A DETAILED LESSON PLAN MATHEMATICS 7

CONTENT STANDARD- Demonstrates the understanding of key concepts of geometry of

shapes and sizes, and geometric relationships.

PERFORMANCE STANDARD - Create models of plane figures and formulate and solve
accurately authentic problems involving sides and angles of a polygon.

LEARNING COMPETENCY - Represent point, line and plane using concrete and pictorial
models. (M7GE-IIIa-1)

I. OBJECTIVES:

At the end of the lesson the student must be able to:

a. Represent a point, line and plane using concrete and pictorial

models

b. Define, identify and name the subsets of a line

c. Find the pleasure in understanding the topic while strengthening

their faith in God.

d. Apply the concept of undefined terms in geometry in real world.

II. SUBJECT MATTER

A. Topic: Undefined Terms

B. Reference: Next Century Mathematics 7

Fernando B. Orines
Jesus P. Mercado
Josephine L. Suzara
Catalina B. Manalo

C. Instructional Materials: Visual Aids, T.V

III. METHODOLOGY
TEACHERS ACTIVITY

LEARNERS ACTIVITY
A. DAILY ROUTINE
a. Opening Prayer
b. Greetings
c. Classroom Management
d. Checking of Attendance
 TEACHERS ACTIVITY LEARNERS ACTIVITY
B. ACTIVITY

Ask the students to take three different

things from their bags, and put it in the
box in front of the class.

Now look at the tip of your ball pen, and

imagine the stars at night. What is their
similarity? Point A is the Notation.

Now look at your pencil/ball pen. How

would you describe it?

Look at the board, the floor, at your

notebook. What is their similarity?

2. Tell the students to form small groups.

Tell each group to give as many real
objects as possible that suggest points,
lines and planes. Tell them the importance
of cooperation in doing the task.
 TEACHERS ACTIVITY LEARNERS ACTIVITY

C. ANALYSIS:
The students will describe the three
undefined terms according to the
representation in each real object.

1. Points
2. Line
3. Plane

D. ABSTRACTION:
Determine the undefined terms
suggested by the following objects in the box
(What’s in the box?) Anything the student put
in the box

1. The surface of the page of a

notebook
2. The string on a guitar
3. A broomstick
4. Electric wire
5. A hair strand
6. Rope
A point suggests an exact location in space.
It has no dimension. We use a capital letter to
name a point.

A line is a set of points arranged in a row. It

is extended endlessly in both directions It is
one- dimensional figure. Two points
determine a line. That is two distinct points
are contained by exactly one line. We use a
lower case letter or any two points on the line
to name the line.

A plane is a set of points in an endless flat

surface. The following determine a plane:
(a) three non-collinear points;
(b) two intersecting lines;
(c) two parallel lines; or
(d) a line and a point not on the line.
 TEACHERS ACTIVITY LEARNERS ACTIVITY

E. APPLICATION:

Use the figure below to 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 line
p and point l.
f. Name the plane that can formed by the
three points in the interior of the circle.
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.
IV- EVALUATION:

Discuss the three characteristics of a good definition.

1. It should contain ordinary words and geometric terms that have be3en previously defined or
accepted as undefined.

2. It should list only the essential properties of the term being defined.

3. It should be reversible.

The student will be guided by the teacher in defining the terms between, segment, collinear
points and ray.

V- ASSIGNMENT:

A. Define the following terms:

1. Postulate
2. Theorem
B. Write on your notebooks the postulates related to points, lines, and planes.

Answer key to Application

a. point B, E, and G
b. point F
c. line k

d. HD
e. BEG
f. DIH
g. point A, C, D, F, H, I, and J
h. point A, B,C, D, E, G, H, and I
i. point A, B,C, D, E, F, G, H, and I
j. ACD (answers may vary

Prepared by:

Michelle V. Matriano
4D – BSED Mathematics