CLASSROOM OBSERVATION #1
LESSON PLAN
School Panagaan NHS
Teacher Odilio B. Pilarca
Teaching Date and Time April 18, 2023(8:45-9:45)
I. OBJECTIVES
1. Content Standards
2. Performance Standards
3. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. Reference
1.Teacher’s Guide pages
2. Learner’s Materials pages
2. Textbook
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples
Grade Level 7
Learning Area Mathematics
Quarter Third
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.
1. The learner illustrates a circle and the terms related to it: radius, diameter, center,
arc, chord, and central angle. (M7GE-IIIg-1) The learner illustrates a circle and the
terms related to it: radius, diameter, center, arc, chord, and central angle with
pictures of food products in Southern Leyte. DLHTM VIII. Food and Local Products
2. Draw a circle with its parts correctly labelled.
3. Appreciate the importance of circles in our daily lives.
CIRCLES AND THE TERMS RELATED TO IT: RADIUS, DIAMETER, CHORD, AND CENTER
pp. 286-289
pp. 233-236
Elementary Algebra, Nivera, G. C, Dioquino, A. D., Buzon, O. N., & Abalajon, T. J.,
(2003).
Teacher-made test, TV, laptop, ruler, pencil
1. Activity Review
2. What is a polygon?
3. How are you going to determine the sum of the interior angles of a polygon?
4. How many sides are there in a decagon?
Activity 1 (Number Heads Together)
1. On a clean sheet of manila paper provided, represent a point (preferrably at the
center of the sheet) by a dot. Let us label this point O.
2. Draw another dot to represent a point which is 5 cm from O. Label this point A.
3. Find some other points different from A which is also 3 cm from O. Label this
point B.
4. Locate at least 3 more points. Label these points C, D, and E, respectively.
The points A, B, C, D, and E are all points of the geometric figure which we call a
circle. How many such points are there?
Notice that the points of your circle satisfy two conditions.
1. Each point belongs to the same plane and this plane contains O.
2. Each point is 5 cm from O.
Group 1 (Draw Me)
Directions: Draw a point somewhere in the middle of a sheet of a manila paper.
Now, using a ruler, mark 10 other points that are having a distance of 10 inches from
the first point. Answer the following question: a. What have you observed from your
drawing?
Group 2 (Mark Me)
Directions: Fold the circle into 2 equal parts. Then mark the center with an X. Then
mark the fold A and B at both ends. Answer the following question: a. What did you
notice?
 Group 3 (Act Out)

Directions: Choose eight members of the group that will hold hands together;
choose one of the members of your group to stand at the center of the circle; then
the remaining members will form a line (first line) between the circle that passes to
the center; then half of the members who formed a line will leave (which creates a
second line)
D. Discussing new Answer the following questions:
concepts and
practicing new skill #1 a. Compare the first line to the second line. Which is longer? Which is shorter?
b. Do you have any idea of what part of the circle is the first line? How about the
second line?
E. Discussing new Determine whether each statement is TRUE or FALSE.
concepts and
practicing new skills #2 a. Two radii always have the same length. (TRUE)
b. Two chords always have the same length. (FALSE)
c. All chords are diameters. (FALSE)
d. All diameters are chords. (TRUE)
e. A radius is not a chord. (TRUE)

F. Developing mastery Draw your own circle and illustrate the following:
(Leads to formative
Assessment) 1. chord QR
2. center A
3. diameter DE
4. radius AC
5. radius AP
G. Finding practical Identify each of the following related to the circle.
applications of
concepts and skills in 1. 2. 3. 4. 5.
daily living O SN OM PR ST
(center) (diameter) (radius) (chord) (chord)
H. Making generalizations What is a circle? What are the terms related to a circle?
and abstractions about
the lesson Radius- a segment drawn from any point on the circle to the center. Chord- is a
segment that connects any two points of a circle.
Diameter- is a chord that passes through the center of a circle.
Arc- is a part of the circumference between two points or a continuous piece of a
circle.
Central angle - is the angle that forms when two radii meet at the center of a circle
an
Inscribed angle- is an angle whose vertex sits on the circumference of a circle.
The vertex is the common endpoint of the two sides of the angle. The two sides are
chords of the circle.
I. Evaluating Learning The table below refers to radius and diameter of a circle.

Complete the table.

Radius Diameter
6. 12 cm
7. 488 cm
8. 112 dm
9. 36 m
10. 27 km
J. Additional activities for Cut out at least five (5) pictures of things around us that best represent a circle. Glue
application or it on a short bond paper.
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about
your students’ progress this week. What works? What else needs to be
VI. REFLECTION 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.
1. No.of learners who earned
 80% on the formative
assessment
2. No.of learners who require
additional activities for
remediation.
3. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
4. No.of learners who continue
to require

Prepared by:

ODILIO B. PILARCA
Teacher-III Noted by:

JULIETA C. DIZON
MT-I

Approved by:

JOHN EDWIN S. DEGAYO

Secondary School Principal-II