Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
Schools Division of Aurora
District of San Luis
DIMANAYAT INTEGRATED SCHOOL
San Luis, Aurora

I. OBJECTIVES

A. Content Standard: Demonstrates understanding of key concepts of geometry of shapes and sizes,
and geometric relationships.

B. Performance Standard: Is able to create models of plane figures and formulate and solve accurately authentic
problems involving sides and angles of a polygon.

C. Learning Competency: Represents point, line and plane using concrete and pictorial models. M7GE-IIIa-1

II. Content: Basic Concept of Geometry (point, line, and plane)

III. Learning Resources:
1. Learner’s Material: Module 1 pp. 4-6
2. Textbook Pages: Chua, Simon L. et.al. Phoenix Math for the 21st Learners Second edition.
Phoenix Publishing House. 2017. Pp. 173-174
 IV. Procedure:

PROCEDURE

A. PRELIMINARY ACTIVITIES
B. Review Previous lesson
*Greetings.
*Prayer
*Attendance will be checked.
* The learners are going to answer the puzzle (see attached activity no.
1) to grasp the idea of the geometric terms.

C. Establish purpose for the lesson.
*The teacher is going to group the learners to answer the given activity
(see attached Activity no. 2). The learners will be given 5 minutes to
answer the given activity. The group who will get the most number of
correct entries to every box will be the winner.
*Each group will receive a clap based on their performance.
*After doing the activity, the following questions will be asked:

(a) Which among the groups can you determine possible representations
of a point?

(b)Which among the groups can you determine possible representations

of a line?

(c)Which among the groups can you determine possible representations

of a plane?

D. Presenting examples/ instances of the *The teacher presents a picture of the Basic concepts of geometry
new lesson. (point, line and plane). The first group of picture to be presented is the
representation of point.
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E. Discussing new concept and practicing
new concept in 1.
F. Discussing new concept and practicing
new concept in 2.
G. Developing mastery (Leads to
formative Assessment 3)
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*The teacher will ask: What are the similarities among the picture?
What does each picture represents?
*Another set of pictures will be presented which represent line.
*The teacher will then ask:
(a) If the pictures earlier represents a point, then what about the set of
these pictures?
*Last set of pictures will be presented to the learners.
*The teacher asks the learners: If the sets of earlier pictures are point
and line, then what about the last picture?
*The teacher asks the following questions:
(a) Based on the first set of pictures presented to you, what is a point?
(b) Based on the second set of picture, what is a line?
(c) Based on the last set, what is a plane?
*The teacher will process the answer of the learners to come up with the
definition of the point, line and plane.
*After processing the answer of the learners, the teacher shows the
definition of the basic concepts of geometry with examples in a
question-type to the learners to check if their idea of the point, line and
plane is correct. (See attached copy of presentation).
*The teacher asks the following:
(a) In your house, can you give an example of a point? A line? A plane?
(b) In a boat, can you give an example of the three?
(c) What about in a farm?
*The teacher gives a point to the learners who will give an example.
*After discussing the concepts of point, line and plane, the teacher
shows a picture of a “bahay kubo”. A brief discussion about bahay kubo
or nipa hut will be discussed by the teacher. After the short discussion,
the teacher will ask the following:
a. What does each corner (point) represents in real life? Who connects
the family?
b. What does each column (line) represents in real life?
c. What does the whole bahay kubo (plane) represents in real life?
*The teacher will prompt the learners to come up with the idea of the
children, mother and father which comprises of the whole family as the
basic unit of society
* An activity will be given to the learners to be answered by the chosen
learner.
A. Identify whether the object is a representation of a point, line, or
plane.
1. cellphone screen __________________
2. edge of a wall __________________
3. grain of sand __________________
4. strand of straight hair __________________
5. a bamboo in a boat __________________
*A point will be given to the learners who are able to answer the
questions.
B. Illustrate each of the following and label the diagram.
1. point B lies in plane M __________________
2. line CD __________________
3. point A __________________
4. point F __________________
5. line AT __________________
*The teacher gives credit to those who answered the given activity.
 H. Finding practical application of
concept and skills in daily living.
I. Making generalizations and
abstractions about the lesson.
J. Evaluating learning.
K. Additional activities for Application or
remediation.
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work?
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.
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(The teacher will provide marker and worksheet on each group to
answer)
*The learners are going to identify point, line and plane in each picture.
The group that will have the correct objects will win and will receive a
pack of motivational chips.)
*The learners are going to identify the definition, the example and the
representation of the point, line and plane. Volunteer learners will go to
the board to complete the table.
*Assessment:
A. Name Me!
Identify what is asked on the following:
1. It is a flat surface that that extends infinitely in all directions.
2. Points that lie on the same plane.
3. It is a specific location on a space that has no dimensions.
4. It is of infinite length but is no width and no thickness.
B. Tell whether each represents a point, a line or a plane.
1. A surface of the page of the notebook
2. The floor
3. The hair strand
4. Tip of the boat
5. The mast of the boat
6. A rope
*(This is for Application):
Note: See attached GRASP and Rubrics.
 Prepared by:

MICHELLE A. NERI
Teacher I

Noted:

MARVIN I. SINACAY
Head Teacher I

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