Detailed Lesson Plan in Mathematics
Grade 7
Quarter Three Week Seven Day One
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C.Learning Competencies
/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR
Portal)
B. Other Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C.Presenting
examples/instances of the
new lesson
The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and
geometric relationships.
The learner is able to models of plane figures and
formulate and solve accurately authentic problems
involving sides and angles of a polygon
Illustrates a circle and the terms related to it: radius,
diameter chord, center, arc, chord, central angle and
inscribed angle. M7GE-IIIg-1
 The learner iillustrates terms related to
circle: radius, diameter, chord, center
Terms Related to Circle
Geometry III. 2003. P. 22, p. 189
Next Century Mathematics 7. P. 501
AVERAGE ADVANCED
Group Activity: “What are Wheels for?”
a. Name five objects that have wheels.
b. Have you imagined yourself pushing a cart or
riding in a bus having wheels that are not round?
Why are wheels circular in shape? What is the
importance of having spokes in a wheel?
c. If you were to design a wheel, how many
spokes will you use to divide the rim? Why?
1. How will you draw a tricycle wheel?
2. What are its important parts?
Activity 2: “Points All Around”
Materials needed: 1 bond paper, ruler, pencil and
marker.
Directions: Each group will be using a sheet of
bond paper and will draw a point on the center of the
paper. Using a ruler, they will draw another point
from the center to any point measuring 4 inches and
will name it by any letter of their choice. Each
member of the group will do the same using the same
point on the center. Then, connect all the points
drawn.
1. What figure did you form after connecting all the
points?
1

D.Discussing new concepts
and practicing new skills #1
2. What can you say about the lines drawn by
each member?
3. Can we connect two opposite points that will pass
through the center? What can we say about the line
formed?
Activity 3: “Part By Part”

Terms Related to Name of the

Symbol
Circle Figure
Center
Radius
Diameter
Chord

Guide Questions:
1. What is the name of the circle? How is it
named?
2. How will you differentiate radius from diameter of
the circle?
2. How will you differentiate diameter from chord of
the circle?

E. Developing mastery Activity 4: “Getting to Activity 4: “Getting to

(Leads to Formative Know More” Know More”
Assessment)

Illustrate the following: Describe the parts of

F. Finding practical
applications of concepts
and skills in daily living
1. Center the figure above.
2. Radius Explain your answers.
3. Diameter
4. Chord
Problem:
Typhoon “Ompong” further intensified as it entered
the Philippine area of responsibility on Wednesday
afternoon, growing in diameter from 600 kilometers on
Tuesday to 900 km and prompting more areas to take
precautionary
measures. What will be its radius if the diameter is 600
km? 900 km?

2
G.Making generalizations and
abstractions about the
lesson
H.Evaluating learning
I. Additional activities for
application or remediation
 Assignment/Agreement
( minutes). Fill in
below any of the four
purposes
Reinforcing/strengthening the
day’s lessons
Enriching/inspiring the day’s
lessons
Enhancing/improving the
day’s lessons
 Preparing the new lesson
V. REMARKS
VI. REFLECTION
How do you illustrate the radius, diameter, chord, and
center of a circle?
Activity 5: “Name Me One by One”
Use the figure below to identify the terms related to
circles.
1. Point S 4. ̅𝐷̅𝑆̅
2. ̅𝐷̅𝐴̅ 5. 𝑆̅ ̅𝐸̅
̅
3. 𝐷𝑅 ̅ ̅ 6. ̅𝑆̅𝑅̅
Additional Activities:
Using a compass, draw a circle whose radius is 5cm.
Then draw the following objects. Write “Not
Applicable” if the object cannot be drawn.
1. One chord measuring 2cm.
2. One chord measuring 10cm.
3. One chord measuring 12cm.
4. Three radii measuring 5cm.
3
 Detailed Lesson Plan in Mathematics
Grade 7
Quarter Three Week Seven Day Two
I. OBJECTIVES
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 models of plane figures and
formulate and solve accurately authentic problems
involving sides and angles of a polygon
C. Learning Illustrates a circle and the terms related to it: radius,
Competencies diameter chord, center, arc, chord, central angle and
/Objectives inscribed angle (M7GE-IIIg-1)
 The learner illustrates arc of a circle
II. CONTENT ARC MEASURE
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages Geometry III. 2003. P. 22
4. Additional Materials
from Learning
Resources (LR Portal)
B. Other Resources Next Century Mathematics 7. P. 501
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing previous Activity 1: “Time O’ Clock”
lesson or presenting Directions: Using the clock below, determine the
the new lesson kinds of angle formed by the hands of the clock given
the following time.

