Department of Education

Region IV-B MIMAROPA

Division of Romblon
ARMIN RIOS MARIN NATIONAL HIGH SCHOOL
Mabini, San Fernando, Romblon

DETAILED LESSON PLAN IN MATHEMATICS

School Armin Rios Marin National High School Grade Level GRADE 7
Teacher RHYAN JAY M. BASTILLADOR Learning Area MATHEMATICS
Teaching Date and Time Quarter 4th

Content Standard
The learners demonstrates understanding of key concepts of geometry of
shapes and sizes, and geometric relationships.
Performance Standard
The learners is able to create models of plane figures and formulate and
solve accurately authentic problems involving sides and angles of a polygon
Learning Competency
The learners illustrates a circle and the terms related to it: radius, Objective 9 (Indicator 8)
diameter, center, arc, chord, central angle, and inscribed angle. I stated the learning goals in this lesson plan.

Specific Objectives: Objective 7 (Indicator 7)

The learners: This indicator can be seen in the lesson plan and throughout the
 define circles at its parts; delivery of the lesson.
 illustrates a circle and the terms related to it: radius, diameter,
center, and chord; and
 relate the use of circles in real-life situations.

Materials: Objective 9 (Indicator 8)

Activity sheets, visual aids, TV, and laptop. I select and organize the learning resources that I’m going to use in
this lesson.

A. Preparatory Activities
 ANNOTATIONS
ACTIVITIES (To achieve the objectives in the RPMS – CO)
TASKS (To achieve the learning competencies in the CG and Objectives that can only be
MELC) Objectives that can be shown in
shown during my actual
my Lesson Plan
teaching.
Before the class starts, the teacher will greet the students and Objective 7 (Indicator 7) Objective 2 (Indicator 2)
remind them of the classroom rules, check the attendance, This indicator can be seen in the In this part of the lesson
and remind them to always maintain the cleanliness of the lesson plan and throughout the where we are going to recall
classroom. delivery of the lesson. our previous topic, learners
tell and share what they
Let us see if you can still remember what you’ve learned have learned in the previous
about polygons. lesson. In this strategy
Tell whether the following polygon is concave or learners practice their
convex. Write your answers in your Mathematics communication skills.
TASKS 1. notebook.
Reviewing Asking how many sides are
previous lesson. the given polygon shows
that the learners applies
numeracy skills.

TASKS 2. In presenting the new Objective 9 (Indicator 8) Objective 1 (Indicator I)

Presenting the lesson, the learners will There are various types of In this activity, I integrated
new lesson name the picture that will learning materials, including a Grade 8 Lesson in TLE
(DO YOU be given by the teacher. ICT, which I used to help meet about Food and local
KNOW ME?) the competency of the lesson. Products.
DO YOU KNOW ME? DLHTM VIII. Food and
Local Products.

Objective 7 (Indicator 7) Objective 10 (Indicator 9)

 This indicator can be seen in the Prior to the lesson, I prepare
lesson plan and throughout the an activity for the learners to
delivery of the lesson. assess
their knowledge about the
topic.
Based on the pictures on our activity, what similarities it has
During the lesson, I ask a
when it comes to its shape?
series of question based on
the activity to involve the
What do you think is our lesson for today?
learners in the discussion, to
see the connection of the
activity on the lesson and
give immediate feedback to
learners about their learning.

At the end of the lesson the learners are expected to: Objective 9 (Indicator 8)
TASKS 3.  define circles at its parts; I stated the learning goals in this
Establishing a  illustrates a circle and the terms related to it: radius, lesson plan.
purpose for the diameter, center, and chord; and
lesson  relate the use of circles in real-life situations. Objective 7 (Indicator 7)
This indicator can be seen in the
lesson plan and throughout the
delivery of the lesson.
TASKS 4. Objective 2 (Indicator 2)
Discussing FOLLOW ME! It can be observed in this part
new concepts In this activity, the learners will explore the circles and the that I instruct learners to bring
and practicing terms related to it. (4 groups) out the materials that we need
new skills and to work together to develop
The learners will bring out the materials that the their literacy skills as well as to
teacher told them to bring. extend their ways of learning by
seeing, drawing, and working
The learners will do the activity as the teacher read together.
the instruction one by one.
This practice of emphasizing
1. Get your round object. key content such as the
2. Using a bond paper, trace the round object. terminology of the subject,
 What figure did you formed? will improve the learners’
 The learners will read the definition of a subject knowledge and
circle.
 A circle is a closed curved. It is the set of all literacy skills.
points in a plane that are equidistant from a
given fixed point (center). As the discussion continues
learners will apply their
3. Cut out the traced figure. numeracy skills as they
4. Fold the cut out figure into two equal parts. encounter words like:
5. Trace the line formed. Mark A at one end of the equidistant, center, etc.
line/segment and B at the other end.
6. This time fold again the cut out figure into four
equal parts.
7. Mark the center with O.
8. Trace the other line formed from the center to any
end of the cut out figure. Mark this with C.
 The learners will read the definition of a
radius and diameter.

