RAMON MAGSAYSAY (CUBAO)

School HIGH SCHOOL

Grade Level 8
DAILY Teacher JO-AMVER V. MANZANO Learning Area GEOMETRY
LESSON PLAN JUNE 3 - 7
Teaching Date and
DAY 1 Quarter FIRST QUARTER
Time (8:45 – 12:00)

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of shapes
and sizes , and geometric relationships
B. Performance Standards The learner is able to create models of plane figures and formulate and
solve accurately authentic problems involving sides and angles of a
polygon.
C. Learning Represent point, line and plane using concrete and pictorials models.
Competency/Objectives M7GE III-1
In this lesson , the students should be able to
1. Describe the undefined terms
Write the LC code for each 2. Give examples of objects that maybe used to represent the
undefined terms
3. Name the identified point(s), line(s) and plane(s) in a given figure

II. CONTENT Geometry

Undefined terms
III. LEARNING
RESOURCES
A. References Mathematics 7 Learner’s Materials
1. Teachers Guide page Pages 186-190
2. Learners Material page
3. Textbook page 1. Geometry, textbook for Third Year by Soledad Jose-Dilao and
Julieta Bernabe pages 12-25
2. Geometry , Prentice Hall Mathematics pages 10-11
3. Geometry based on 2002 BEC, Antonio C. Coronel page 1-4

4. Additional Materials from

learning resource Concrete and pictorial models such as pineapple plant
B. Other Learning Resources
IV. LEARNING
PROCEDURES
A. Reviewing previous lesson / Refer to page 186 first paragraph on the introduction to the undefined terms
presenting the new lesson.
in geometry
B. Establishing a purpose for 1. To function effectively in the three-dimensional world, one should
the lesson
have 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
2. MENTAL CONCEPTS OR IDEAS. However, we can use concrete objects
around us to represent these ideas. Thus, these undefined terms can only
be described.
C. Presenting examples / Present exercise 1.1 A of Geometry by Coronel, p3
instances of the new lesson.
D. Discussing new concepts Present activity 1 on page 188
and practicing new skill #1
E. Discussing new concepts Discuss questions to ponder on page 188
and practicing new skill #2
and Definition of terms. Refer to page 187, Teacher’s Guide
F. Developing mastery (leads Present exercises #1 and 2 page 189, Teacher’s Guide
to formative Assessment 3)
G. Finding practical application Let some students name practical application
of concepts and skills in daily
living
Let some students generalize of what they learned about the lesson
H. Making generalization and
abstractions about the lesson. Or
Make a summary what the students should learned
 Call some students to give examples of objects that maybe used to
I. Evaluating Learning represent the point, line and plane
J. Additional activities for Name objects at home that represent:
application or remediation.
1. Point
2. Line
3. Plane

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who requires

additional activities for
remediation who scored below
80% in the evaluation

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 this work?

F. What difficulties did I

encounter 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.

Prepared by: Checked by: Noted by:

Jo-Amver V. Manzano Ronaldo Borja Teodora Y. Pastrana

Teacher I Master Teacher II OIC, Mathematics Dept.
 RAMON MAGSAYSAY (CUBAO)
School HIGH SCHOOL
Grade Level 8
DAILY Teacher JO-AMVER V. MANZANO Learning Area GEOMETRY
LESSON PLAN JUNE 3 - 7
Teaching Date and
DAY 2 Quarter FIRST QUARTER
Time (8:45 – 12:00)

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of shapes
and sizes , and geometric relationships
B. Performance Standards The learner is able to create models of plane figures and formulate and
solve accurately authentic problems involving sides and angles of a
polygon.
C. Learning Illustrates subsets of a line. M7GE -111a-2
Competency/Objectives
In this lesson , the students should be able to
1. Formulate the definition of line segment and ray.
2. Perform the set operation on segments and rays
Write the LC code for each

II. CONTENT Geometry

Subsets of lines
III. LEARNING
RESOURCES
A. References Mathematics 7 Learner’s Materials
1. Teachers Guide page Pages 192-198
2. Learners Material page
3. Textbook page 4. Geometry, textbook for Third Year by Soledad Jose-Dilao and
Julieta Bernabe pages 12-25
5. Geometry , Prentice Hall Mathematics pages 10-11
6. Geometry based on 2002 BEC, Antonio C. Coronel page 1-4

