S

School: Grade Level: SEVEN

GRADES 7-
Curriculum Teacher: JESRYL R. ORTEGA Learning Area: MATHEMATICS
DAILY
LESSON LOG Teaching Dates and Time: March 17, 2022 9:00-10:00 PM Quarter: THIRD

MATERIALS
MONDAY
USED/ACTIVITIES
I. OBJECTIVES At the end of the lesson the students are expected to do the following with 90%
accuracy:
A. Define point, line and plane;
B. Differentiate collinear from non- collinear points, coplanar from non- coplanar
points;
C. Illustrates point, line and plane using concrete and pictorial; and
D. Relate point, line and plane in real-life situation

A. Content Standards: The learner demonstrates understanding of the key concepts of shapes and sizes, and
geometric relationships.

Performance Standards: The learner is able to create models of plane figures and formulates and solve
accurately authentic problems involving sides and angles of a polygon.
B. Learning Represent point, line and plane using concrete and pictorial models.
Competencies/Objectives: At the end of the lesson the students are expected to do the following with 90%
accuracy:
A. Define point, line and plane;
B. Differentiate collinear from non- collinear points, coplanar from non- coplanar
points;
C. Illustrates point, line and plane using concrete and pictorial; and
D. Relate point, line and plane in real-life situation

C. Write the LC Code for each M7GE-III-1

II. CONTENT POINT, LINE, AND PLANE
III. LEARNING RESOURCES
A. References Mathematics 7 Learner’s Materials

1. Teacher’s Guide Pages 186-190

Pages

2. Learner’s Guide Pages pp. 3-4

4. Additional Materials from Concrete and pictorial models such as pineapple plant
Learning Resources (LR) portal

B. Other Learning Resources Geometry, textbook for Third Year by Soledad Jose-Dilao and Julieta Bernabe pages Laptop/LCD Projector/TV
12-25, Laptop/LCD Projector/TV, Traditional IM’s/PowerPoint Presentation, SLM, Visual Aids
SIM, Activity sheets,

IV. PROCEDURES

A. Preliminaries *Prayer (assign student) Laptop/LCD

*Greetings Projector/TV, PowerPoint
*Checking of the Attendance- (students who are absent will be given a video lesson Presentation, Class Record
and SLM)
* Classroom Rules – (read in chorus)
* Presentation of Incentive chart
*Review- “ADDS AND SUBTRACTS POLYNOMIALS”
*Groupings (grouped according to strengths/interest)
B. Reviewing previous Motivation/Presentation of the lesson through a group work called “FIND ME IF PowerPoint Presentation
lesson or presenting the YOU CAN”
new lesson
 The teacher will provide marker and worksheet on each group to answer.
 The students will find as many objects as they can that could represent
a point, lines, and plane in 5 minutes only. The group that will have the
more objects correct objects will win and will receive a pack of
motivational chips.
C. Establishing a purpose To function effectively in the three-dimensional world, one should have
for the lesson a knowledge of geometric concepts of points, line, and planes, their
relationships, and their basic properties. Knowing these would lead to a better
understanding of plane surfaces and their areas, solids, and their volumes.
Our environment is rich with patterns of different shapes and sizes. These
motivate and facilitate the learning of geometry because of their appeal to our
perception of beauty and order. Recognition and analysis of their properties
and measures not only develop one’s knowledge in geometry, but also open
the path for logical thinking or MENTAL CONCEPTS OR IDEAS. However, we
can use concrete objects around us to represent these ideas. Thus, these
undefined terms can only be described.
D. Presenting What is GEOMETRY? Illustrations, Cut-outs
Examples/instances of Geometry, just like any other mathematical system is based on undefined PowerPoint presentations
new lesson
terms, unproven statements (postulates and assumptions) and theorems.
The undefined terms in geometry are point, line, and plane.

What is a point?
A point is a location that has no size and no dimension- no length, no width,
no height, and no thickness. It could be represented by a dot (period), a
speck or even a grain of sand. A point is named by using a capital letter.

Another example of point are dots.

What is a line?
Lines are represented by small italicized letter, but they can also be
identified by two points that are on the line.
Example:
The real life examples of a line is like the edge of a ruler and a hanger.

What is a plane?
Plane extends without end. You can name a plane by either a single capital
letter or by at least three of its non- collinear points (points which are not on
the same line.)
Example:

PLANE J PLANE KL
Another example of a plane is a clean bond paper or the blackboard.

COLLINEAR AND NON-COLLINEAR POINTS

As you can see, point R and S lie on the same plane.

Points that lie on the same line are called collinear points.
Point H, is not a collinear point compared to the other three points, because
point H doesn’t lie on line I.
Non-collinear points are points that do not lie on the same plane.

