A Detailed Lesson Plan for Mathematics 7

I. Objectives
At the end of the lesson, the students are expected to:

a. describe the undefined terms;

b. recognize the different kinds of points, lines, and planes and;
c. name the identified point(s), line(s), and plane(s) in a given figure.

II. Subject Matter

a. Topic: Basic Concepts and Terms in Geometry

b. Reference(s): Math Grade 7, Learners Material and Math for Life
c. Instructional Materials: Projector, Laser, Laptop, Chalkboard, Visual Aids, and
Motivational Chips

III. Procedure

Teacher’s Activity Learners’ Activity

1. Daily Routine
1.1 Greetings/Prayer

“Class, please all stand up for our prayer. Mary

(The students will pray)
Grace, lead the prayer.”
“Good Morning class!” “Good Morning Sir Delatina!”
1.2 Classroom Condition

“Before you take your seats, kindly pick up the

small pieces of papers and candy wrappers under
your chairs.”
(Now the teacher will check the attendance. Chairs
that is not being occupied means the student(s) on
the specified area(s) is/are absent.)

2. Recall
“Last time sir, the discussion was all about
“Class, can you recall our previous lesson?’
Solving absolute value equations and
“Correct! How can you solve an absolute value inequalities.”
equations and inequalities?’ “We can solve the absolute value of an
equations and inequalities by following
the steps and procedures to find a value on
a given.”
“Very well-said!”
 3. Motivation (Group work)
“Before we start, I will group you first into four
groups. This area will be the group 1, this area will
be the group 2, this area will be the group 3 and this
area will be the group 4. Each group will receive an
envelope that has 3 sets of jumbled letters inside.
You are about to rearrange the jumbled letters inside
the envelope that represent the things that we can
see in our everyday living. Use the objects given as
a clue to solve the jumbled letters. The group that “Yes sir!”
could finish the activity first will receive a pack of
chips as instant rewards. This activity will last 2
minutes only. Are we clear with that? “The answer on the first set of jumbled
“Good! Now you may start doing your activity” letters is POINT”

“Group 1 was the first group to finish the jumbled
letters. Wilbert, can you tell to us the answers of
your group?
“The answer on the second set of jumbled
letters is LINE”
“The answer on the third set of jumbled
letters is PLANE”

4. Lesson Proper
“Your answers such as POINT, LINE, and PLANE
will now lead us to our new topic for today, The
Basic Concepts and Terms in Geometry”
“Which among the following do you think is the
best description a point?”

a.) Any location in space represented by a dot

and it has no dimension because it has no
length, no width, nor thickness.
b.) An idea that you try to make other people “The correct answer is letter A”
accept or understand.

“Who wants to answer? Yes Nicole.”

“Very Good Nicole!”

“We use capital letters to name a point.”

∙ ∙ ∙ ∙
A B C D “The name of the points on that figure is
Point A, Point B, Point C, and Point D.”

“Based on the definition, what do you think is the

name of these points? Yes Regine.”
“Tip of ballpen”
“Period in a sentence”
 “Amazing! Can you think of example of an object
that could represent a point inside our classroom?
Yes Micaela”

Spectacular!

“This figure is an example of a line. In naming a

line, we use a lower case letter or any two points “The name of that line is line VI or line
on the line. Therefore, the name of this line is line m a.”
or line RV.

“On the next figure, what do you think are the

possible names of the line?

“Kirstein what do you think?” “Thread”

“Electrical wires”
“Exactly! Can you give me some objects that you
think could represent a line?”

“Yes Princess.”
“Correct! What else, Dianne?”

“Marvelous! Let’s move on with plane.”

“Which do you think is the best description of a
plane?”

a.) A plane is set of points in an endless flat

surface. It is 2-dimensional, because it has “The correct answer is letter A.”
length and width.
b.) A plane is a tool for smoothing or shaping a
wood surface.

“What do you think is the correct answer, James?”

“Correct! In naming a plane, we may use 3 coplanar

points that lies on the same plane. In this figure,
what do you think is the name of the plane?”

“The name of that plane is plane WXY.”

“Yes
Abigael?”

“Very Good! Next we have the other basic

geometric terms on points and lines.”
 “The given illustrations are examples of collinear
points.”

“Collinear points are points that lie on the

“What do you think are same line”
collinear points? Yes Ashley?” (A student will draw her example of
“Absolutely! On the board, collinear points.)
can you draw your own
example of collinear points?
Yes Shaira.”

“Good Work! The given illustrations are examples

of

“Coplanar points are points that lie on the

same plane.”

coplanar points.” (A student will draw his own example of

coplanar points on the board.)

“What do you think is coplanar points? Yes

Jezreel.”

“Absolutely! Can you give me your own example of “Coplanar lines are lines that lie on the
coplanar points? Please draw your example on the same plane.”
board, Martin.”

“Very Good! Let’s proceed on coplanar lines.”

“The figure shown is an example of coplanar lines”
 “No sir, because the lines are not on the
same plane.”

“What do you think is a coplanar line?” Do you

have any idea Reyciel?
“Brilliant!

“Intersecting lines are lines that intersect

at one point.”

“Can we consider our lines here as coplanar lines?

