A DETAILED LESSON PLAN

IN TEACHING

MATHEMATICS

JANICE E. ESTOSE
Student Teacher

Checked and observed by:

MARIA DIZA DELAMENTE

Teacher-II/Cooperating teacher

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Bayugan City, 8502 Caraga, Philippines
 Tel. # 231-2428 Fax. # 343-6115

SCHOOL BAYUGAN NATIONAL GRADE LEVEL 7

GRADE 7 COMPREHENSIVE HIGH SCHOOL
DETAILED TEACHER JANICE E. ESTOSE LEARNING AREA MATHEMATICS
LESSON PLAN TEACHING FEBRUARY 2024 QUARTER 3RD
DATE

** Expression is faulty **. OBJECTIVES

A. Content Standard
demonstrates
understanding of key
concepts of geometry of
shapes and sizes, and
geometric relationships.
demonstrates understanding of key concepts of geometry of shapes and
sizes, and geometric relationships.
B. Performance Standard The learners 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 represents point, line and plane using concrete and pictorial models
(M7GE-
IIIa-1)
** Expression is faulty **. Subsets of a line
CONTENT
** Expression is faulty **. LEARNING RESOURCES
A. References Mathematics 7 Learner’s Materials
1. Teacher’s Guide Pages Pages 240-245
2. Learner’s Material Pages Learners’ modules Quarter 3- Week 1
3. Textbook Pages
4. Additional Materials Modules
B. Other Learning Resources Google chrome, Mathematics7_042_Lesson (starbooks.ph)
C. Strategies/Methods Concrete representational Abstract (CRA) model
** Expression is faulty **. PROCEDURES
A. Preliminaries

Greetings Good morning class! Good morning, Ma’am!

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 How are you this morning? We’re fine, thank you ma’am!
I’m fine too. How about you?

Prayer May I request _____ to lead us a prayer.

Thank you. (Our father prayer)
Before you take your seats kindly pick up the
Classroom management trash on the floor, arrange your chairs, then
sit properly. (Students pick up the trash and
arrange their chairs.)
I would also like to remind everyone to pay
attention and keep silent when someone is
talking in front. Can I expect that from you,
class? Yes, ma’am.

Class monitor, may I know how many are

absent today?
Checking of attendance
That is very good to hear! Ma’am, there is no absent today.
Give yourselves the businessman's clap!.

Checking of assignment Did I give you an assignment class? Yes ma’am

Okay, let us check your assignment. (students checking their
assignment)
Managed
learner
behaviour
constructively
by applying
positive and
non-violent
discipline to
ensure learning-
focused
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environments.
(PPST 2.6.2)
2. B2B Daily
Drill: (2
minutes)
*Attendance
checking
during the
recording of
scores
1. 1+ 4 = 6. -4
-6 =
2. -3 + -3 = 7.
3 (-3) =
3. -1+ 9 = 8. -
5 (-2) =
4. 7– 0 = 9. -
12 ÷ 3 =
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 5. -1 –(-9) =
10. -18÷ - 6
B. Review or presenting So, what have we discussed yesterday?
the new lesson Yes ma’am (counting)

Okay. So, what are those undefined terms in Sir, the undefined terms in
Geometry? geometry are point, line and
plane.
Okay. Very good. It feels great that you still
remember our discussion yesterday.
C. Establishing a purpose So, this morning we will have a new topic to
for the lesson discuss which is Illustrating subsets of a line.

In this topic, you shall be able to:

First, Illustrate the subsets of a line.
Second define, identify, and name the subsets
of a line.

But before we proceed to our topic, let us first

have a short activity. I know you are familiar
with the game called 4 pics 1 word. Every 4
pictures are linked to one word which you
need to figure out.

So, are you ready? Yes, sir!

Okay. Let us start! The first picture is

Answer: RAY

Very good! Okay.

The second picture is:

Answer: SEGMENT

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 Answer: OPPOSITE

Correct!
The third picture is:

Correct again. You all did great. Let’s give

everybody 5 claps for that.
D. Presenting I have here question to ponder. Everyone
examples/instances of the read number:
new lesson
1.Consider the bright sunlight in the sky. Does
it represent a ray?

2.Consider the cord of your charger phone.

Would you consider a cord as representation
of a line segment?

3. A sharp spear is an object represents a ray.

Do spears extend infinitely in one direction? Is
a spear a ray?

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E. Discussing new
concepts and practicing Your answer in 4 pic in 1 word such as RAY,
new skill #1 SEGMENT and OPPOSITE will now led us to
our new topic for today.

The Illustrating subset of a line. First let us

identify what they are.
Who knows among you the subsets of line? Sir?

(One of the students raise his hand) Yes, The line segment and the ray are
____? Very good, _____. some of the subsets of a line.

Now, who can give me the definition of the Line Segment-is a part of a line
line segment? Yes, _______? that has two points endpoints.
Segments are congruent if they
have the same length.
It is usually named by its two
endpoints with a bar above
them.

Thank you, _______!

