School: BACOOR NATIONAL HIGH SCHOOL - MAIN

Teacher: Grade Level 7

Quarter: 3 Learning Area Mathematics
Teaching Date /Time Section Remarks
L January 31 , 2024 / 6:55-7:50
February 14, 2023 /7:50- 8:45
SSC - Armstrong
SSC - Galileo

ESSON February 14, 2023/ 9:15-10:10

February 14, 2023/ 10:10-11:05
Severino Delas Alas
Ladislao Diwa
February 14, 2023/ 11:05-12:00 Julian Felipe
PLAN
I. LEARNING COMPETENCIES The learner represents point, line and plane using concrete
and pictorial models.

II. LEARNING OBJECTIVES The learner will be able to:

. Represent Point, Line, Plane using Concrete and Pictorial

Models;

2. Value the importance of Point, Line and Plane to our daily

life ; and

3. Draw an object that correlates in the environment using

the Point, Line, and Plane.

. Represent Point, Line, Plane using Concrete and Pictorial

Models;

2. Value the importance of Point, Line and Plane to our daily

life ; and

3. Draw an object that correlates in the environment using

the Point, Line, and Plane.

1. represent point, line and plane using concrete and

pictorial models.
2. value the importance of point , line and plane to our
daily life.
3. draw an object that represents a point , line and
plane.

III. LEARNING CONTENT

Topic: Undefined Terms (Points, Line, Plane)

Skills: Problem Solving, Active Participation, Critical Thinking, Reading, Listening, Note
Taking, Communication

References: Math Textbook p 186-198

Math Central Office Module Quarter 3 Module 1

Grade 7 Mathematics Teacher’s Guide 232-245

Materials: Visual Aide, Chalk, Flash Cards, Powerpoint Presentation, Video Presentation

Subjects Integrated: Arts

Values Focused: Honesty, Determination , Patience , Perseverance, Self Confidence

 A. PREPARATORY ACTIVITIES

1. Daily Routines  Prayer

 Greetings
 Checking the cleanliness and orderliness of the classroom.
 Checking of attendance

2. Motivation Let us recall on the common shapes we have at preschool. Identify them
first before answering the questions that follow

Questions:

1. What do these shapes have in common?

2. How many corners does shape 1 have?

3. How many corners does shape 2 have?

4. How many corners does shape 3 have?

5. How many corners does shape 4 have?

6. In each shape, what connects one corner to the other?

B. ACTIVITY PROPER

1. Presentation / Introduction

In any mathematical system, definitions are important. Elements and objects must be defined
precisely. However, there are some terms or objects that are the primitive building blocks of the
system and hence cannot be defined independently of other objects. In geometry, these are point,
line, plane, and space. There are also relationships like between that are not formally defined but
are merely described or illustrated.

UNDEFINED TERMS
 2. Modelling ( I DO)

3. Guided Practice (WE DO)

Real-life objects represent a point, line, or a plane. Place each object in its corresponding column
in the table below.
 4. Independent Practice (YOU DO)

Direction: Roam around your classroom or imagine you are in your house, look for objects which
represent a point, a line or a plane. For each column, list at least 2 objects not mentioned earlier in
the discussion and draw the object.

5. Generalization

In this lesson, you learned about the basic terms in geometry which are point, line, plane.

C. EVALUATION

Multiple choice. Read each item carefully. Choose the letter of the best answer and write it on a
separate sheet of paper.

1. Which of the following does not represent a point?

A. dot B. edge of a notebook C. intersection of two lines D. tip of a pen

2. What is the geometric term represented by a nylon string?

A. point B. line C. plane D. ray

3. An exact location in space with no length or width.

A. point B. line C. plane D. ray

4. Name the image

A. point B. line C. plane D. ray

5. Name the image

A. point B. line C. plane D. ray

D. ASSIGNMENT

Direction: Draw any object that can model the 3 geometric concepts – point, line and plane.

Indicate complete labels.

Example: Small electric desk fan

IV. INDEX OF MASTERY

Sections No. of learners No. of learners Did the remedial No of Learners

who earned 80% who require lessons work? who continue to
in the evaluation additional activities No. of learners require
for remediation who have caught remediation.
up the lesson.
Prepared by: Checked by: Noted by:

Name of teacher RONA B. ABRIGONDA, PhD TEODORO A. GLORIANI, EdD

Teacher I Master Teacher I Principal IV