Grade

School 7
Level
Learnin
Teacher MATH
g Area
DAILY LESSON Teaching
PLAN Week 3 (1st Day) Quarter 3
Date & Time

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standards Geometry of shapes and sizes, and geometric relationships.
The learner is able to create models of plane figures and
B. Performance formulate and solve accurately authentic problems
Standards involving sides and angles of a polygon.

The learner derives relationships among angles formed by

C. Learning parallel lines cut by a transversal using measurement and by
Competency inductive reasoning. M7GE-IIIc-1

D. Learning At the end of the lesson, students are expected to:

Objectives a. define and illustrate parallel lines and intersecting lines;
b. relate parallel lines and intersecting lines to real world
objects; and
c. show cooperation in the different activities.

II. CONTENT Parallel and Intersecting Lines

III. LEARNING
RESOURCES
A. References
1. Teacher's
Math 7; pp 250 - 254
Guide pages
2. Learner's
Materials Math 7; pp 204 -207
pages
3. Textbook
pages
4. Additional
Materials from
Learning meter stick, chalk, illustrations, laptop
Resource (LR)
Portal
B. Other Learning
Resources
C. Teaching
Approach

IV. PROCEDURES
 ELICIT Activity 1: Draw Me!
(5 minutes)
Direction: Draw the different kinds of lines listed below.
(Multistructural)
a. intersecting lines
b. perpendicular lines
c. skew lines
d. parallel lines

ENGAGE Activity 2: Describe Me!

(15 minutes)
Directions: Based on what you have drawn on the previous
activity, describe your work.
(The teacher will call some students to describe their work
and ask questions that will lead to the definition of each
kind of lines.)
a. intersecting lines
b. perpendicular lines
c. skew lines
d. parallel lines
(Multistructural)
EXPLORE Activity 3: Label Me!
(10 minutes)
Directions: Draw and label a figure based on the following
conditions.
a. Point O lies on line AB.
b. Line GH and Line LM intersects at a distinct point P.
c. Plane m and n intersects at l.
d. Line a and line b are coplanar but do not intersect.

(Relational)
EXPLAIN Definition of Terms:
(5 minutes)
1. Intersecting lines – lines that cross at
exactly one point.

2. Parallel lines – are coplanar lines that

do not intersect.

3. Perpendicular lines - lines that intersect to form right

angles.
 4. Skew lines – two lines that do not
lie on the same plane.

ELABORATE Activity 4: Find Me!

(10 minutes) Directions: Give what is being asked and answer the
question that follows.
1. Give examples of the different kinds of lines listed below
that can be found inside the classroom.
a. intersecting lines
b. perpendicular lines
c. skew lines
d. parallel lines
(Multistructural)

2. How will you differentiate parallel lines from intersecting

lines? (Multistructural/Relational)
EVALUATE Directions: Read each question carefully. Encircle the letter
(10 minutes) of the correct answer.
1. Using the figure below, at how many point/s do the two
lines intersect? (Unistructural)

A. four points
B. three points
C. two points
D. one point

2. Parallel lines are ________ lines that do not _________.

(Multistructural)
A. coplanar, intersect
B. collinear, intersect
C. non-collinear, intersect
D. non-coplanar, intersect

3. Opposite edges of a ruler is an

example of __________.
(Unistructural)

A. intersecting lines B. parallel lines

C. skew lines D. perpendicular lines

4. Two adjacent edges of a tabletop is an example of

________. (Unistructural)

A. skew lines B. intersecting lines

 C. perpendicular lines D. parallel lines

For question number 5, refer to the given situation below.

Imagine a city grid with streets and buildings

represented by lines. Consider two superheroes, Line
Master A and Line Master B, who specialize in
understanding different types of lines. Line Master A is an
expert in parallel lines, while Line Master B is skilled in
dealing with intersecting lines.

5. Which of the following statements best captures the

essence of the difference between Line Master A's expertise
in parallel lines and Line Master B's expertise in
intersecting lines? (Relational)

A. Line Master A navigates the city by moving along

lines that will never meet, while Line Master B excels
in finding points where lines cross.

B. Line Master A excels in identifying points where lines

cross, while Line Master B is skilled in navigating along
lines that will never meet.

C. Both Line Master A and Line Master B specialize in

navigating along lines that will never meet, but they
approach this task with different strategies.

D. Line Master A and Line Master B have identical skills,

and their expertise in parallel and intersecting lines is
interchangeable.

EXTEND Directions: Draw any object that you can find at your home
(5 minutes) or in your community that shows two sets of lines that are
parallel to each other. (Relational)

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
 activities for
remediation who
scored below
80%
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
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 or discover
which I wish to
share with other
teachers?

Prepared by: SOLO Model Integration Writers:

PAUL C. DE LEON JYPTSCL T. ICAO

Teacher I, Pres. Manuel A. Roxas NHS

MARIA LIEZL A. LAPUT

Teacher III, Pres. Manuel A. Roxas NHS

Quality Assured by:

MERCEDITA E. GAHISAN EVELYN J. ROCHA

Master Teacher I, Sergio Osmeña NHS Master Teacher II, Tampilisan NHS

ROXANNE V. MORENO
Master Teacher I, Katipunan NHS

Approved by:

JALDERITA A. DUBLICO EdD

Education Program Supervisor, Mathematics