Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE - SIPOCOT
Impig, Sipocot, Camarines Sur
Website: www.cbsua.edu.ph
Name: De Leon, Stephane Ann S.
Course & Year: BSEd 4 - Mathematics
A Detailed Lesson Plan in Grade 7
I. OBJECTIVES
At the end of the lesson, the students must be able to:
a. identify the parts of a circle
b. illustrate a circle and the terms related to it
c. locate the line and line segment of every part of a circle
II. SUBJECT MATTER
A. Topic
: Circle
B. Materials
: Laptop, Mobile Phone, and Powerpoint presentation
C. References : Math World 7 by Lady Angela M. Rocena et. al
C & E Publishing 2015
D. Approach : 4 A’s Approach
III. PROCEDURE
Teacher’s Activity

Student’s Activity
PRELIMINARY ACTIVITIES
PRAYER

Good Morning class. Before we start, let us all
pray.
PRAYER

Let us pray the “Lord’s Prayer”
GREETINGS

Once again, Good Morning Students. Is
everyone okay?

Well, that’s good.

Good Morning, Ma’am!
(Different responses)

None Ma’am
CHECKING OF ATTENDANCE

Let me check the attendance first. Are there
any absents today?
That’s Good

PRIMING - ACTIVATING
KNOWLEDGE
Learning task 1 – REVIEW

Before we start our new lesson today, let us
have a recap on our past lesson. So who can
still recall our topic yesterday?
(Students will raise their hands)

Okay, let’s hear student A.

Our topic yesterday was about
Triangle.

Exactly! What is a triangle again?

A triangle is a polygon with
three edges and three vertices.

Okay! So you already know how to identify
the parts of a triangle right?

Yes, Ma’am.

Yes, Ma’am

Students are looking for
anything that has a round shape.
Learning Task 2 – Motivation


Are you familiar of the BRING ME game?
Okay since we’re in the distance learning, you
can’t be able to bring t me, right? So in this
case, you will just show it to me.
Show me anything that has a round shape or
anything that is circle. You can get anything
inside your house. I’ll just give you 1 minute
to get what you need. Okay? Your timer starts
now.

Base from the activity, what do you think is
our topic for today?
(Student B will raise his hand)

Very Good Students.

Our lesson for today involves
circle.

Now, I know that you’re probably wondering
why we’re talking about that shape. Well, I
just want you to know that a circle is not just
an ordinary shape. It has a lot of terms in
mathematics as well.

Yes, Ma’am.
Presentation of the Objectives

These are our objectives for today.
(Show the presentation of objectives)

LESSON PROPER
Learning Task 3 – ACTIVITY

Today, I will teach you how to identify all the
terms related to a circle. I want you to listen
carefully and participate actively so that you
can fully understand what am I trying to say.
Okay?

Before we proceed to our discussion, let me
present to you an activity that will definitely
activate your previous knowledge about
circle.

1 have 5 questions here and then you will just
choose the letter of the correct answer. Are
you ready? Okay, let’s begin.
(Students are listening)

Which of the following pizza illustrate a
circle? Who wants to answer number 1?
(Student A is raising his hand)

Yes, Student A?

The pizza that illustrate a circle
is letter A.

That’s correct! Very good student A.

Can you tell us why your answer is Letter A?


How about number 2. Who wants to answer?

Which of the following pizza illustrate a
diameter?
Based from the picture above,
letter A is a whole pizza and the
shape is circle while letter B is
not considered as a round shape.
That’s why I come up with letter
A.
(Student B is raising her hand)

Yes, student B?

The pizza that illustrate a
diameter is letter A.

That’s correct as well. How did you figure out
that the pizza in letter A is the diameter?

Based
on
the
previous
knowledge, a diameter passes
through the center. Since the
pizza in letter a passes through
the center, then it is considered
as a diameter.

That’s correct! Very good student B.

Which of the following pizza illustrate a
radius?

Who wants to answer number 3?
(Student C is raising her hand)

Yes, Student C?

The pizza that illustrate a radius
is letter B.

That’s correct. Can you explain to us why
your answer is letter B?

I come up with letter B because
a radius starts from a center of a
circle or half of the diameter.

That’s correct. Very good student C.
For items 4 and 5

Who can answer the question in number 4?
(Student D will raise her hand)

Yes, Student D?


