LESSON PLAN

Member/s In-charge: REYBOY P. TAGSIP

Subject: MATHEMATICS Grade Level: 7

Unit Topic: Geometry Quarter: 3

UNIT STANDARDS AND COMPETENCIES DIAGRAM

TRANSFER

PERFORMANCE STANDARD
TRANSFER GOAL PERFORMANCE TASK
The learner is able to create models
Students on their own and in the long run of plane figures and formulate and Roller Coaster Design and
will be able to use their learning to recognize solve accurately authentic problems
and appreciate the essence of geometry of Graphic Design
involving sides and angles of a
shapes, sizes, and relationships in their day- polygon
to-day existence in this beautiful world.

ACQUISITION
1. Illustrates subsets of a line.
2. Classifies the different kinds of angles.
3. Illustrates polygons: (a) convexity; (b)
angles; and (c) sides.
4. Illustrates a circle and the terms related to
it: radius, diameter chord, center, arc, chord,
central angle, and inscribed angle.
5. Solves problems involving sides and
angles of a polygon.
MAKE MEANING
EQ: Why should I study
CONTENT STANDARD geometry of shapes, sizes, and
relationships? How important is
The learner demonstrates
this in real-life situations?
understanding of key concepts of
geometry of shapes and sizes, and
EU: The students will understand
geometric relationships. that knowledge of geometry of
shapes, sizes, and relationships
is important not only in the fields
of architecture, engineering, and
arts but also in most of daily-life
situations.
 EXPLORE

This unit is about understanding key concepts of geometry of shapes and sizes, and geometric relationships.
Consider this question: Why should I study geometry of shapes, sizes, and relationships? How important is this in real-life situations?
Map of Conceptual Change:
Instruction: Fill out the K-W-L Chart below based on what you know, what you want to know, and what you have learned throughout the lesson. You need
to accomplish only the part/ column” WHAT YOU KNOW and WHAT YOU WANT TO KNOW.”

K-W-L CHART

TOPIC: Geometry

WHAT I KNOW WHAT I WANT TO KNOW WHAT I LEARNED

LEARNING
COMPETENCY FIRM-UP
LC1
FYI CORNER: Read and analyze the concepts on your book “Manalo, Catalino B., et. al. 2nd Edition Next Century Mathematics
Illustrates subsets of a Teachers Wraparound Edition page 328-343
line.
Click the corresponding link for further information.
Learning Targets:
Clickable Links: https://www.slideshare.net/jhonpaullagumbay/subsets-of-a-line-different-kinds-of-angles
I can illustrate subsets
of a line. Screenshot of Online Resource:

I can understand the

concept of the subsets
of a line

Activity 1 (HANDS ON MODELLING)

Instructions: Read the given selection or passage in your book “Manalo, Catalino B., et. al. 2nd Edition Next Century
Mathematics Teachers Wraparound Edition page 328-343
Process Questions:
1. Did you understand what is a subset of a line?
 2. Did you know how to get subsets of a line?
3. Did you really understand the concept of subsets of a line?
LC2 classifies the
different kinds of FYI CORNER: Read and analyze the concepts on your book “Manalo, Catalino B., et. al. 2nd Edition Next Century Mathematics
angles. Teachers Wraparound Edition page 343-353

Click the corresponding link for further information.

Learning Targets: Clickable Links: https://www.math-only-math.com/classification-of-angles.html
I can classify the Screenshot of Online Resource:
different kinds of
angles.

I can understand how

to classify the different
kinds of angles.

Activity 2 (SORTING AND CLASSIFYING)

Instructions: Answer the following exercises that are given on your book “Manalo, Catalino B., et. al. 2nd Edition Next Century
Mathematics Teachers Wraparound Edition page 343-353. Afterwards, you classify the different angles and group the same
angles.
 Process Questions:
1. Did you understand what is angle?
2. Did you know how to classify the different angles?
3. Did you manage how to get the perfect measure of an angle?

LC3 illustrates FYI CORNER: Read and analyze the concepts on your book “Manalo, Catalino B., et. al. 2nd Edition Next Century Mathematics
polygons: (a) Teachers Wraparound Edition page 406-430
convexity; (b) angles;
and (c) sides. Click the corresponding link for further information.
Learning Targets: Clickable Links https://www.slideshare.net/dionesioable/module-2-geometry-of-shape-and-size
Screenshot of Online Resource:
I can learn the different
kinds of polygons and
its angles.
I can demonstrate the
differences of each
polygon.

