A Detailed Lesson Plan for Mathematics 7

I. Objectives
At the end of the lesson, the students are expected to:
1. Described the undefined terms;
2. Explain how identified point/s, line/s and plane/s in a given figure are named; and
3. Recognize the different kinds of point, line, and plane then construct a pictorial model on each.
II. Content/Subject Matter
The Undefined Terms in Geometry
III. Learning Resources
A. Reference (s)
M7GE-IIIa-1, https://www.toppr.com/guides/maths/lines-and-angles/basics-of-geometry/
B. Instructional Materials
Visual Aids, Chalkboard, Motivational Chips, Flash Card
IV. Procedures
Teacher’s Activity Learners’ Activity
1. Daily Routine
1.1 Greetings/Prayer

“Class, please all stand up for our prayer”

(The students will pray)
(Call a student to lead the prayer)
“Good Morning Ma’am Perez!”
“Good Morning class!”
,
1.2 Classroom Condition
(The students will stand and pick all the
“Before you take your seats, kindly pick up the small pieces of paper)
pieces of papers under your chairs and throw it on our
trash bin.”

(Now the teacher will check the attendance. Chairs

that is not being occupied means the student(s) on
the specified area(s) is/are absent.)

2. Recall
“Last time Ma’am, the discussion was all about
“Class, can you recall our previous lesson?’ Solving absolute value equations and
inequalities.”
“Correct! How can you solve an absolute value equations “We can solve the absolute value of an equations
and inequalities?’ and inequalities by following the steps and
procedures to find a value on a given.”
“Very well-said!”

A. Activity #1
“Before we start our lesson class I have here a
jumble letters that you’re going to arrange. Use the
objects given as clue to solve the jumble letters.

E L I N NOPIT Possible answers: line segment, rectangle, point,

caption box (answers vary)
ANPLE

B. Establishing a purpose for the lesson “Yes Ma’am”

“Class can we form an objects using point, line and
plane?”
Students answers may vary
Yes Correct! Can you give me an example of an
 objects that represent a point, line and plane?

Alright, Very Good Class!

C. Presenting examples/instances of the new lesson

(Group Work #1)
“Now I will group you into three (3) (the teacher will
The students will go to their respective groups
group her class into 3). The following are some of the
objects around us that could represent a point, a line or a
plane. You’re going to place each object in its
corresponding column in the table. Do this in a manila
paper provided.

*blackboard *electric wire

*corner of a table *surface of the table
*laser *paper
*wall *Edge of a table
*Tip of a needle
*hair
*Intersection of a side wall and ceiling “None Ma’am”
*Intersection of a front wall and ceiling

Note: Make a table with 3 columns. On the first column

write, Objects that could represent a Point, on the second The students started doing their task
column write, objects that could represent a Line, and on
the third column write, objects represent a Plane. I will
give you 10 minutes (5 minutes to do the activity and 5
minutes to present your output) choose 1 representative
to present your output in front. The group who got the The students discuss their output
highest score will received 1green chips each. Remember
chips is serve your recitation everyday

“Any question class? “

“Alright if none start doing your task”

The teacher let the students to discuss their work

a.) Any location in space represented by a dot
D. Discussing new concepts/Presenting the and it has no dimension because it has no
lesson length, no width, nor thickness.

Based on the activity that we did “Which among the

following do you think is the best description of a
point?”

a.) Any location in space represented by a dot and it

has no dimension because it has no length, no
width, nor thickness.
b.) An idea that you try to make other people accept
or understand.

“Who wants to answer? The teacher will call a “The name of the points on that figure is Point A,
student” Point B, Point C, and Point D.”
“Very Good!”

“We use capital letters to name a point.”

∙ ∙ ∙ ∙
A B C D
“Tip of ballpen”
“Period in a sentence”
“Based on the definition, what do you think is the name
of these points?

“Amazing! Can you think of example of an object that

could represent a point inside our classroom?

Very Good!

“This figure is an example of a line. In naming a line, we

“The name of that line is line VI or line a.”
use a lower case letter or any two points on the line.
Therefore, the name of this line is line m or line RV.

“On the next figure, what do you think are the possible “Thread”
names of the line? “Electrical wires”

“The teacher will call a student, what do you think?”

“Exactly! Can you give me some objects that you think

could represent a line?”

“Correct! What else? “The correct answer is letter A.”

“Alright, Very Good! Let’s move on with plane.”

“Which do you think is the best description of a plane?”

a.) A plane is set of points in an endless flat surface.

It is 2-dimensional, because it has length and
width.
b.) A plane is a tool for smoothing or shaping a
wood surface. “The name of that plane is plane WXY.”

“What do you think is the correct answer?”

“Correct! In naming a plane, we may use 3 coplanar

points that lies on the same plane. In this figure, what do
you think is the name of the plane?”

“Very Good! Next we have the other basic geometric “Collinear points are points that lie on the same
terms on points and lines.” line”
(A student will draw her example of collinear
“The given illustrations are points.)
examples of collinear points.”

“What do you think are collinear

 points?
“Absolutely! On the board, can you draw your own
example of collinear points?