That’s correct. How about the question in
number 5? Who wants to answer?
(Student E will raise his hand)

Yes, Student E?

The plural form of radius is
radii.

That’s correct as well. Radius is singular and
then radii is plural.

It was easy, Ma’am.
The name of the circle is Circle
B, Ma’am.
Learning Task 4 – Analysis

How was the activity?

That’s good. Okay, in this lesson, we will be
going to talk about the Circle. I will teach you
how to identify all the terms related to a circle.
So are you ready to explore and embrace the
world of Circle?

Before we start, make sure that you have a pen
and notebook beside you because I want you
to jot down all the important terms related to
a circle. Okay, let’s begin.
Learning Task 5 – Abstraction

Circle – A circle is the set of all points on a
plane at a constant distance from a fixed point
called the center. A circle is denoted by its
center with the symbol ○.
(Students are all listening)
p

This is read as “Circle P”

There are many lines and line segments that
are related to a circle. Let’s define all the
term first.

DIAMETER – a chord that passes through
the center of the circle.
A
B
̅̅̅̅
AC
C
(Students are all listening)



Based on the circle above, our diameter is
line segment AC. Understood?

Take a look at the circle below, what do you
think is the diameter of this circle?
Yes, student F?
H
Yes, Ma’am
(Student F is raising his hand)

The diameter of the circle is
line segment GH, Ma’am.

None, Ma’am.
B


G
That’s correct. The diameter is line segment
GH. Do you have any question about the
diameter?
RADIUS – The line segment from the center
of the circle to a point on the circle; it is half
the length of the diameter.
B


C
̅̅̅̅
BC
Based on the circle above, the radius is line
segment BC.
Take a look at the circle below, what do you
think is the radius of this circle?
(Student G is raising his hand)
B
E


Yes, student G?
The radius of a circle is line
segment EB, Ma’am.

That’s correct. The radius is line segment EB.
Do you have any question about the radius?

CHORD – a line segment whose endpoints
are points on the circle.

None, Ma’am.
C
B
D


̅̅̅̅
CD
Based on the circle above, the chord is line
segment CD. That is what a chord look like.
Take a look at the circle below, what do you
think is the chord of this circle?
(Student D is raising her hand)
H
B
I

Yes, student D?

That’s correct. The chord is line segment HI.
Do you have any question about the Chord?

SECANT – A line that intersects the circle at
exactly two points.
S
B
T
̅̅̅
ST

The chord of a circle is line
segment HI, Ma’am.

None, Ma’am.

Based on the circle above, the secant is line
ST.

Take a look at the circle below, what do you
think is the secant of this circle?
(Student F is raising her hand)
X
Y
B

Yes, Student F?

That’s correct. The secant of a circle is line
XY, Ma’am.

Do you have any question about the Secant?

TANGENT – A line that intersects a circle at
exactly one point.

Based on the circle below, the tangent is line
PU. That is what our tangent look like.
P
R
B
U
⃡
PU
Point of tangency - point R

As you can see, the tangent intersects at
exactly one point and that point is called the
point of tangency.

The secant of a circle is line XY,
Ma’am.

None, Ma’am

Take a look at the circle below, what do you
think is the tangent of this circle?
(Student G is raising her hand)
L
B
V

Yes, student G?

That’s correct. The tangent of a circle is line
LV.

Do you have any question about the tangent
of a circle?

ARC – A portion of a circle. It can be a
Semicircle, Minor Arc, and Major Arc.

Let’s identify the difference of the three.

SEMICIRCLE – An arc that is half a circle.
G
A
B
H
Arc GH and Arc GBH

This is what a semicircle look like. As you can
see, it is half of the circle.

The tangent of a circle is line
LV, Ma’am.

None, Ma’am

Based on the circle above, Arc GH and Arc
GBH are considered as semicircle.

MINOR ARC – An arc shorter than a
semicircle
G
B
A
H
Arc BH and Arc GB

This is what a minor arc look like. Did you
spot the difference?

That’s correct. As you can see, it is shorter
than a semicircle.

Based on the circle above, Arc BH and Arc
GB are considered as Minor Arc.

MAJOR ARC – An arc longer than a
semicircle.

I noticed that it is shorter than a
semicircle.