Activity 3 (HANDS ON)

Instructions: Answer the following exercises that are given on your book “Manalo, Catalino B., et. al. 2nd Edition Next Century
Mathematics Teachers Wraparound Edition page 416-417

LC4 Illustrates a circle Process Questions:

and the terms related
to it: radius, diameter 1. What are plane figures?
chord, center, arc, 2. Is it important to know the different angles of a polygon?
chord, central angle,
and inscribed angle. 3. How do we use plane figures specifically polygons in everyday life?
Learning Targets:

FYI CORNER: Read and analyze the concepts on your book “Manalo, Catalino B., et. al. 2nd Edition Next Century Mathematics
I can identify the Teachers Wraparound Edition page 441-446
different terms that
Click the corresponding link for further information.
belongs to a circle
Clickable Links: https://www.onlinemathlearning.com/diameter-of-circle.html
https://www.slideshare.net/dionesioable/module-1-circles
Screenshot of Online Resource:
I can manage how to
get or solve the exact
value of the radius,
diameter chord, center,
arc, chord, central
angle, and inscribed
angle of the circle.

Activity 4 (HANDS ON)

Instructions: Answer the following exercises that are given on your book “Manalo, Catalino B., et. al. 2nd Edition Next Century
Mathematics Teachers Wraparound Edition page 441-446. Go to Exercise 9.5 after you understand the concept.

LC5 Solves problems

involving sides and Process Questions:
angles of a polygon.
1. How is it important to know how to get the measurements of the different terms that belongs to a circle?
2. How can you apply your learnings about circle in your daily life?

Learning Targets:
I can learn the different
techniques in solving FYI CORNER: Read and analyze the concepts on your book “Manalo, Catalino B., et. al. 2nd Edition Next Century Mathematics
problems about sides Teachers Wraparound Edition page 412-440
and polygon.
Click the corresponding link for further information.
Clickable Links: https://www.onlinemathlearning.com/polygon-angles.html
https://www.universalclass.com/articles/math/geometry/how-to-solve-geometry-problems-involving-polygons.htm
Screenshot of Online Resource:
I can generally
illustrate the result of
the word problem
about sides and
polygon.

Activity 5 (HANDS ON)

 Instructions: Answer the following exercises that are given on your book “Manalo, Catalino B., et. al. 2nd Edition Next Century
Mathematics Teachers Wraparound Edition page 412-440
Process Questions:
1. How can you apply this concept of polygon in making your dream house?
2. Did you easily understand the word problems about polygon?
3. Why is it important to know about the concept of polygon?

Assessment 1:
Multiple Choice/Hands on 1-10 – Write the letter of your answer and show your solutions or process if necessary.
Assessment 2:
Hands on 1-5 – Word Problems. Show you solutions.

LEARNING DEEPEN
COMPETENCY
FYI CORNER.
LC 1: represents point, Click the corresponding link for further information.
line and plane using
concrete and pictorial https://www.youtube.com/watch?v=ea6pgyGU6kM
models.
Learning Targets:
I can use properly the
concrete and pictorial
models in representing
points.
I can apply my
learnings in making my
own pictorial models

Activity 1: Picture Analysis

Instruction: Locate some points on the given pictorial models.

LC 2: derives FYI CORNER.

relationships of
geometric figures Click the corresponding link for further information.
using measurements https://www.youtube.com/watch?v=JPjQaELCdC0
and by inductive
reasoning; https://www.youtube.com/watch?v=BTnAlNSgNsY
supplementary angles,
complementary
angles, congruent
angles, vertical angles,
adjacent angles, linear
pairs, perpendicular
lines, and parallel
lines.

Learning Targets:
I can learn what are
the different angles
and its relationship
I can give my
reasoning about the
relationships of those
angles. Activity No. 2: Predict-observe-explain
Instruction: On the given exercises, explain the relationship of the stated angles.

LC 3. derives FYI CORNER.

relationships among
angles formed by Click the corresponding link for further information.
parallel lines cut by a
https://www.youtube.com/watch?v=5PcMbN46NMA
transversal using
measurement and by
inductive reasoning.
Learning Targets:
I can determine what
are the new angles
after parallel lines cut
by a transversal.
I can illustrate the
relationships of these
different lines that may
form angles.