“Good Work! The given illustrations are examples of

coplanar
points.”
“Coplanar points are points that lie on the same
plane.”

(A student will draw his own example of coplanar

points on the board.)

“Coplanar lines are lines that lie on the same

“What do you think is coplanar points? plane.”

“Absolutely! Can you give me your own example of

coplanar points? Please draw your example on the board.

“Very Good! Let’s proceed on coplanar lines.”

“The figure shown is an example of coplanar lines”

“What
do you think is a coplanar line?” Do you have any idea? “No sir, because the lines are not on the same
plane.”

“Can we consider our lines here as coplanar lines? What

do you think?”
“Intersecting lines are lines that intersect at one
“Very Good! The next figure we have is an example of point.”
intersecting lines.”

“Letter B. Cross”

“What do you think is intersecting lines?”

“Very well-said! Which among the following do you

 think could represent an intersecting lines?”

a.) 11 “Parallel lines are lines that do not meet or

b.) Cross intersect.”
c.) “B”

“The things that could represent parallel lines are

“Yes, the correct answer is what?” the legs of a chair, window grills, and opposite
“Right! The next figure is an example of parallel lines.” sides of blackboard.”

“What do you think are parallel lines? Do you have any

idea?

“Right! Can give me some examples of things that could “Skew lines are lines that do not lie on the same
represent parallel lines inside or outside the classroom? plane.”

(A student will draw another example of skew

“Amazing! Next we have skew lines.” lines.)

“Line
AB
and
line
CD are

examples of skew lines. What do you think are skew

lines?

“Very Good! On the board, can you draw another

example of skew lines.”

“Great job!”

E. Practicing New Skill #1

The teacher will ask the students to use the figure below a. Point B, Point E, Point G
to identify what is being asked. b. Point F

A. Name the point(s) in the interior region of the circle?

c. Line k
B. Name the point(s) in the interior of the triangle?
d. Line HD
e. Plane BEG
C. Name the line(s) in the interior region of triangle? f. Point A, Point J
D. Give other name(s) for line P. g. Point C
E. Name the plane that can be forms by three points in h. Point A. Point J, Point I, Point C
the interior of the circle.
F. Name the points outside the region bounded by the
triangle.
G. Name the points outside the circular region.
H. Name the points of Plane M.

M C
A B
E D
k G
F H I
J p
Point:
  Corner of tiles
F. Application of concepts and skills  Tip of hand clock
(Group Work #1)  Tip of pencil

Line:
 Edge of tile
 Edge of blackboard
 Edge of the table

Plane:
“Now go to your respective group again. Same group.  Board
For those group who did not did it a while a go may be it  Books
is your chance now”  Map
“All you have to do is to find as many objects as you can  Table
in this picture that could represent a point, intersecting  Tiles
lines, parallel lines, and plane in 5 minutes only. The
group that will have the more correct objects will win
and will receive a pack of motivational chips.”
Yes Ma’am
Did I make myself clear?
The students are doing their tasks
Alright, If you don’t have any questions, Your 5 minutes
start now!

Times up! The teacher will check their answer.

“
Congratulations to the winner, and Keep it up!
1. Yes

G. Generalization/Abstraction 2. Yes, the full moon can be considered as a

representation of point
1. Consider the stars in the night sky. Do they represent
3. We use capital letters to name a point.
a point?
2. Consider the moon in its fullest form. Would you 4. The different kinds of line that we
consider a full moon as a representation of a point? discussed are: Intersecting, parallel,
Why yes? Why not? collinear, coplanar and skew line.
3. How can we name a point?
4. What are the different kinds of line that we
discussed? Explain each.

H. Evaluation
Directions: Identify the following points and lines
that are being described using the figure 1 shown.
Write the letter of the best answer from the choices
given.

Figure 1

1. B
2. A
3. A
 4. B
1. Point Q and point Y. 5. A
a. collinear points b. coplanar points 6. B
2. Point T, point U, and point W. 7. A
a. collinear points b. coplanar points 8. A
3. Line UW and line VX. 9. B
a. parallel lines b. intersecting lines 10. B
4. Line TW and line JV.
a. parallel lines b. intersecting lines
5. Line PI and line OC.
a. coplanar lines b. intersecting line
6. Line IP and line RS.
a. coplanar lines b. skew lines
7. Line NK and line RS.
a. skew lines b. coplanar lines
8. Point J, point U, and point V.
a. collinear points b. coplanar points
9. Line AG and line TU.
a. coplanar lines b. parallel lines
10. Point M and point Z.
a. collinear points b. coplanar points

V. Homework

The points A,B,C,D,E,F,G and H are corners of a box

shown below. Answer the following questions on your
Math Notebook.

1. How many lines are possible

which can be formed by these
points shown above?
(Hint: There are more than 20.)
2. What are the lines that contain
the point A?
(Hint: There are more than 3 lines.) Prepared by:
3. Identify the different planes which can be formed
by these points shown above. Jonabeth R. Perez
(Hint: There are more than six) Teacher I – Applicant
4. What are the planes that contain line DC?
5. What are the planes that intersect at line BF?