School
Teacher
BALETE INTEGRATED
SCHOOL
AIRAJOYCE N. CUATERNO
(T-1)
Grade 7
SEMI-DETAILED
Teaching
FEBRUARY 1, 2019; 1:00-2:00
LESSON PLAN
Date and
PM
Time
Grade
7
Level
Learning
Mathematics 7
Area
Quarter THIRD (Week 7)
I. Objectives
A. Content
Standard
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
B. Performance
and accurately authentic problems involving sides and angles of a
Standard
polygon.
The learner illustrates a circle and terms related to it: radius, diameter
C. Learning
chord, center, arc, chord, central angle, and inscribed angle. (M7GECompetency
IIIg-1)
II. Content
Circles
III. Learning Resources
Mathematics 7, Teacher’s Guide pp. 286-289
1. References
Mathematics 7, Learner’s Material pp. 233-236
Mathematics Curriculum Guide p. 84
2. Other Learning
Chalkboard, Books, ruler, compass, protractor, laptop and projector
Resources
IV. Procedures
Say: “We will have a puzzle
game. I will divide you into three
groups. The first group will be the
column to my right, the second
group will be the column to my
left and the third group will be
A. Drill
the last two rows at the back.”
“What you are going to do is to
complete the puzzle and then
post it on the board. The first group to finish the game will be the
winner.”
B. Establishing a
purpose for the
lesson
Play “Circle Song | Circle Shapes | I'm A Circle | Circles | Educational
Songs | Jack Hartmann“ using a projector.
Have the students do the activity:
C. Presenting
Examples/instance
s of new lesson
Activity:
Draw a point somewhere in the middle of a sheet of paper.
Now, using a ruler, mark 20 other points that are 5 cm from the
first point. Compare your work with that of your seatmates.
Ask: “What shape do you recognize?”
D. Discussing new
concepts and
practicing new
skills
Show a picture of a circle, discuss the definition, and show the
illustration and how it is named.
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Answer the following questions:
1. Why do all radii (plural of radius) of a circle have the same
length?
2. Which of the following figures are circles?
a.
b.
c.
3. Your grandfather told you that when he was young, he and
his playmates buried some old coins under the ground,
thinking that that these coins will be valuable after several
years. He also remembered that these coins were buried
exactly 4 kilometers from Tree A (see map) and 5 kilometers
from Tree B. Where could the coins possibly be located?
E. Discussing new
concepts and
practicing new
skills #2
Discuss the terms related to circles (diameter chord, center, arc,
chord, central angle, and inscribed angle). Let the students try to
illustrate every term on the board based on the given definition.
Let the pupils answer the following:
F. Developing
Mastery (Leads to
Formative
Assessment)
1. Determine whether each statement is true or false.
a. Two radii always have the same length.
b. Two chords always have the same length.
c. All chords are diameters.
d. All diameters are chords.
e. All chords intersect at one point.
f. A radius is not a chord.
g. All diameters intersect at one
point.
2. On circle O,
a. Name each radius.
b. Name each diameter.
c. Name each chord.
d. Name each central angle.
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e. Name the arcs subtended by the central angles in
(d)
Ask: “What is a circle? What are the terms related to it?”
G. Making
generalizations
and abstractions
about the lesson
H. Evaluating
Learning
A circle is the set of all points that are the same distance from
a fixed point. The fixed point is called the center of the circle. A
segment drawn from any point on the circle to the center is
called a radius.
A chord is a segment that connects any two points of a circle.
A diameter is a chord that passes through the center of a circle.
It is the longest chord of a circle and it is twice the length of a
circle’s radius.
A central angle is an angle whose vertex is on the circle’s
center, and whose sides intersect the circle at two points.
An arc is a portion of a circle determined by a central angle.
Using a compass, draw a circle whose radius is 5 cm. Then
draw the following objects. Write “impossible” if the object
cannot be drawn.
a. One chord measuring 2 cm.
b. One chord measuring 10 cm.
c. One chord measuring 12 cm.
d. Three radii measuring 5 cm.
e. One central angle measuring 90o.
f. One central angle measuring 135o.
g. One arc subtended by an angle that measures 35o.
h. Three adjacent central angles, each measuring 100.
V. Remarks
VI. Reflection
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below 80%
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 worked
well? Why did
these work?
F. What difficulties
did I encounter
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which my principal
or supervisor can
help me solve?
G. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
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