DAILY School Grade Level Grade 7

LESSON Teacher Learning Area Mathematics

LOG Teaching Date and Time Week 1 – Session 1 Quarter Third

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content
knowledge and competencies. These are assessed using formative assessment
strategies. Valuing objectives support the learning of content and competencies and
enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of 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 a polygon.
C. Learning Competencies/ Mathematics CG August 2016
Objectives (Write the LC M7GE-IIIa-1
Code for each) 42. Represents point, line and plane using concrete and pictorial
models.

Specific Objectives
At the end of the lesson the students must be able to:
a. describe the ideas of points, lines and planes; and
b. give examples of objects that maybe used to
represent the undefined terms.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher
aims to teach. In the CG, the content can be tacked in a week or two.
GEOMETRY – Undefined Terms
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain
children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
A. References
1. Teacher’s Guide Pages Math 7 (2013 TG) pp. 232-236
2. Learner’s Materials Pages Math 7 (2013 LM) pp.186-189
3. Textbook Pages  Geometry III (NPSBE),Textbook for Third Year High
School by Soledad Jose-Dilao and Julieta Bernabe, pp. 3-
4
 e-math 7 by Orlando A. Oronce and Marilyn O.
Mendoza, pp. 347-349.
4. Additional Materials from  Project EASE III Module 1: Geometry of Shape and Size
Learning Resource (LR) Portal  Concrete and pictorial models such as pineapple plant
(LR images)
B. Other Learning Resources  BEAM I Module 1: Points, Lines, Planes and Angles
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so
that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing previous lesson or Let the students sing a song:
presenting the new lesson “The Undefined Terms” – in a tune of “May Pulis sa Ilalim ng
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 Tulay”
(Refer to Resource Sheet No. 1)
B. Establishing a purpose for To function effectively in the three-dimensional world, one
the lesson should have knowledge of geometric concepts of points, line,
and planes, their relationships, and their basic properties.
Knowing these would lead to a better understanding of plane
surfaces and their areas, solids, and their volumes. Our
environment is rich with patterns of different shapes and sizes.
These motivate and facilitate the learning of geometry because
of their appeal to our perception of beauty and order.
Recognition and analysis of their properties and measures not
only develop one’s knowledge in geometry, but also open the
path for logical thinking.
MENTAL CONCEPTS OR IDEAS: However, we can use concrete
objects around us to represent these ideas. Thus, these
undefined terms can only be described.
C. Presenting examples/ instances Discuss the ideas of point, line, and plane
of the new lesson (Refer to Resource Sheet No.2)
D. Discussing new concepts and Let the students perform an activity
practicing new skills #1 (Refer to Resource Sheet No.3)
E. Discussing new concepts and Let the students perform an activity
practicing new skills #2 (Refer to Resource Sheet No.4)
F. Developing Mastery Questions to Ponder:
(Leads to Formative Assessment 3) (Refer to Resource Sheet No.5)
G. Finding practical applications of Let some students name practical application
concepts and skills in daily living
H. Making generalizations and Let some students generalize of what they learned about the
abstractions about the lesson lesson
I. Evaluating Learning Call some students to give examples of objects that maybe used
to represent the point, line and plane
J. Additional activities for Name objects at home that represent:
application or remediation 1. Point
2. Line
3. Plane
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What works? What else need to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
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 worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material did I use/discover
which I wish to share with other
teachers?
Prepared by: Checked by:
RUELAN T. IMPAS, Ed.D.
Master Teacher II __________________________
School Head

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 Resource Sheet No. 1

THE UNDEFINED TERMS

(in a tune of: “May Pulis sa Ilalim ng Tulay”)

I
There is plane, there is a plane in the subject geometry (2x)
There is a plane (4x)
There is a plane in the subject geometry

II
There is line in a plane, in the subject geometry (2x)
There is a line (4x)
There is a line in a plane in the subject geometry

III
There is point in a line in a plane, in the subject geometry (2x)
There is a point (4x)
There is a point in a line in a plane in the subject geometry

(Repeat All)

Resource Sheet No. 2

A. Introduce the concept of a point by asking the students this question: “Have you
ever watch the stars at night?”
 Let the students draw a picture of the stars as seen on the night sky. Then
explain that the stars in the night sky suggest the idea of a point. A point is
represented by a dot and has no dimensions (length, width, thickness) and
occupies no space. It is used to describe location.

B. Let the students observe a thin wire and give their description of it. Then ask the
students to draw a picture of the wire on the board.
 State that the wire is a good representation of a line, although a line has
no width and thickness and extends indefinitely on both sides.

C. Present the concept of a plane by placing a clean bond paper on the floor and
asking the students to imagine the bond paper expanding on all directions. Ask
them to describe what they see.
 The bond paper can be a good representation of a plane. It has infinite
length and width, but no thickness. It is a flat surface.

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 Resource Sheet No. 3

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

1. top of a box
2. a corner of a room
3. cover of a book
4. tip of a pin
5. a taut clothesline

Resource Sheet No. 4

Determine the undefined term suggested by each of the following.

1. the tip of a pencil
2. the top of a coffee table
3. telephone wires
4. the wall of a room
5. the surface of the page of a book
6. the ruler’s edge
7. the tip of a needle
8. a window pane
9. the floor of your bedroom
10. the string on a guitar

Resource Sheet No. 5

Questions to Ponder:
1. Consider the moon in its fullest form. Would you consider a full moon as a
representation of a point?
2. A dot represents a point. How big is the area of a dot that represents a point and a
dot that represents a circular region?
3. A point has no dimension. A line has a dimension. How come that a line composed
of dimensionless points?
4. A pencil is an object that represents a line. Does a pencil extend infinitely in both
directions? Is a pencil a line?

Note to the Teacher:

The questions above are not meant to generate “correct” answers. They are used to
emphasize that point, line and plane are abstract geometric concepts and are not to be
found in material things around us. It is good to constantly remember that representations
of geometric objects are imperfectResource
and are to be differentiated
Sheet No. 6 from the actual objects they
represent.

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 RUBRICS

A. Oral Presentation Rubric - Individual

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B. Group Presentation Rubric

CATEGORY 4 3 2 1
Content: Presentation had an Presentation had a Presentation had Presentation
Did the exceptional amount good amount of moments where contained little to
presentation of valuable material material and valuable material no valuable
have valuable and was extremely benefited the class was present but as a material.
material? beneficial to the whole content was
class. lacking
Collaboration: The teammates The teammates The teammates The teammates
Did everyone always worked from worked from sometimes worked never worked from
contribute to others’ ideas. It was others’ ideas most from others’ ideas. others’ ideas. It
the evident that all of of the time. And it However it seems as seems as though
presentation? the group members seems like every though certain only a few people
Did everyone contributed equally did some work, but people did not do as worked on the
seem well to the presentation. some people are much work as presentation.
versed in the carrying the others.
material presentation.
Organization: The presentation The presentation There were minimal The presentation
Was the was well organized, had organizing signs of organization lacked organization
presentation well prepared and ideas but could or preparation. and had little
well organized easy to follow. have been much evidence of
and easy to stronger with preparation.
follow? better preparation.
Presentation: Presenters were all Presenters were Presenters were not Presenters were
Did the very confident in occasionally consistent with the unconfident and
presenters delivery and they did confident with level of confidence/ demonstrated little
speak clearly? an excellent job of their presentation preparedness they evidence of
Did the engage engaging the class. however the showed the planning prior to
the audience? Preparation is very presentation was classroom but had presentation.
Was it obvious evident. not as engaging as some strong
the material had it could have been moments.
been for the class.
rehearsed?

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