a. 2:00
b. 3:00
c. 4:00

B. Establishing a purpose
for the lesson
Questions:
1. What can you say about the measurement of each
angle formed?
2. If we reset the clock at 1:30 from 1:00 in a counter
clockwise direction, what angle is formed?
Let us see if there is a relationship between the
measurement of the angle and its corresponding arc.

C. Presenting Activity 1: “Points All Around”

examples/instances of Directions: Given the circle below, name the following:
the new lesson 1. Name the central angle
2. Name the arc subtended by the central angle.
3. If point A moves counter clockwise to point B, is it
possible to make another measure of an arc?

4
 4. If arc AB measures 55° and arc AD measures 190°,
what do you think is the measure of arc BD?

Guide questions:
1. How did you determine the degrees of angle 1 ad 2?
2. Can you determine the arc in the given angles?
How?
3. Can you illustrate semi-circle, Minor arc and major
Arc based from the given angles?

D.Discussing new concepts Activity 3: “Name Me”

and practicing new skills Based from the given figure below, name the following:
#1

1. Name the minor arcs

2. Name the Major arcs

3. Name the semi-circle

Questions:
1. How did you determine the minor arcs?
2. Do we consider N̂S as an arc? Why or why not?

E. Developing mastery Activity 3: “Getting to Know More”

(Leads to Formative
Assessment)

1. Name at least five Minor Arcs

2. Name three Major Arcs
3. Name two Semi Circles
Give the angle and identify the kind of arc
4. 𝐻̂𝑄=
5. 𝐻̂𝐺=
6. 𝑋̂𝑅 =
7. 𝑄̂𝑆𝐵=
8. 𝑆̂𝑀𝑈=
9. 𝐼̂𝑅=
10. 𝐵̂𝐺𝑌𝑅=

5
F. Finding practical
applications of concepts
and skills in daily living
A Ferris wheel of an amusement park is made from
several pieces of steel that is connected at the center.
The distance between two cars forms a minor arc and its
number can be determined by the number of cars on the
wheel. Determine the possible degrees of each arc given
the following number of cars.
a. 8
b. 10
c. 12
d. 16

1. How many minor arcs can be formed in each

distance of the given number of cars?

G.Making generalizations How do you illustrate arcs of the circle? Is there

and abstractions about
the lesson
H.Evaluating learning
significance in determining the arcs of a circle? Why or
Why not?
Activity 4: “ARCulator”
Use the figure below to identify the exact measurement
of the given arc. Identify the kind of arc.

Degrees of an Arc Kind of an Arc

1. 𝐷̂𝐴 =
2. ̅𝐷̅𝐸̂ ̅ =
3. ̅𝐸̅𝑅
̂ ̅ =
4.𝐴̂𝐷𝐸 =
5. 𝐸̂𝑅𝐴 =
6. 𝐷̂𝑅 =

I. Additional activities for Enrichment:

application or 1. Name the arcs
remediation Subtended by the
 Assignment/Agreement ( Central angles
minutes). Fill in below a. 𝐴̂𝐵
any of the four b. 𝐵̂𝐸
purposes c. 𝐸̂𝐷
Reinforcing/strengthening d. 𝐴̂𝐷
the day’s lessons
Enriching/inspiring the
day’s lessons
Enhancing/improving the
day’s lessons
 Preparing the new
lesson
V. REMARKS
VI. REFLECTION

