Division LANAO DEL NORTE

School Grade Level 7

Teacher Learning Area Mathematics
Time & Dates Week 1 Day 1 Quarter 3rd

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of geometry of
Standards shapes and sizes, and geometric relationships.
The learners shall be able to create models of plane figures and
B. Performance
formulate and solve accurately authentic problems involving sides and
Standards
angles of a polygon.
C. Learning Represent point, line and plane using concrete and pictorial
Competencies/ models (M7GE-IIIa-1)
Objectives (Write 1. define undefined terms in geometry
the code for each 2. represent point, line and plane
LC) 3. appreciate the value of cooperation in real life situation
II. CONTENT Geometry
A. Subject Matter Representing Point, Line and Plane using Models
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Mathematics 7 Teacher’s guide 232-235
Pages
2. Learner’s Mathematics Learner’s Module 186-189
Material Pages
3. Textbook Pages
4. Additional
Materials from
LR Portal
https://www.academia.edu/11361023
B. Other Learning https://www.ck12.org/tebook/Foundation-and-Leadership-Public-
Resources Schools,-College-Access-Reader:-Geometry---Lesson-Plans-and-
Exams/section/1.1/
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s
A. Reviewing Drill: “Name Me”
previous lesson or Group activity: Write in the tag
presenting the new board what the statement
lesson describe. The group with more
correct wins.
* It is a flat surface that extends
infinitely in all directions
* Points that lie on the same line
* It is a specific location in space
that has no dimensions
* Points that lie on the same
plane
* It is of infinite length but it is no
width and no thickness

Review:
Group Activity: Divide the class
into 4 group and let each group
do the following:
1. Look around the classroom.
Identify objects of different The student will sketch the object in
shapes and sketch a picture of the blackboard
the shape in the blackboard.
 2. Identify the different shapes you
sketch in the blackboard. Square, triangle, rectangle, circle,
curve

Create a design using the Answers may vary

different polygons (drawn in the
blackboard) and describe the
figure
The student will describe the figure
drawn
B. Establishing a
purpose for the Based on the design you create,
lesson can we make any architectural
designs like buildings and bridges
using different polygons?

How are geometric shapes and Simple shapes can be often

objects classified? classified into basic geometric
objects

C. Presenting The teacher shows the following

examples/ instances pictures to introduce the topic
of the new lesson

Stars—facts and information

nationalgeographic.com

What do the stars represent?

Describe the point based on the The stars represent a dot. The stars
picture you give. represent a point.

Does a point have size and The point is represented by a dot.

dimension?

A point is a location that has no A point has no size and no

size and no dimension and no dimension.
length, no width, no height, and
no thickness. It could be
represented by a dot (period), a
speck or even a grain of sand. A
point is named by using a capital
letter
Example 1:
•L •N
•D
raintravels.blogsopt.com

Pathwaymemorial.com

What is in the picture? A flagpole. A pathway

What is the similarity of the two A flagpole and a pathway represent
pictures? a straight line.
Describe the line from the objects A line has length and no thickness. A
you identified inside the room line has no endpoint
Example 2:
n

line n

A B

line AB ( AB )

Can you give real life examples of Edge of a ruler

a line? (Students answer may vary)

Lighting for classrooms - Fagerhult ...

fagerhult.com

Identify the given picture and

describe A classroom. A classroom has wall,
What do these wall, classroom floor and ceiling.
and ceiling represent? The wall, floor and ceiling represent
Describe the plane from the a plane
objects you identified inside the
room and give examples A plane has a flat surface.
Example 3: Some examples in the classroom
are picture frame, blackboard and
•L
top of the table.
J •K
•M
 Plane J Plane KLM
Group activity:
Show figures representing points,
lines and planes and let the
students identify whether it
represents point, line or plane.
1. Edge of the ruler 1. Line
2. The tip of the pen 2. Point
C. Discussing new 3. A sheet of paper 3. Plane
concepts and 4. Mongo seeds 4. Point
practicing new 5. A piece of a yarn 5. Line
skills #1 6. The floor of a classroom 6. Plane
7. Earrings 7. Point
8. The tip of the nail 8. Point
9. A P100.00 9. Plane
10. A broom stick 10. Line
Let the students give their own Students will cite examples
examples.
D. Discussing new Group Activity: Illustrate Me!
concepts and
1. Illustrate the intersection of two 1. Students will draw/show
practicing new
lines. What is their intersecting lines. The
skills #2
intersection? Label the lines intersection is a point
and the intersection.

line s
• R

Line q

2. Illustrate intersecting line and 2. Students will draw/show

plane. What is the intersecting planes. The
intersection? Label the figure. intersection is a line.

