A Detailed Lesson Plan in Mathematics 7

I. DESIRED OUTCOMES
Content Standard: The learner demonstrates understanding of key concepts of geometry of
and sizes, and geometric relationship.
Performance Standard: The learner is able to create models of plane figures and formulate and
solve accurately authentic problems involving sides and angles of a polygon.
Competency: The learner illustrates subsets of a line (M7GE-IIIa-2).

Objectives:
At the end of the lesson, the learner is able to:
A. describe a line segment and a ray;
B. name the point/s along the line segment and ray; and
C. show creativity in different learning activities.

II. SUBJECT MATTER

Topic: SUBSETS OF A LINE

References: Learner’s Material for Mathematics 7, pp. 190 - 193
https://www.splashmath.com/math-vocabulary/geometry/ray
Materials: visual aid, marker, board, powerpoint presentation, LCD TV, cellphone/tablet and
laptop

III. LESSON PROPER

Teacher’s Activity Student’s Activity

A. DAILY ROUTINE
1. Prayer
Please stand. Let us pray.
Dear God,
Come and be with us today. Fill our hearts
with joy. Fill our minds with learning. Fill our
classroom with peace. Fill our lessons with fun.
Fill our friendship with kindness. And fill our
school with love. Amen

2. Greetings
Good morning class!
Good Morning Ma’am! Mabuhay!
3. Classroom Management
Arrange your chairs and pick all the messes on
the floor. You may take your seats.

4. Checking of Attendance
Is there any absentee today?
(Secretary will check the attendance)
B. PRIMING
Truly Christmas is just around the corner. And
we could feel this yuletide season more by hearing
Christmas songs played on the neighborhood and by
seeing Christmas tree, lanterns, and other Christmas
decors hanged in our houses or along the street.
Right?
 Today, we are going to decorate a simple
Christmas village to make it appealing and bring
Christmas vibe around.

The first decoration we are going to assemble

is the Christmas lights.

C H R I S T M A S

I have here a Christmas light. Every bulb may

resemble a point. Let us name each point as
C,H,R,I,S,T,M,A,S.
Is it possible to add more lights on it?
Yes.
Let us try.
(Add more lights)

S A M T

C H R I S
Very good.
How about on the other side?
Yes. (Add more lights)

S A M T

C H R I S

Very good.
What geometric figure is being represented by
our Christmas lights?
It represents a line.
Very good!
Give me possible names of this line?
Students’ answers may vary.
Excellent!
Can we cut the line?
Yes.
Good!
The part that is being cut is called subsets of a
lines!
Let us discover more about it. Please read our
lesson objectives.
Objectives:
At the end of the lesson, the learner is able to:
A. describe a line segment and a ray;
B. name the point/s along the line segment and
ray; and
C. show creativity in different learning activities.
 C. ACTIVITY (Constructivist Approach)
Since you are able to assemble the Christmas
lights, each group will be given a chance to choose a
village you want to visit. (Choose a village)

Group 1 Group 3

Group 2 Group 4

Before we visit the village, I have a few

reminders for you.
- There are activities to be done by group. But
you have to meet the following criteria.
Criteria Points
Output 10
Cooperation 5
Presentation 5
Total 20

-I would ask a question every time a gift box

pops up on the TV screen. Five points will be added
to each group with a correct answer.

-The group with the highest points will be the

winner and will receive a special gift.
(Make a score board for the activities)

This time, you may put on the Christmas lights on

the Christmas village.
You can see a box at the entrance. Open the box
and you will see the instructions and materials inside. (The students open the box)

For Group 1 and 3:

 Make an ornamental, star-shaped Christmas
lantern using the materials inside the box.
Materials:
-sticks, yarn, cutouts, marker

For Group 2 and 4:

 Create a Christmas tree using the materials
inside the box.
Materials:
-cup, star, paper cutouts, marker
 You have 5 minutes to do the task. Assign
members to present your work.

Is there any question?

