School: LAMBUNAO NATIONAL HIGH SCHOOL

Student Teacher: RHONA L. LABORDO

Teaching Dates and JANUARY 27, 2023
Time: 9:00 AM – 10:00 AM
GRADES 1 to 12
Grade Level /
DAILY LESSON LOG GRADE 7 – CLUSTER 4
Section:
Quarter: 3RD
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of the key concepts of
geometry of shapes, and sizes and geometric relationships.
B. Performance Standards: The learner is able to create models of plane figures and formulate
and solve accurately authentic problems involving sides and angles
of polygon.
C. Learning Competencies/ (M7GE-IIIa-1)
Objectives: At the end of the lesson the students should be able to:
Write the LC Code for each 1. describe the undefined terms;
2. name the identified point(s), line(s), and plane(s) in a given
figure;
3. value the importance of point, line and plane to our daily
lives.
II. CONTENT BASIC CONCEPTS IN GEOMETRY (POINTS, LINES and PLANES)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pp
2. Learner’s Materials pp 1-25
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) Portal
B. OTHER LEARNING https://youtu.be/STFgVw3FkkQ?si=V0PYUwsZj0AO3LhO
RESOURCES https://www.murrieta.k12.ca.us/cms/lib5/CA01000508/Centricity/
Domain/1830/T1.3.pdf
IV. PROCEDURES Teacher’s Activity Students’ Possible Responses
Pre-Activity 1. Prayer
Before we start, everybody
stand up for a prayer. The in-
charge for today’s prayer,
please lead the class.

2. Greetings
Good morning, class! Good morning ma’am.
You may now take your seat.

3. Checking of Attendance
Who is absent today?
Class monitor please list down
the names of absentees and
give it to me after the class.
The students will answer no if
there’s no absentees, if yes, then
class monitor will list down those.

4. Classroom Rules
Before we will start to our
lesson, we should follow the
following rules:
 Be prepared for class.
 Please behave during
class discussion.
 Be active and
participate during
activity all the time.
 Listening to teacher’s
 instruction and if
someone talks in front
is a must.
 Respect and value the
opinions and ideas of
your teacher and
classmate(s).

A. Review Previous Lesson or Activity 1: Arrange Me!

Presenting the New Lesson (The students are grouped
into three groups.)

Instructions:
1. Each group will receive
an envelope that has 3
sets of jumbled letters
inside.
2. You are about to
rearrange the jumbled
letters inside the
envelope that
represent the things
that we can see in our
everyday living.
3. Choose one
representative to share
your answers.
4. The first group to
arrange the jumbled
letters correctly will
receive an instant
reward.
5. You will be given 2
minutes only.

Did you understand the Yes ma’m!

instructions?

Ok, start doing your activity

now and please minimize your
voice.

Group __ was the first group

to finish the jumbled letters.
Representative, can you tell us The answer on the first set of
the answers of your group? jumbled letters is POINT.

The answer on the second set of

jumbled letters is LINE.

The answer on the third set of

jumbled letters is PLANE.
B. Motivation Activity 2: Label It!

Instruction:
 1. The teacher group the
learners into two
groups.
2. Give each group the
picture of church.
3. Using the picture, ask
the learners to identify
points, lines, or planes.
Tell the learners that
they have to label the
points, lines, and
planes they have
identified.
4. Each group is given 1
minute to finish this
task.
5. After the given time,
ask each group to post
their output on the
board with the group
presenter discussing
their work.
6. Each correct answer
will be given 1 point
and the first group to
post their output on
the board will be given
additional points.

C. Establishing a Purpose for Your answer such as POINT,

the Lesson LINE, and PLANE will now lead
us to our new topic for today,
the Basic Concepts and Terms
in Geometry.
D. Presenting Examples/ (This is an oral activity where
Instance of the New Lesson students raise their hands to
answer.)

Activity 3: What Am I
Represent?

Direction: The teacher

presented an object or
models, tell whether the
object is a representation of a
point, line, or plane

1. Point

2. Plane

3. Line
 4. Plane

5. Line

After the activity, teacher will

then ask the students:
1. How is point, line and A point is represented by a dot.
plane represented? A line is represented by a straight
path.
A plane is represented by a flat
surface.
E. Discussing New Concepts To elucidate the response of
and Practicing New Skills the learners for the purpose of
#1 discussion, the teacher will
strengthen the learner’s
knowledge through a video
presentation:

Points, Lines, and Planes

Video Credits:EarthPen. POINTS

| LINES | PLANES | Mathematics
Animation.Retrieved from
https://youtu.be/STFgVw3FkkQ?
si=V0PYUwsZj0AO3LhO

After watching a video, further

ask the learner the following
questions:

1. Have you learned Yes ma’am.

about points, lines,
and planes?
2. How can you describe A point is a location that has no
a point, line, and size, no widths, no lengths, and no
plane? depths.
A line is a straight path that
extends indefinitely in two
directions and has no thickness.
A plane is a flat surface with no
thickness or boundary and it
extends to all direction without an
end.
3. How do you name a
point, line, and plane? A point is named using a Capital
Letter.
A line is named using two capital
letters with a double arrowhead
above them or a lower case letter.
A plane is named using a capital
letter, often written in script, or by
the letters naming three non-
collinear points in the plane.
F. Discussing New Concepts (The teacher will randomly
and Practicing New Skills choose the students to answer
#2 in the board.)

Activity 3: NAME ME!

Direction: Name the undefined

terms represented by each
object. Write in words and in
symbols.

1.
↔
line AN, AN

2. point R, •R

3. plane V, plane LOE, V LOE

G. Developing Mastery Activity 3: Name Points,

Lines, and Planes

Direction: Use the diagram

below.

a. Name three points. point D, point E, point F,

b. Name two lines. line m, line p
c. Name two planes. plane Q, plane R

H. Finding Practical What do you think is the Answer may vary.

Applications of Concepts importance of point, line, and
and Skills in Daily Living plane in real life?

I. Making Generalizations and (What I Have Learned)

Abstraction about the The teacher will ask the
Lesson learners randomly the
following questions to gauge
what they have learned from
the lesson:

1. What are the Point, line, and plane.

undefined terms in A point is a location that has no
geometry? Describe size, no widths, no lengths, and no
each. depths.
A line is a straight path that
 extends indefinitely in two
directions and has no thickness.
A plane is a flat surface with no
thickness or boundary and it
extends to all direction without an
end.

2. How do you name a A point is named using a Capital

J. Evaluating Learning
point, line, and plane? Letter.
A line is named using two capital
letters with a double arrowhead
above them or a lower case letter.
A plane is named using a capital
letter, often written in script, or by
the letters naming three non-
collinear points in the plane.
On a 1 whole sheet of intermediate paper answer the following:

TEST I
Describe and give 2 examples in each term.
1. Point
2. Line
3. Plane

TEST II

1. Name four points.

K. Additional Activities for
Application or Remediation
2. Name two lines.
3. Name the plane that contains A, B, and C.
4. Name the plane that contains A, D, and E.
In your ½ crosswise, explain in 3-5 sentences the importance of
points, lines, and planes in our everyday lives. (5points)

1. REMARKS
2. REFLECTION
A. No. of learners who earned
80% on the formative test
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
 to share with other
teachers?

PREPARED BY:

RHONA L. LABORDO
STUDENT TEACHER