A Semi-Detailed Lesson Plan in Mathematics 7

Content Standard:
The learner demonstrates understanding of axiomatic development of geometry.

Performance Standard:
The learner is able to engage in formal arguments, reason and proof.

Learning Competencies:
The learner...
 Gives and illustrates the undefined terms in geometry.

I. Objectives:
At the end of one-hour lesson session in Mathematics 7, the learners should be able to

A. Recognize undefined terms in geometry.

B. Give and illustrate undefined terms in geometry.
C. Represent undefined terms using concrete and pictorial models.

II. Subject Matter:

A. Topic: Geometry
B. Materials: Activity sheet,
Manila paper
Sign pen
Laptop (for slide presentation)
C. References: Modern Geometry for Philippine High School
Mathematics for the New Millennium (Geometry)

III. Procedure/Strategy

A. Preparatory Activities
Teacher’s Activities Learners’ Activities
7E 1. Prayer
Learning 2. Greetings
Model 3. Checking of Attendance
4. Making announcement and Reminders
E 5. Review/Drill
L (The learners take the pre-assessment to find out (Do the assessment )
I how much they already know about this topic.)
C
I
T
E 6. Motivation
N (Presents a situation/problem that will ignite the (Give some guesses/hypotheses)
G minds of the learners)
A “When scientists describe the motion of the earth
G around the sun, the earth is regarded as a point. We
E know that the earth is a huge sphere of diameter
8000 miles. What justifiable reason do the
scientists have for regarding the earth as a point in
this instance? ”
B. Development of the Lesson
Lesson Proper (Activity)
E (Divide the class into 3 groups for some (Perform the activity.)
X activity. Distributes activity sheets and materials
P needed for the activity.
L Clarifies the instructions/directions stated in the
O activity sheet.
R Monitors the groups while doing the activity.
E Guide the learners in answering the questions
stated in the activity sheet.)

C. Analysis/Abstraction/Generalization
E Presentation and Discussion
X (Provides an opportunity for the learners to (Presents/discusses the group’s
P present and discuss their outputs to the whole output to the whole class based
L class. from how each group answered
A Ask relevant questions to redirect students’ focus the questions in the activity
I to the expected outcome/finding/concept. sheet.)
N Provides additional information, if necessary, to
complement what the learners have formulated.)

Points, Lines and Planes

Points, lines and planes are undefined terms in
geometry. They are used to define and describe
other terms in geometry.

Point
A pinhole, a tiny dot on paper, and the tip of a
sharp needle are pictures or models of a point. A
point has no dimension. In other words, it has no
length, no width, and no thickness. A point is
represented by a capital letter.

Line
When we talk of a line, we mean a straight line. A
line may be represented by the edge of a ruler or a
piece of stretched thread. The arrow heads at the
ends of the portion of the line indicate that the line
is infinitely long, that is, it extends in both
directions without end. A line is named by two
capital letters or a small letter near one arrow
head.

Plane
The walls of our classroom, the top of a table, and
the surface of our chalkboards are examples of a
flat surface or a portion of a plane. A plane has no
thickness, it contains an infinite number of points
and lines, and it extends indefinitely in all
directions. Planes are represented by four-sided
figures and are named by using at least three
points(named consecutively) that are not all on the
same line.
D. Application
Application of the formulated concept
E (Discusses on how to solve the problem
mentioned in the ENGAGE phase using geometric
L approach.

A “When scientists describe the motion of the earth

around the sun, the earth is regarded as a point.
B We know that the earth is a huge sphere of
diameter 8000 miles. What justifiable reason do
O the scientists have for regarding the earth as a
point in this instance?”)
R
Solution:
A Observe that, our solar system composed of
the planets, moon, stars, and sun. Each has its own
T characteristics, size, mass and orbital position in
the solar system. These body of stars has its own
E vital role keeping each in everyone stayed in their
permanent axis. So scientists, from their point of
views and observations regarded these motion of
planets including earth as it rotate around the sun
as a point. Because, if we look at the solar system
in a perspective view, these body of stars can only
be represent as a point.

E Contextualization of the Concept

(Presents real life problems where the concept of
X Geometry is applied.)
1) Open carefully a white ant’s (anay) hill.
T Examine the form of the tunnel and the shape of
the cells. Draw a diagram.
E 2) Draw the apparent path of the sun as it travels in
the sky from sunrise to sunset.
N

E. Evaluation
E (Administers different assessment procedures that
V can measure the attainment of the different (Do the assessment )
A objectives.
L
U
A
T
I
O
N

IV. Agreement:

(Instructs the learners to a) Do more exercises to find out if the findings/concepts formulated during the
discussion are true to similar mathematical model. b) Construct situational problems involving mathematical
model of the physical universe and show how those problems are solves geometrically or using other
problem solving strategies.)

Noted by: Prepared by:

_________________ ______________________
T.I.C SST-I
 Mathematics 7
Mathematical Model

ACTIVITY SHEET 1
Examine the skin of a pineapple and draw the geometrical shapes which can be seen on it.

Guide Questions:
1. What geometrical shapes can be draw out from the pineapple skin?

Mathematics 7
Mathematical Model

ACTIVITY SHEET 2
Draw a picture showing the path of a ball as it bounces on the floor.

Guide Questions:
1. What geometrical shapes represent as it bounces on the floor?
2. How about the shape when it bounce and hit the floor?

Mathematics 7
Mathematical Model

ACTIVITY SHEET 3

Draw and study the group of stars in the sky.

Guide Questions:
1. What geometrical shapes, these group of stars in the sky represent for?
2. What geometrical figures can be draw from the group of star?

Review and Drill (Pretest)

Determine whether each of the following suggests a point, a line, or a plane.

1. The corner of a room

2. The side of a box
3. The laser beam
4. One of the guitar strings
5. The stars in the sky

Evaluation (Post-test)
Determine whether each of the following suggests a point, a line, or a plane.

1. The corner of a room 6. The shadow

2. The side of a box 7. The parking lot
3. The laser beam 8. The horizon
4. One of the guitar strings 9. The intersection of the ceiling and the front wall
5. The stars in the sky 10. The meeting of a pen and a piece of paper when the pen is writing