting Lines Students will get their
notebook and write the
assignment.

J. Ending the Class

“Before we leave, kindly check your surroundings if there are
pieces of trash and arrange the chairs properly.” Students will check and
clean their room. Chairs will
also be arranged
accordingly.
“That’s all for today. Class dismissed!”
“Good bye and thank you,
ma’am!”

IV. Remarks

V. Reflection

A. No. of students who earned 80% on the

formative assessment.
 B. No. of learners who required additional
activities for remediation.

C. Did the remedial lessons work? No. of

students who had caught up with the
lesson.

D. No. of learners who continue to require

remediation.

E. Which of my teaching strategies worked

well? Why did this work?

F. What difficulties did I encounter which my

principle/supervisor can help me solve?

G. What innovation or localized material did I

use/discover which I wish to share with
other teachers?

Prepared by:

THEA MARIE J. VILLADOLID

BSED Mathematics – 3A6