Activity No. 3. Predict-observe-explain

Instruction: On the given exercises, explain the relationship of the stated angles.
LC 4: uses a compass
and straightedge to
bisect line segments
and angles and FYI CORNER.
construct
perpendiculars and Click the corresponding link for further information.
parallels.
https://www.youtube.com/watch?v=KNr52iFk7n4
Learning Targets:
I can properly use
compass and lines in
bisecting parallels and
perpendicular.
I can learn the
importance or role of a
compass and line in
bisecting parallels and
perpendicular.
Activity No. 4 (Hands on Modelling)
Instruction: Create or construct perpendiculars and parallels and bisect each line segments by using a compass or straightedge.
LC 5: derives
inductively the
relationship of exterior FYI CORNER.
and interior angles of a
convex polygon. Click the corresponding link for further information.
https://www.youtube.com/watch?v=otzb_GkRiqQ
Learning Targets:
I can know how to get
the measurement of
the exterior angles of a
polygon
I can define the
relationship between
the exterior and interior
angles of a polygon.

Activity No. 5 (Hands on Modelling)

Instruction: Create your own polygon and get the measurements of their exterior and interior angles.
LC 6. constructs
triangles, squares,
rectangles, regular
pentagons, and regular
hexagons.

FYI CORNER.
Learning Targets:
Click the corresponding link for further information.
I can independently
construct those https://www.youtube.com/watch?v=TAHczLeIUTc
polygons.
I can use my learning https://www.youtube.com/watch?v=VcSERjEjltA
about this by creating
material that may be
seen at my house.

Activity No. 6 (Hands on Modelling)

Instruction: In one plane, constructs triangles, squares, rectangles, regular pentagons, and regular hexagons.

GUIDED GENERALIZATION TABLE

Essential Article 1 Article 2 Video 1
Question
https://www.teach- https://studiousguy.com/e https://www.youtube.co
nology.com/teachers/su xamples-of-geometry-in- m/watch?
 bject_matter/math/geom everyday-life/ v=5xsE_Q5rkzQ
etry/
Answer: Answer: Answer:
Why should I This site answers the This article shows some This video show about the
study geometry questions of the students examples of geometry in importance of geometry
of shapes, on why the geometry is real world scenario. today’s world.
sizes, and important in the real world.
relationships?
How important
is this in real-life Supporting Texts: Supporting Texts: Supporting Texts:
situations?
It also talks about the It also shows more advance It also shows buildings that
important man behind the technologies with the values the importance of
geometry who is Euclid essence of geometry that geometry and undefined
who turned the study of the world is still using into it terms in building massive
geometry into an structures.
axiomatic form at around
3rd century BC, and these
axioms are still useful up
to the present day.
Reason: Reason:
Reason: To give more ideas on what To educate the viewers
are some things we can especially the students
To give more foundations
found that geometry is about the big impact of
of the geometry and its
always part in our life. geometry in today’s world.
importance in our life.
 Common Ideas in Reasons:

Enduring Understanding/Generalization:
The students will understand that knowledge of geometry of shapes, sizes, and relationships is important
not only in the fields of architecture, engineering, and arts but also in most of daily-life situations.
C-E-R Questions:
1. What is the purpose of the authors and videographer?
2. How important are the ideas given by the authors and videographer in understanding your problem situations in real life?
3. Does geometry helps us to be more productive or create some things that has a good quality?
4. EQ: The students will understand that problem situations in real life relate to undefined terms and geometric figures
Prompt for Generalization:
1. Their purpose is to educate the learners to be more productive and know the impact of geometry in real life.
2. It gives us more understanding on how to find the other angles of ourselves to create some changes and improve with the
basis of the concept of geometry.
3. Yes, it gives us more techniques on how to balance, how to locate the spot that we are getting down, how to be find more
connections from others to become stronger, and to know how to make our shape of our ideal destiny.