I noticed that it is longer than a
semicircle.
G
A
B
H
Arc GBH

This is what a major arc look like. Did you
spot the difference?

That’s correct. As you can see, it is longer
than a semicircle.

Based on the circle above, GBH is considered
as Major Arc.

Do you have any question about the three
arcs?

Okay if you don’t have any question. Who
can summarize and differentiate the
difference of the three arc?
(Student D is raising her hand)

Yes, student D?


That’s correct. Very Good Student D

Let’s move on to Central and Inscribed Angle.

Central Angle – an angle whose sides are two
radii of the circle and whose vertex is the
center of the circle. As what I’ve said before,
the plural form of radius is radii.
G
A


B
∠GAB
The two radii are line segment AB and line
segment AG. The vertex is at the center of the
circle.
Based on the circle above, angle GAB is
considered as Central Angle. When you are
going to state the central angle of a circle,
make sure that the middle letter is the vertex,
Okay? Like the ∠GAB.

None, Ma’am
A semicircle is half of a circle,
minor arc is shorter than a
semicircle, and the major arc is
longer than a semi-circle.

Take a look at the circle below, what do you
think is the central angle?
(Student F is raising his hand)
A
F
R


Yes, student F?

That’s correct. Very Good Student F.

Inscribed Angle – An angle whose vertex lies
on the circle and whose sides contain points
of the circle.
The central angle of that circle is
∠FAR
H
A
J
I
∠HJI

That is what an inscribed angle look like. As
you can see, the vertex which is point J lies on
the circle.

Based on the circle above, angle HJI is
considered as inscribed angle. When you are
going to state the inscribed angle of a circle,
make sure that the middle letter is the vertex,
Okay? Like the ∠HJI.

Take a look at the circle below, what do you
think is the inscribed angle of circle P?
(Student G is raising his hand)
Yes, student G?


The inscribed angle of circle p
is ∠ACB
A
P
B
C

That’s correct. Very good student G.
GENERALIZATION

Is there any question?

Let’s have a recap.

None, Ma’am. We completely
understand the lesson.
Secant
Radius
Center
Tangent
Point of tangency



Who can summarize all the line and line
segment in the first circle?
(Student S is raising her hand)

The black point is the Center.

The blue line is the Secant.

The purple line is the Tangent.

The red line segment is the
Diameter.

The yellow line segment is the
Radius.

The green line segment is the
Chord.

The orange point is the Point of
Tangency.
Yes, Student S?
That’s correct. Very Good Student S.

How about the second circle? Who can
summarize all the angle and arcs?

Yes, Student T?
Major Arc

Semicircle
Minor Arc
The yellow angle is the Central
Angle.

The black angle is the Inscribed
Angle.

The purple Arc is the Minor Arc.

The Blue arc is the Semicircle.

The Red arc is the Major Arc.
Central
Angle

(Student T is raising her hand)
That’s Correct. Very Good Student T.
Learning task 6 – Application

Let's do an activity that will help you to Students are listening to the instructions.
integrate what you’ve learned in this lesson
into real life.

An electronic and communication engineer
designed a circular disk to be put up in a call
center building. Before he installs the disk, he
lets 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, secant, and tangent in the given
figure.
D
C
B
(Student’s Answers)
F
E
A
H
G

̅̅̅̅
Radius - EF

Chord - ̅̅̅̅
DG

Diameter - ̅̅̅̅
HF

Secant - ̅̅̅̅
CD

̅
Tangent - BJ
J
IV. EVALUATION
Identify each of the following as related to the given circle.
___________1. S
P
̅̅
___________2. ̅̅
PE
L
___________3. ̅̅̅̅
EK
̅̅̅
___________4. SE
___________5. ̅̅̅̅
AK
̅̅̅̅
___________6. AP
E
S
K
___________7. ⃡PE
___________8. ⃡LK
___________9. K
___________10. ∠PSE
___________11. ∠PAK
A
___________12. ∠APE
___________13. Arc PKA
___________14. Arc PE
___________15. Arc KAP
Quizizz link for this quiz : https://quizizz.com/admin/quiz/622a09bde74a85001d157e11
V. ASSIGNMENT
Draw a circle with a center S, with 2 diameters namely, segment AC and DF, whose chords
are EG and BI, a secant HI, and tangent JK intersecting A.