Detailed lesson Plan in Math 7

I. OBJECTIVES: At the end of the lesson, 100% of the students are expected to do
the following with at least 75% accuracy:
a. Measure the sides of a triangle using a ruler;
b. Classify triangles according to sides; and
c. Cite significant application of triangles in real life.

II. SUBJECT MATTER

TOPIC: Classification of Triangles According to Sides
REFERENCE: Mathematics Quarter 3 – Module 2: Classification of Triangles According to
Sides page 18.
Materials: Ruler, Permanent Marker, cartolina, Smart TV

III. Procedure 5As Method

Teacher’s Activity Student’s Activity

A. Awareness
Prayer
Greetings
Checking of attendance
Collecting of assignment

a. Drill

Before we proceed to our new lesson for

today, let’s have first an activity regarding
our lesson last meeting.

(Group the students into 4 groups)

Mechanics
1. Read each statement very
carefully.
2. Arrange the jumbled letters
inside the box under each
statement to answer what is
asked in each item.
3. Do the activity in 5 minutes.
 Yes, ma’am!
Is the mechanics clear class?

________1. These angles share a common

vertex and a common side, but do not
overlap.
Adjacent Angles
JNTAAECD LENGAS

________2. The sum of the measure of

these angles is 180°. Supplementary Angles

UEALYMNRTPSPE GASNLE

________3. These angle pair are adjacent

angles and are supplementary.
Linear Pair
RINALE APIR

________4. Opposite angles formed by two

intersecting lines. Perpendicular Lines

TALERVIC NGLSEA

Very Good!

b. Motivation

What have you noticed with these

objects?

Yes Michael?
 They are all triangular in shape.

Very good!

How many vertex does a triangle have?

Yes Bernadeth? 3

Correct!

How many sides does a triangle have?

Yes Rona? 3

That’s right!

c.  Statement of the subject matter

and objectives

So, this morning, we will discuss about

Classification of triangles according to sides.

Listen to me attentively in our discussion

because at the end of lesson you must be
able to:

a. Measure the sides of a triangle

using a ruler;
b. Classify triangles according to sides;
and
c. Cite significant application of
triangles in real life.

B. Activity

To start with, let us have first an activity. Mechanics

1. Divide the class into 3 groups.
Here is the mechanics. 2. Read carefully the instruction given
to you.
3. Follow what is being asked in each
statement.
4. Do the task in 5 minutes.
5. The group which can finish first will
be declared as the winner and will
receive a secret prize afterwards.
6. Choose one representative in your
group to present your output.
 5 inches 5 inches

1.
5 inches

6 inches
6 inches

2.
4 inches

4.5 inches
5 inches

3.
4 inches

C. Analysis

So now, let’s discuss the Classification of

Triangles According to Sides.

What have you observed with the length of

the sides of the triangle in Figure 1?

Yes Christian?

Good job!
All sides are equal in length.

What do you call an angle with three equal

sides?
Yes Izzy?

Perfect!
 Equilateral Triangle
What have you observed with the length of
the sides of the triangle in figure 2?

Yes Patricia?

Bravo! Two sides have the same length.

What do you call a triangle whose two sides

have the same length?

Yes Russel?
Isosceles triangle

Now, what have you observed with the

length of the sides of the triangle in figure .
3.

Yes Juan?
All sides have different length.
Very good!

What do you call a triangle whose sides

have different length?

Yes Janet? Scalene triangle

That’s correct!

D. Abstraction
Based on the lentgh of each sides of
figure 1, how do you define an
equilateral triangle?
Yes Bert? An equilateral triangle is a triangle whose
all three sides are of equal length.

Bravo!

How do you define an isosceles triangle

based on the length of the sides of the
triangle in figure 2?

Yes Edelvice?
 That’s Right! An isosceles triangle is a triangle with two
How do you define scalene triangle based sides of equal length.
on the length of the sides of the triangle in
figure 3?

Yes Marian?

Excellent!
An scalene triangle is a triangle whose all
three sides have different lengths.

E. Application
Mechanics

1. Divide the class into 3 groups.

2. Read carefully the instruction given to
you.
3. Follow what is being asked in each
statement.
4. Do the task in 5 minutes.
5. The group which can finish first will be
declared as the winner and will receive
a secret prize afterwards.
6. Choose one representative in your
group to present your output.

IV. Evaluation
Direction: In a 1 whole sheet of intermediate paper. Classify the triangles shown in the
figure.
Expected answer
a. Isosceles Triangle
b. Scalene Triangle
c. Isosceles Triangle
d. Isosceles Triangle
e. Equilateral Triangle
f. Scalene Triangle

V. ASSIGNMENT
Direction: Draw 2 Equilateral triangles, 2 Isosceles triangle,and 2 Scalene triangle

Prepared by
Gynreigh Ross Lorraine D. Madeja
T-1

7:30 – 8:30 am 8 Tanzanite 1:00 – 2:00 pm 8 Diamond

8:30 – 9:30 am 8 Sapphire 2:00 – 3:00 pm 8 Pearl
9:45 – 10:45 am 7 De Vega
Group 1
________1. These angles share a common vertex and a common side, but do not overlap.
JNTAAECD LENGAS

Group 2

________2. The sum of the measure of these angles is 180°.

UEALYMNRTPSPE GASNLE

Group 3
________3. These angle pair are adjacent angles and are supplementary.

RINALE APIR

Group 4
________4. Opposite angles formed by two intersecting lines.

TALERVIC NGLSEA
GROUP 1
Members:

Direction: Name the sides of the triangles. Then measure each side (in cintemeter/cm) using
the ruler.
Example:

Sides: Sides:
*Side AB 5 cm 5 cm *Side AB - 5 cm
*Side AC *Side AC - 5 cm
*Side BC *Side BC. - 4 cm

4 cm

GROUP 2
Members:

Direction: Name the sides of the triangles. Then measure each side (in cintemeter/cm) using
the ruler.
Example:

Sides: Sides:
*Side AB 5 cm 5 cm *Side AB - 5 cm
*Side AC *Side AC - 5 cm
*Side BC *Side BC. - 4 cm

4 cm

GROUP 1
Members:

Direction: Name the sides of the triangles. Then measure each side (in cintemeter/cm) using
the ruler.
Example:

Sides: Sides:
*Side AB 5 cm 5 cm *Side AB - 5 cm
*Side AC *Side AC - 5 cm
*Side BC *Side BC. - 4 cm

4 cm