Radius – A segment drawn from the center

of the circle to any point of the circle.

Diameter – A segment whose endpoints are

on the circle and it passes through the
center. Its length is twice of its radius.

 The learners will identify the radius and

diameter in their circle. (write it on a ¼ sheet
of paper)
9. Connect any two points on the circle. Mark this
with D and E.
 The learners will read the definition of a
chord.

Chord – A segment joining any two points

on the circle. Diameter is the longest chord.

 The learners will identify the chords in their

circle.
10. Paste your circle on another bond of paper.
11. On top of the circle write its name. Circle O.
  We name a circle by its center. In this case,
we call this circle, circle O.
12. Paste your ¼ sheet of paper in the bond paper.
(below the circle)
13. Write names of your group mates at the back of
the bond paper.

And that`s it: A Circle And The Terms Related To It:

Radius, Diameter, Center, and Chord.

B. Developmental Activities

TASKS 4. Objective 1 Objective 2

Developing Refer to the given figure and identify the following. (5mins) I integrated the lesson In the activity. The
mastery in MATH 5. learners gather and
(Leads to analyze data based on
Formative Visualizes and the previous activity.
Assessment) describes a In this way, not only
circle. M5GEIIId- that the students
23.1 enhances their
numeracy skills
Identifies the terms throughout the lesson
1. Name of the circle. related to a circle. but also their
2. 3 chords. M5GEIIId-23.2 knowledge about the
3. 3 radius subject and literacy
4. 1 diameter skills.

Objective 7
This indicator can be
seen in the lesson plan
and throughout the
delivery of the lesson.
 TASK 5. Before we will proceed to our next activity, can you sight any
Finding practical experience of yours on how circles are used in our daily lives? Objective 3
applications of (Indicator 3)
concepts and (Circles are used in our daily lives like the different things that we To allow learners to
skills in daily used in our house like clocks, circular plates, circular tables and demonstrate profound
living chairs.) understanding of this
At this moment, you are going to apply what you have learned into competency, the
real-life situations. teacher engages the
We will have another activity. I’m going to divide you into four class to work on a
groups. Please count 1 to 4. problem-based task as
presented.
(I will remind the learners to transfer silently to their respective
groups and to do not disarrange the chairs)
(If the learners are ready I will post the problem.)

I have here a problem: An electronic

and communication engineer
designed a circular disk to be put up
in a call center building. Before he
installs the disk, he let his men check
the disk and its parts. Supposed, I am
the engineer and you are my working
men, what are now the parts of the
circular disk? Identify the radius,
chord, diameter, and the name of the
circle.

Guide to answer:
 1. Name of the circle
2. 3 radius
3. 2 chords
4. 1 diameter

(You will be only given 5 minutes to do the task.)

Each group will have one representative to present their works.

SHARE IT! Objective 3

The learners will share what they have learned about the topic by (Indicator 3)
answering the following question: In this part of the
TASKS 6. lesson, I prepare a
1. How can we describe a circle? series of questions
Making
2. How do we name a circle? including HOTS to
generalizations
3. What is a radius? How about diameter? Chord? check on learners`
and abstractions
4. How do radius and diameter differ each other? understanding.
about the lesson
5. Is a radius can be a chord?

Objective 10
On a 1/4 piece of paper, draw a circle with a center B, with two (Indicator 9)
diameters namely, segments AC, and DF, whose chords are AC, DF, At the end of the
TASK 7. CF, and DG, and a radius HB. (By pair) lesson I prepare a quiz
EVALUATION to check on learners`
achievement.

Checked by: Prepared by:

_______________________ RHYAN JAY M. BASTILLADOR, LPT
Teacher – I