None.
You may start now.
(Students start making lantern and Christmas
tree)
(After five minutes)
Please present your output and tell us about how
you made lantern and Christmas tree.
Group 1: Group 3:

Group 2: Group 4:

Very good. Give yourselves five claps.

D. ANALYSIS (Inquiry – based Approach)

1. What did you feel making Christmas tree and

lantern?
Students’ answer may vary.
Nice answer.
2. What does the lantern represent?
It represents a line segment.
Very good.
3. How would you describe a line segment?
Line segment is part of a line with two
endpoints.
Very good.
4. How did make the Christmas tree? We piled up the branches from bottom going to
top.
Very good.
5. What does the Christmas tree represent? It represents a ray.
Very good.
6. How would you describe a ray? A ray is a part of a line with a fixed starting point
and extends in one direction.
Very good.

The line segment and the ray are subsets of a

line.
 What do you mean by subset?
It is a part of a larger set.
Very good.

Which of your output is a line segment and

which of them is a ray?
The Lantern is the line segment while the
Christmas tree is the ray.
Very good.
Line segment is a part of a line that has two
endpoints.
Name the two endpoints on your lantern as
point A and point D.

A D

What is the name of the line segment?

(Call someone to answer)
Line segment AD.
Very good.
(Illustrate AD)

We write it in symbol as AD. We can also name

it as DA.

What do the endpoints emphasize?

Students’ answers may vary.
Very good. Line segment has definite length,
thus, it does not extend infinitely.

Put two points along AD and label them as

point B and point C.

A B C D
What are the points on AD?
The points A, B, C, and D are on line segment
AD.
Very good.
Do you have any questions about line
segment? None.

Another subset of a line is a ray.

Name the two points on your Christmas tree.
What would be the name of the ray?

X Y Ray XY.

Very good.

We can also name it as XY.

How would you define a ray based on your
output? A ray has only one endpoint.

Very good. A ray is a part of a line that has only

one endpoint or a fixed starting point.
 What does the arrow mean?
It means that the ray is extended endlessly in
one direction.

Very good.
Which parts of the Christmas tree are the
endpoint and the arrow?
The bottom part is the endpoint. The top part is
the arrow which extends upwardly.

X Y Z

This is XZ. We do not write it as ZX. The points

X, Y, and Z are on ray XZ.
We can also name it as ray XY or XY.

Which part or decoration on your Christmas

village illustrates a line segment and a ray?
Students’ answers may vary.
Very good.

E. ABSTRACTION (Inquiry – based Approach)

How will you describe a line segment and a ray?

A line segment has two endpoints and does not
extend endlessly while a ray has one endpoint
and extend endlessly in one direction.
Very good.
In geometry, a line segment is a part of
a line that has two endpoints, and contains every
point on the line between its endpoints.
On the other hand, a ray can be defined as a
part of a line that has only one endpoint and extends
infinitely in one direction. On its way to infinity,
a ray may pass through more than one point.

F. APPLICATION (Collaborative Approach)

Directions: Open a drawing app on your phone.

Name the following line segment and ray. The
fastest group with a correct answer will get two
points.

1. 1. DM
D M
 2. 2. RS or line segment RS, SR or line segment SR
R S

3.
3. CF , line segment FC
C D E F

4.
4. HK
L
K
H

5.
5. JO , OJ
J K L M N O

H. VALUES INTEGRATION (Reflective Approach)

Would you rather be a ray or a line segment?

Why?
Students’ answers may vary.
I would rather be a line segment because I know
that life has an ending. I want to make every point of
my life, whether good or bad, be meaningful before I
reach the endpoint of my life.

(Announce the winning group)

Thank you for helping me in decorating the
Christmas village.

IV. ASSESSMENT
Illustrate what is being asked.

1. ray IM.

2. line segment FG.

 3. LE with points L, O, V, and E.

4. MO with points M, N, and O.

5. DM with points D, R, E, A, and M.

I. ASSIGNMENT
Directions: Make an illustration of a line segment and a ray using objects that you can find at home.
Name them as:
A.) line segment LE with points L, I, N, and E.
B.) ray RY with points R, A, and Y.