Now let’s have an example of line segment.

“The line segment may be called AB or BA

or line

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segment AB or BA.”

“Class base on that figure, what do you think Its endpoint are A and B.
is the two endpoints of a line?”

“Yes, ______?”

“Very good, ______.”

Figure 2.

In this figure, what do you think is the line

segment? The line segment are AB, BC, and
AC or in symbols, AB, BC, and AC.
Yes, ______?

Correct! Thank you, _________.

Figure 3.

How can you solve the length of the line

segment class?
So let us solve: We can solve the length of the
1. AB = line segment using absolute
2. CD = value.
3. BD = 1. AB = | (−6) – (−3) | = 3 units
4. BC = 2. CD = | 0 – (3) | = 3 units
5. AC = 3. BD = | (−3) – (3) | = 6 units
4. BC = | (−3) – (0) | = 3 units
5. AC = | (−6) – (0)| = 6 units
Very good class. Now,
let’s
procced to another subset of a line whichis a
Ray.What is a Ray?Yes, Laurence?Thank you,
Laurence!Example:

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F. Developing mastery Direction: Below are some of the objects
(Leads to Formative around us that could represent a point, a line,
Assessment 3) or a plane. Place each object in each
corresponding column in the table.

1. Objects that could

represent point

A guava seed

Tip of a pencil

Camera pinhole

A grain of rice

2. Objects that could

represent a line.

A thread

A broomstick

A lamp post

Edge of the table

3. Objects that could

represent a plane.

Bulletin board

The floor

A windowpane

G. Finding practical 1. Consider the stars in the night sky. Do they 1. Yes, it looks like a dot or a
applications of concepts represent points? mark
and skills in daily living 2. Consider the moon in its fullest form.
Would you consider a full moon as a 2. Yes, it looks like a dot
representation of a point?
3. A pencil is an object that represents a line.

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 Does the pencil extend to infinity in both 3. No, the sharpened part has an
directions? Is a pencil a line? arrow while the eraser part does
4. Do you consider blackboard as an example not represent an arrow.
of a plane?
4. Yes, it is 4 sides

H. Making generalizations a. How do you describe a point? a. a point is described as a

and abstractions about specific location in space. It is
the lesson a fundamental building block
and has no size, shape, or
dimensions. A point is typically
represented by a dot and is
used to define the position or
location of other geometric
b. When can we say that a thing is an objects.
example of a line?
b. We can say that a thing is an
example of a line when it has
length but no width or
thickness. A line is a one-
dimensional figure that
extends infinitely in both
directions. It is straight and
c. What is the difference between a line and a can be represented by a
plane? straight, infinitely thin mark.
Examples of lines include a
straight pencil, a thread, or a
lamp post.

c. The main difference

between a line and a plane lies
in their dimensions.

 A line is one-
dimensional and has
length but no width or
thickness. It extends
infinitely in both
directions.
 A plane, on the other
hand, is a two-
dimensional surface
that extends infinitely in

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 all directions. It has
length and width but no
thickness. A plane can
be thought of as a flat
surface that goes on
indefinitely.

I. Evaluating learning Multiple choice. Read each item carefully.

Choose the letter of the correct answer inside
the box.
a. b. c. d. 2 e. 3
line point plane

______1. It is a straight path with two Line

arrowheads.
______2. It is infinite length and width but no Plane
thickness.
______3. It has no length, width, or thickness. Point
______4. How many points forms a plane?
______5. How many points determine a line? 3

II. Real-life objects represent a point, line, or a 2

plane. Place each object in its corresponding
column in the table below.

J. Additional activities for

application or remediation Direction: Determine whether the given
represents a point, a line, or a plane.
1. Edge of a table
2. Intersection of two sticks Answer: line
Answer: point
3. A sheet of paper
4. Intersection of ceiling and wall of a room Answer: plane
5. A period after a sentence Answer: line

6. Surface of a table Answer: point

Answer: plane

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 K. Assignment Direction: Name all the points, lines, and plane
shown in the figure Points: A, B, C, D

Note: N cannot be used as a

name of any point because there
is not marked point with it

Lines: Line l or l1, line BP or, line

PB or describe the same line.

Line 2 or l2, line AP or, or line PA

or describe line

Planes: Plane N, plane APB, plane

BAP, plane DPA, or Any order of
the 3 letters describes the given
plane

Note: plane N cannot be called

plane BPD because points B, P,
and D lie on the same line.
** Expression is faulty **.
REMARKS
** Expression is faulty **.
REFLECTION
a. No. of learners who
earned 80 % on the
formative
assessment
b. No. of learners who
requires 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 works?
f. What difficulties did
I encounter which
my cooperating
teacher can help
me solve?
g. What innovation or
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 localized materials
did I use/discover
which I wish to
share with other
practice teachers?

PREPARED BY:

JANICE E. ESTOSE
BSEd IV- Math

CHECKED BY:

MARIA DIZA DELAMENTE CHARLITO A. JAQUES

Cooperating Teacher Department Head, Mathematics

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