6
 Detailed Lesson Plan in Mathematics
Grade 7
Quarter Three Week Seven Day Three
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C.Learning Competencies
/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR
Portal)
B. Other Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and
geometric relationships.
The learner is able to create models of plane figures
and formulate and solve accurately authentic problems
involving sides and angles of a
polygon.
The learner illustrates a circle and the terms related to
it: radius, diameter chord, center, arc, chord, central
angle, and inscribed angle.
M7GE-IIIg-1
 The learner illustrates central angle of a
circle
Central Angle of a Circle
1. Grade 7 Mathematics: Patterns and
Practicalities, Gladys C. Nivera, pp. 406-409.
2. Exploration & Application Geometry Workbook,
Third Year, Lileth Q. Patacsil, pp. 93-97.
AVERAGE LEARNERS ADVANCED LEARNERS
Activity 1: Do you know me?
Write the correct name of the identified parts related to
the given circle.
1. AB =
2. BE =
3. CD =
4. BC =
5. BFE =
Activity 2: Can you draw me?
Group Activity
Task: Draw circle B with diameter ̅𝐴̅𝐶̅ and radius
̅𝐵̅𝐷̅.
7
 Guide questions:
a. What figure is formed when ̅𝐵̅𝐷̅ meets ̅𝐵̅𝐶̅ at
point B?
b. Which point in the circle is the vertex of
∠𝐷𝐵𝐶?
c. What is the central angle based on the
example?

C.Presenting Activity 3: Look At Me!

examples/instances of the Given ⨀ 𝐼 with points K, N and D on the circle,
new lesson name all angles whose vertex is the center.

Guide Questions:
1. How can a central angle be illustrated in a
circle?
2. If ∠𝑁𝐼𝐷 is a central angle, does it intercept
any arc? Which arc? How about ∠𝐾𝐼𝐷?
3. When is an arc intercepted by a central
angle?

D.Discussing new concepts and Activity 4: What intercepts me?

practicing new skills #1 In the figure below, 𝐿̅𝑆̅ and ̅𝐻̅𝑃̅ are diameters.

a. Name all central angles formed in ⨀ 𝐸.

b. Name the minor arcs intercepted by the
central angles.

E. Discussing new concepts

and practicing new skills #2
F. Developing mastery (Leads to Activity 5: Look Around and Find Me
Formative Assessment) Name all the central angles and their
corresponding intercepted arcs.

8
G.Finding practical
applications of concepts
and skills in daily living
H.Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
 Assignment/Agreement
( minutes). Fill in
below any of the four
purposes
The Grade 7 students The table below shows
made a survey of fruit De la Cruz family’s
trees available in their monthly budget.
campus. The data shows Food 3500.00
that 15% santol, 5% Education 5000.00
rambutan, 25% Others 1500.00
jackfruit, 20% pomelo
and 35% mango. The Which central angle
circle graph below represents each section in
displays this information. the graph below?
Name the central angle
representing each kind of
fruit trees.
How do we illustrate a central angle?
Based on the figure given, tell which central angle
intercepts the following arcs.
1. NE
2. YS
3. ES
4. HY
5. ON
Bring photos of objects showing central angles. Tell
the class how these central angles function in those
objects.
9
Reinforcing/strengthening the
day’s lessons
Enriching/inspiring the day’s
lessons
Enhancing/improving the
day’s lessons
 Preparing the new lesson
V. REMARKS

VI. REFLECTION

10
 Detailed Lesson Plan in Mathematics
Grade 7
Quarter Three Week Seven Day Four

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies
/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR
Portal)
B. Other Resources
The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and
geometric relationships.
The learner is able to create models of plane figures
and formulate and solve accurately authentic problems
involving sides and angles of a
polygon.
The learner illustrates a circle and the terms related to
it: radius, diameter chord, center, arc, chord, central
angle, and inscribed angle.
M7GE-IIIg-1
 The learner illustrates inscribed angle of a
circle
Inscribed Angle of a Circle
1. Grade 7 Mathematics: Patterns and
Practicalities, Gladys C. Nivera, pp. 406-409.
2. Exploration & Application Geometry Workbook,
Third Year, Lileth Q. Patacsil, pp. 98-101.

IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS

A. Reviewing previous lesson Activity 1: My Angle and My Arc
or presenting the new
lesson Name the angles and their intercepted arcs in the figure
below.

Angle Intercepted Arc

How do you describe these angles?

11
B. Establishing a purpose for Activity 2: Inscribe Me
the lesson Group Activity
Task: Draw circle E with chords ̅𝑆̅𝐵̅ and ̅𝑆̅𝑇̅.
What figure is formed when ̅𝑆̅𝐵̅ meets ̅𝑆̅𝑇̅ ?
How will you call this angle?
C.Presenting Activity 3: Name Me
examples/instances of the (Using Activity 2)
new lesson

a. Name the inscribed angle.

b. Where does the vertex of BST lies in
circle E?
c. How can you illustrate an inscribed angle?

D.Discussing new concepts and Activity 4: Describe Me

practicing new skills #1

Fig. 1 Fig. 2 Fig. 3

Guide Questions:
a. Name the inscribed angle in the given
figure.
b. How is an inscribed angle illustrated in the
given figure? Describe each angle.
c. Define an inscribed angle.

E. Discussing new concepts and Activity 5: Intercept Me

practicing new skills #2 Name all the inscribed angles and their
corresponding intercepted arcs.

12
F. Developing mastery (Leads to
Formative Assessment)
G.Finding practical
applications of concepts
and skills in daily living
H.Making generalizations and
abstractions about the
lesson
I. Evaluating learning
Activity 6: Inscribe and Intercepts
Refer to the figure and answer the questions
below.
LU and HB are
1. Name all inscribed
diameters of circle M.
angles in the figure.
1. Name all inscribed
2. Which inscribed
angles in the figure.
angles intercept the
2. Which inscribed
following arcs?
angles intercept the
following arcs?
a. MY
a. LB
b. SR
b. BU
c. RT
c. HU
How many inscribed angles are in a circular
Christmas lantern with a five-pointed star shown
below? Make a list of all the angles.
How do we illustrate inscribed angle?
In circle E, HR is a diameter. Use the given figure to
answer the following.
1. Tell whether the following angles are inscribed
or not?
a. ∠𝐴𝑇𝑅
b. ∠𝐻𝐸𝑆
c. ∠𝑆𝑅𝑇
13
 2. Give the name of the angles inscribed in
each of the following arcs.

a. SH

b. HT

J. Additional activities for Isosceles triangle LOE is inscribed in circle V. Name

application or remediation three inscribed angles and three intercepted arcs.
 Assignment/Agreement
( minutes). Fill in
below any of the four
purposes
Reinforcing/strengthening the
day’s lessons
Enriching/inspiring the day’s
lessons
Enhancing/improving the
day’s lessons
 Preparing the new lesson
V. REMARKS

VI. REFLECTION

14
Name: Grade & Section: Score:

Activity: LETS FIND OUT!

Directions: Complete the crossword by filling in a word that fits each clue. Use the figure
below for the answers.

2 3

R
6

4
3 HORD
IA
4

NOR ARC
ETE
5 R
EN RAL ANG

ACROSS
1. 𝑀 ̂𝐺𝐸
2. ∠𝑀𝐺𝐸
3. ̅𝐺̅𝐸̅
4. ̅𝑀 ̅𝐸̅
5. ∠𝑀𝐴𝐸
6. ̅𝐴̅𝐸̅
DOWN
1. 𝐺̂𝑀
2. ∙ 𝐴

3. ⨀𝐴

4. ̅𝐺̅𝑀̅

15