Line z

3. Illustrate intersecting line and 3. Students will draw/show

plane. What is the intersection? intersecting line and plane. The
Label the figure. intersection is a point.

Line c

N
c
plane C
 Let the students show their works
and explain it. Choose one as a
reporter Students will explain their works.
You did your activity well. Why do
you think you did it well?
Because we help each other.
How did you show cooperation at
home? In school?
Always remember that
cooperation leads to a successful
group activity.
List down 5 objects that could Students answers may vary
represent:
E. Developing a. a point
mastery b. a line
c. a plane
Make the students write a short
paragraph describing their Students answers may vary
surroundings in terms of
F. Finding practical geometry figures. Choose one
applications of a. Things inside the
concepts and skills classroom
in daily living b. Classroom roof
c. Flagpole area
d. Flower/vegetable garden

How are we going to represent a A point can be the tip of a pencil, or

point? a pair of compasses
G. Making
generalization and What about the line, how are we A line is represented by a straight
abstractions about represent it? stroke of the pen
the lesson
What figure that would represent A plane represented by physically a
a plane? thin flat surface, like a piece of paper
Let the students answer the
H. Evaluating learning attached Worksheet 1.

Remediation
I. Additional activities Make an art work showing the
for application or basic geometric concepts.
remediation Enrichment: Refer to attached
Activity 1

V. REMARKS

VI.REFLECTION

A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners who
require additional
activities for
remediation
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?
F. What difficulties did
I encounter which
my principal or
supervisor can
help me solve?
G. What innovation or
localized materials
did I use / discover
which I wish to
share with other
teachers?
 WORKSHEET 1

Name of Student: _______________________________Grade and Section:_________________

Group’s Name: _____________________ Date: ___________________Score: ____________

ACTIVITY 1
Objects Representing the Points, Lines and Planes
Directions: These are some of the objects around us that could represent a point or line or plane.
Place each object in its corresponding column in the table below.
blackboard
corner of a table
intersection of a side wall and ceiling
tip of a needle
electric wire
intersection of the front wall, a side wall and ceiling
surface of a table
tip of a ballpen
wall
edge of a table
paper

Objects that could represent a Objects that could represent a Objects that could represent a
point line plane
 ACTIVITY 1
2. Use the figure below, identify what is being asked.

a) Name the point(s) in the interior region of the circle.

b) Name the point(s) in the interior region of the triangle.

c) Name the line(s) in the interior region of the triangle.

d) Give other name(s) for line p.

e) Name the plane that can be formed by the three points in the interior of the circle.

f) Name the plane formed by line p and point I.

g) Name the points outside the circular region.

h) Name the points outside the region bounded by the triangle.

i) Name the points of plane M.

j) Give other names for plane M.

Answer for Activity 1
Answers:

The following can represent a point: corner of a table; tip of a needle; intersection of the front wall,
side wall and ceiling; tip of a ballpen. The following can represent a line: intersection of a side wall
and ceiling, laser, electric wire edge of a table. The following can represent a plane: blackboard,
surface of a table, wall

Answers:

(a) B, G, E; (b) F; (c) No line can be in the interior of a triangle because lines have infinite length;
(d) ⃡ or ⃡ ; (e) Plane M; (f) Plane M; (g) A, C, D, F, H, I, J; (h) A, B, C, D, E, G, H, I, J; (i)
A, B, C, D, E, F, G, H, I, J; (j) Plane ABC, FGH (any three letters can determine the plane)