COPLANAR AND NON-COPLANAR

Points K, L, and M are located on plane P.

Therefore, K, L, and M are coplanar points.
However, point N lies on plane O, hence it is not coplanar point with K, L,
and M.

Unlocking Difficulties
Show names of an objects representing points, lines, and planes and lots of
the students identify whether it represents point, line, or plane.

Tell Me Activity!
1. Edge of the ruler
2. The tip of the pen
3. A sheet of paper
Identify Me!
Directions: Identify the following pictures whether it is a point, line or a
plane.

1.

2.

3.

4.
5.

6.
E. Discussing New Name Me! (Examples) Board work Activities
Concept and
practicing new 1. It has no size, no width, no length and no thickness and use to
indicate location.
skills
Answer: POINT

2. What do you think are the possible names of the line?

Answer: The name of the line is line VI

Illustrating Figures (Examples)

1. Draw an example of collinear points and coplanar points and on

the board and give your idea about it.

Answer:

“The collinear points are points that lie on the same line while the
coplanar points are points that lie on the same plane.”
F. Developing mastery Constructing a Task Scenario (G.R.A.S.P.S) Pencil
(Leads to Formative
Assessment  Please group yourselves into two groups and form a circle within your Marker
group and answer the given task scenario in your group.
 The problem is being posted on the visual aid. Paper/Illustrations
 Choose one representative from your group to present your output.
Bond papers
 A group will be graded by the following criteria:
Crayons

CRITERIA NUMBER OF POINTS

PLANNING 10

CREATIVITY 15

JUSTIFICATION 5

NEATNESS 5

COOPERATION 5

TIMELINESS 5

TOTAL 45 POINTS

Goal: To provide a sketch/design of a cabinet/divider for the sala set of your

teacher.

Role: An Architect/Designer

Audience: Teacher and classmates

Situation or scenario: As an aspiring architect/designer you have to make a

sketch and design a cabinet/divider for the sala set of your teacher. The
design should show points, line and planes. Be creative.
 Product(s) Performance for the assessment: Present your design to the
class. Convince your teacher that you have the best design of a
cabinet/divider.

Standards for assessments: Planning, Creativity, Justification, Neatness,

Cooperation, and Timeliness

1. Finding Practical The most relevant examples of point, line, and a plane is through the use of buttons, PowerPoint Presentation
applications of concepts
the tip of the markers, edge of decks, edge of mats, kitchen trays, tables, and floor in
and skill
our houses.
2. Making generalizations Ask the students to answer the questions. Students will think how
and abstractions about Guided question/s: the lesson be related to real
the lesson life setting.
1. What is a point?

2. What is a line?

3. What is a plane?

4. Differentiate collinear and non-collinear points.

5. Differentiate coplanar and non-coplanar points.

3. Evaluating Learning Directions: Answer the following questions. Refer to the illustration below.(5 pts. PowerPoint Presentation
each)
Papers
Given: The points A, B, C, D, E, F, G, and H are corners of a box shown bel
Ball pens

Bond papers

Answer the following:

1. How many lines are possible which can be formed by these points
shown above? (Hint: There are more than 20.) __________
2. What are the lines that contain the point A?
(Hint: There are more than 3 lines.) __________
 3. Identify the different planes which can be formed by these points
shown above.(Hint: There are more than six) ___________
4. What are the planes that contain line DC? __________
5. What are the planes that intersect at line BF? ________

4. Additional activities for Weekly

application or 1) Draw your own dream house and color it. module/Worksheet/Video
remediation
Presentation
2) Research about different kinds of an angles.

IV. REMARKS

V. REFLECTION

A. No. of learners who earned 90% on the 30/35 Students

formative assessment

B. No. of Learners who require additional 5 students

activities for remediation

C. Did the remedial lessons work? No. of Yes, there are 4 students learned the topic well.
learners who have caught up with the
lesson.

D. No. of learners who continue to 1 Student

require remediation

E. Which of my teaching strategies In the group activity, (Developing Mastery that leads to Formative Assessment) because it is a constructivism
worked well? Why did these work?
approach/cooperative learning.
F. What difficulties did I encounter Students find difficult in simplifying their answers.
which my principal or supervisor can
help me solve?

G. What innovation or localized The innovation /localized materials that I wish to share to other Math teachers is to use technology in Mathematics teaching. I also
materials did I use/discover which I wish
want to share to them that as teachers, we should add instructional materials that would help them engage more in the learning
to share with other teachers?
process.

Prepared by: Checked by:

JESRYL R. ORTEGA ANSELMO R.SALABO JR.
Pre-Service Teacher Math Coordinator