Republic of the Philippines

Department of Education
Region VIII- Eastern Visayas
Schools Division of Calbayog City
Calbayog 6 District
TRINIDAD NATIONAL HIGH SCHOOL
Trinidad, Calbayog City
SCHOOL ID: 303653

DETAILED LESSON PLAN IN MATHEMATICS

Date: March 6, 2024 Grade Level 7
7:30 – 8:30 AM Kuracha
Time: 8:30 – 9:30 AM Sections Lamiraw
1:30 – 2:30 PM Paseo de Calbayog
3:30 – 4:30 PM Magsangkay

Content Standard: Demonstrate understanding of key concept of geometry of shapes and sizes and
geometric relationships.
Performance Standards: Is able to create models of plane formulate and solve accurately authentic
problems involving sides and angles of a polygon.
MELC: Derives relationships of geometric figures using measurements and by inductive reasoning,
supplementary angles, complementary angles, congruent angles, vertical angles, adjacent angles, linear
pairs, perpendicular lines, and parallel lines. (M7GE-IIIb-1)

I. Objectives:
At the end of the lesson students should be able to:
1. Define parallel and perpendicular lines;
2. Construct parallel and perpendicular lines;
3. Appreciate the importance of parallel and perpendicular lines in real life situation.

II. Subject Matter:

Topic: Relationships of Geometric Figures
Sub-topic: Parallel and Perpendicular Lines
References: Mathematics- Grade 7 Learner's Material
Materials: Laptop, Television, slide deck, chalk and chalkboard

III. Procedure

Teacher’s Activity Student’s Activity

A. Preliminary Activities
1. Prayer

Everybody, please stand let us pray.

(The teacher will call one student to lead the prayer) (Students bow their head and pray)

...Amen.
...Amen.

2. Greetings
Good morning class!
Good morning Sir!

Okay, good morning. Before you take your seats, I

want you to pick up the pieces of paper under your (Students picking up the trashes and arrange the
chairs. Make sure that your rows are straight and your chairs properly)
chairs are properly aligned.

Alright! You may now take your seats.

3. Checking of Attendance
Who is absent today?

None?
There is no absent Sir.
Very good!

Motivation

Okay, once again good morning.

We have here pictures and I want you to observe and
tell something about these.
Is there something they have in common? What do
you think is that?

(Teacher will call students.)

Very good! (Some students will answer.)

Nice observation. Excellent!

B. Lesson Proper

Based from the activity that we have done, what do

you think is our lesson for today?
Anyone?

Yes, Marco?
I think it's about lines that do not intersect and lines
Okay, very good! You almost got it actually! that do intersect Sir.

This morning our lesson is all about Parallel Lines and

Perpendicular Lines, and at the end of the lesson, you
are expected to: (students will read the objectives) Objectives:

At the end of the lesson students should be

able to:
1. Define parallel and perpendicular lines;
2. Construct parallel and perpendicular lines;
3. Appreciate the importance of parallel and
perpendicular lines in real life situation.

Can I assure you that we will be able to achieve it? Yes, Sir!

That sounds good! Alright let's begin!

1. ACTIVITY
Do as directed.

Step 1: Draw a line AB

Step 2: Draw a line CD which is equidistant from the

first line.
Step 3: Above the line AB draw a point E.
Step 4: Draw a segment from a point to the line AB.
Step 5. Using a protractor, measure the angle formed
by the line and the segment.

Guide Questions:
1. What conclusions can you make from the results of
your task?
2. Tell something about the lines AB and CD
3. What can you say about the line segment from a
point E to line AB.

Analysis

a. When do we say that lines are parallel?

Perpendicular?
b. How to construct parallel lines? Perpendicular
Lines?
c. How can the concept of parallel and perpendicular (Ideas of students will be appreciated.)
lines be used in real life?

3. Abstraction
Okay, let's define Parallel and Perpendicular Lines.
For example:

So based on the definition, who will try to answer or

illustrate on the board?

(Some students will be called.)

Very good class!

Let's have another example.

 - False
- True
Let's try to answer. - True

Who will answer?

(Three students will be called)

E. Application

Group Activity.
In one half crosswise, name examples of
perpendicular and parallel lines that can be seen in
your -
• home (2)
• school (2)
• environment (2)
Then , illustrate each of your examples. (Illustrating by
means of just lines is allowed.)

F. Generalization

IV. Evaluation

V. Assignment
Prepared by:

DELSON C. MAGSINO
Student Teacher
Checked by:

APRILLE G. ABIA
Cooperating Teacher

Approved:

WILMA L. REYES
Principal 1