ASYCHRONOUS ONLINE LEARNING MATERIALS

Article 1:
Link: https://www.teach-nology.com/teachers/subject_matter/math/geometry/

Article 2:
Link: https://studiousguy.com/examples-of-geometry-in-everyday-life/comment-page-1/#comments
Video 1:
Link: https://www.youtube.com/watch?v=5xsE_Q5rkzQ
Learning Competency TRANSFER
Transfer Goal: Performance Task/G.R.A.S.P.S.
Students on their own
A group of businessmen is planning to build an amusement park and they want their roller coaster to be exciting and the best
and in the long run will
roller coaster ever. So, they have decided to meet with different roller coaster designers so that they can choose, then, hire the
be able to use their
one with the best design.
learning to recognize
and appreciate the Goal
essence of geometry
of shapes, sizes, and To look at the roller coasters of the different amusement parks and make them as the basis for creating a much better or the best
relationships in their roller coaster design
day-to-day existence in Roles
this beautiful world.
You are a roller coaster designer who wants to be hired by a group of businessmen by creating a much better or the best roller
coaster design.
Audience
The target audience is the group of businessmen who will hire a roller coaster designer for their future amusement park.
LC 1: Situation
Construct geometric You need to produce and present a roller coaster design that will convince the group of busınessmen to hire you as their
model that has designer
shapes, sizes, and
Product
relationships with each
part. The best roller coaster design to be presented to the group of businessmen
Standards for Success
Learning Targets: -Content
I can create my own -Accuracy
model that manifest
the importance of - Language
geometry -Organization
I can recognize things
that has geometric
forms. Scaffold 1:
The teacher will introduce the basic concept of Geometry especially about shapes and sizes of an objects.
 Scaffold 2:
The teacher will provide more examples about shapes and sizes that has relationship to the daily activities of the students.
Scaffold 3:
The students use their acquired knowledge about Geometry by creating a roller coaster design that involves shape, size, and
angle that may be seen in such area.

Rubrics for the Performance Task

Formation Standard:
For the roller coaster design presented
Students on their own
and in the long run will
be able to create
models of plane
figures and formulate
and solve accurately
authentic problems
involving sides and
angles of a polygon.
 Descriptive Numerical
Criteria Rating
Rating Rating
Design is completely accurate, precise, well drafted,
Learning Targets:D and logically presented including the concepts and
Outstanding 4
E
I can formulate ideas theories involved in the relationships among angles
on what are someS and parallel and perpendicular lines.
Self-
objects and structures Design is generally accurate, precise, and well drafted.
I Assessment:
that have geometric The presentation reflects understanding of the
forms. G relationships among angles and parallel and Good 3 Instructions:
perpendicular lines. Minor inaccuracies do not affect (specific for
I can create my own
N the overall design. students to
model or design by
follow even
using some sizes, Design is generally accurate but the presentation lacks without the
relationship, and application of the relationship among angles and
Satisfactory 2 teacher)
polygons that gives parallel and perpendicular lines. Minor inaccuracies
more beauty of such somehow affect the parts of the design.
thing.
Design contains major inaccuracies and does not SELF-
Needs ASSESSMENT
show application of relationship among angles and 1
Improvement OF ONE’S
parallel lines and perpendicular lines at all.
READINESS
P Oral report is exceptionally clear, thorough, fully TO DO
supported with concepts and theories of the
R Exceptional 4
relationships among angles and parallel and
E perpendicular lines.

S Oral report is generally clear and reflective of students'

personal ideas, and some accounts are supported by Good 3
E mathematical concepts and principles.
N Oral report is reflective of some of what is learned,
Satisfactory 2
T lacks clarity, and accounts have limited support.

A Oral report is unclear and difficult to follow, superficial,

and more descriptive than analytical.
T
I Naive 1

O
N
 PERFORMANCE TASK

I can…

illustrates subsets of a line.

classifies the different kinds of angles.

illustrates polygons: (a) convexity; (b)

angles; and (c) sides.
illustrates a circle and the terms
related to it: radius, diameter chord,
center, arc, chord, central angle, and
inscribed angle.
solves problems involving sides and
angles of a polygon.
represents point, line and plane using
concrete and pictorial models.
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.
derives relationships among angles
formed by parallel lines cut by a
transversal using measurement and
by inductive reasoning.
uses a compass and straightedge to
bisect line segments and angles and
construct perpendiculars and
parallels.
derives inductively the relationship of
exterior and interior angles of a
convex polygon.
constructs triangles, squares,
rectangles, regular pentagons, and
regular hexagons.

use my learning to recognize and

appreciate the essence of geometry
of shapes, sizes, and relationships in
their day-to-day existence in this
beautiful world.
 construct geometric model that has
shapes, sizes, and relationships with
each part.

Value Integration:
Integrity

Prepared by: Checked by: Noted by: Approved by:

REYBOY P. TAGSIP REYBOY P. TAGSIP RANEBIE B. INOJALES MERIAM K. TUTOR

Subject Teacher Subject Area Coordinator Academic Coordinator School Principal