What do you think Porsha?” “Letter B. Cross”

“Very Good! The next figure we have is an example

of intersecting lines.”

“Parallel lines are lines that do not meet or

intersect.”

“What do you think is intersecting lines?”

“Yes John Rey?”

“The things that could represent parallel

“Very well-said! Which among the following do lines are the legs of a chair, window grills,
you think could represent an intersecting lines?” and opposite sides of blackboard.”

a.) 11
b.) Cross
c.) “B”

“Yes Rodel, the correct answer is what?”

“Right! The next figure is an example of parallel
lines.”

“Skew lines are lines that do not lie on the

same plane.”
 (A student will draw another example of
skew lines.)

“What do you think are parallel lines? Yes Irish? Do

you have any idea?

“Right! Can give me some examples of things that

could represent parallel lines inside or outside the Point:
classroom? Yes Jerich?  Corner of tiles
 Tip of hand clock
 Tip of pencil
“Amazing! Next we have skew lines.”
Line:
 Edge of tile
 Edge of blackboard
 Edge of the table

Plane:
 Board
 Books
“Line AB and line CD are examples of skew lines.  Map
What do you think are skew lines? Arwen?
 Table
 Tile
“Very Good! On the board, can you draw another
example of skew lines, Bryan?”

“Great job!”

5. Application (Group work)

(A student will draw her example of point

on the board.)
“We use capital letters to name a point.”

(A student will draw her example of

(The teacher will provide marker and worksheet on
each group to answer)
“Find as many objects as you can that could
represent a point, intersecting lines, parallel lines,
and plane in 5 minutes only. The group that will
have the more correct objects will win and will
receive a pack of motivational chips.”
collinear points and coplanar points on the
board.)
“The collinear points are points that lie on
the same line while the coplanar points are
points that lie on the same plane.”
(A student will draw her example of a line
on the board.)
“A line is a set of points that goes on and
on in both directions without end. It is also
one dimensional because it has length.”
 (A student will draw her example of
coplanar lines on the board.)
“Coplanar lines are lines that lie on the
same plane.”

(A student will draw her example of

6. Generalization
“How can we name a point? Do you still remember
Nicole? Draw an example of point on the board and
give your idea about it.”
“Correct! What is the difference between collinear
points and coplanar points? Yes Jezreel. Draw an
example of collinear points and coplanar points on
the board and give your idea about it.”
intersecting lines on the board.)
“Intersecting lines are lines that intersect
at one point.”
(A student will draw her example of
parallel lines on the board.)
“Parallel lines are lines that will not meet
or intersect”
(A student will draw her example of skew
lines on the board.)
“Skew lines are lines that are not on the
same plane.”

(A student will draw her example of plane

“Spectacular! What about a line? What is a line? Do on the board.)
you still remember Mary Grace? Draw an example “A plane is a set of points in an endless
of a line on the board and give your idea about it.” flat surface. It is 2-dimensional, because it
has length and width.”

“Right! What are coplanar lines Reyciel? Draw an

example of coplanar lines on the board and give
your idea about it.”

“Absolutely! What about intersecting lines Sophia?

Draw an example of intersecting lines on the board
and give your idea about it.”

“Amazing! What are parallel lines? Yes Princess.

Draw an example of parallel lines on the board and
give your idea about it.”

“Marvelous! What about skew lines? Yes Irish.

Draw an example of skew lines on the board and
give your idea about it.”

“Good! What is a plane Martin? Draw an example

of plane on the board and give your idea about it.”

“Very Good! You did really understand our lesson

well. Get your notebooks and do your seatwork.”
IV. Evaluation
Directions: Identify the following points and lines that are being described using the figure 1
shown. Write the letter of the best answer from the choices given.

Figure 1

(10 items – 5 minutes)

1. Point Q and point Y.

a. collinear points b. coplanar points

2. Point T, point U, and point W.

a. collinear points b. coplanar points

3. Line UW and line VX.

a. parallel lines b. intersecting lines

4. Line TW and line JV.

a. parallel lines b. intersecting lines

5. Line PI and line OC.

a. coplanar lines b. intersecting line

6. Line IP and line RS.

a. coplanar lines b. skew lines

7. Line NK and line RS.

a. skew lines b. coplanar lines

8. Point J, point U, and point V.

a. collinear points b. coplanar points

9. Line AG and line TU.

a. coplanar lines b. parallel lines

10. Point M and point Z.

a. collinear points b. coplanar points

 V. Assignment
Given: The points A, B, C, D, E, F, G, and H are corners of a box shown below:

Answer the following:

1. How many lines are possible which can be formed by these points shown above?
(Hint: There are more than 20.) __________
 2. What are the lines that contain the point A?
(Hint: There are more than 3 lines.) __________
3. Identify the different planes which can be formed by these points shown above.
(Hint: There are more than six) ___________
4. What are the planes that contain line DC? __________
5. What are the planes that intersect at line BF? __________

Prepared by:
Vien E. Delatina
Student Teacher, Mathematics 7 Checked by:

Lysel P. Matiling
Cooperating Teacher/Academic Coordinator

Approved by:

Levi P. Siazar
OIC, Head Teacher VI