4. Additional Materials from

learning resource Concrete and pictorial models
B. Other Learning Resources
IV. LEARNING
PROCEDURES
A. Reviewing previous lesson / Refer to page 192 on subsets of lines
presenting the new lesson.
B. Establishing a purpose for Refer to previous lesson about the undefined terms.(line segment and
the lesson
ray are subsets of line)
C. Presenting examples / Present activity 3 on page 193
instances of the new lesson.
D. Discussing new concepts Discuss activity 4 on page 194, Teacher’s Guide
and practicing new skill #1
E. Discussing new concepts Discuss activity 5 on pages 195 -196, Teacher’s Guide
and practicing new skill #2
F. Developing mastery (leads Worksheet that define segments and rays
to formative Assessment 3)
And present activity 6 pages 197-198, Teacher’s Guide
G. Finding practical application Let some students name practical application
of concepts and skills in daily
living
Let some students generalize of what they learned about the lesson.
Or
H. Making generalization and
abstractions about the lesson. You may say, in this two days you learned about the basic terms in geometry
which are point, line, segment and ray. Also you learned how to perform set
operations on segments and rays.
I. Evaluating Learning
Call some students to define segments and ray
J. Additional activities for Name objects at home that represent:
application or remediation.
1. Segment
2. ray
Let some students generalize of what they learned about the lesson.
Or
V. REMARKS You may say, in this two days you learned about the basic terms in geometry
which are point, line, segment and ray. Also you learned how to perform set
operations on segments and rays.
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who requires

additional activities for
remediation who scored below
80% in the evaluation

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 this work?

F. What difficulties did I

encounter 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.

Prepared by: Checked by: Noted by:

Jo-Amver V. Manzano Ronaldo Borja Teodora Y. Pastrana

Teacher I Master Teacher II OIC, Mathematics Dept.
 RAMON MAGSAYSAY (CUBAO)
School HIGH SCHOOL
Grade Level 8
DAILY Teacher JO-AMVER V. MANZANO Learning Area GEOMETRY
LESSON PLAN JUNE 3 - 7
Teaching Date and
DAY 3 Quarter FIRST QUARTER
Time (8:45 – 12:00)

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of shapes
and sizes , and geometric relationships
B. Performance Standards The learner is able to create models of plane figures and formulate and
solve accurately authentic problems involving sides and angles of a
polygon.
C. Learning Classifies the different kinds of angles M7GE -111a-3
Competency/Objectives
In this lesson , the students should be able to
1. Define angle
2. Classify angles according to their measures
Write the LC code for each
3. Solve problems involving angles

II. CONTENT Geometry

Kinds of angles
III. LEARNING
RESOURCES
A. References Mathematics 7 Learner’s Materials
1. Teachers Guide page Pages 199-202
2. Learners Material page
3. Textbook page 1. Geometry, textbook for Third Year by Soledad Jose-Dilao and
Julieta Bernabe pages 12-25
2. Geometry , Prentice Hall Mathematics pages 10-11
3. Geometry based on 2002 BEC, Antonio C. Coronel page 1-4

4. Additional Materials from

learning resource pictorial models such as tower
B. Other Learning Resources
IV. LEARNING
PROCEDURES
A. Reviewing previous lesson / Review basic terms and set operation on rays
presenting the new lesson.
B. Establishing a purpose for Refer to previous purpose for the lesson
the lesson
C. Presenting examples / Look at the hands of the clock. Do you see the representation of an angle? The
instances of the new lesson.
bent arm of the man also represents an angle. The legs of the chair represent an
angle; so do the edged of the table. Look around you and describe objects in the
classroom which represent angles.
D. Discussing new concepts Define angle based on previous activity.
and practicing new skill #1
Discuss angle, sides and vertex. Refer to page 200. Teacher’s Guide
E. Discussing new concepts Discuss and answer activity 8 page 201.
and practicing new skill #2
Discuss the different types of angles. Refer to page 202. Teacher’s Guide
F. Developing mastery (leads Without using protractor let the students state if the measures are correct and
to formative Assessment 3)
which are wrong in exercise 9. Refer to pages 201- 202, Teacher’s Guide
G. Finding practical application Best angle the television set be installed on the wall.
of concepts and skills in daily
living
Let some students generalize of what they learned about the lesson
H. Making generalization and
abstractions about the lesson. Or
Make a summary what the students should learned
Call some students to
I. Evaluating Learning 1. define angle and its parts
2. classify angles according to their measures
J. Additional activities for Measure the angle you usually seat and the television set you have at home if
application or remediation.
any or a portrait on the wall and your eyes when standing.

V. REMARKS
VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who requires

additional activities for
remediation who scored below
80% in the evaluation

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 this work?

F. What difficulties did I

encounter 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.

Prepared by: Checked by: Noted by:

Jo-Amver V. Manzano Ronaldo Borja Teodora Y. Pastrana

Teacher I Master Teacher II OIC, Mathematics Dept.
 RAMON MAGSAYSAY (CUBAO)
School HIGH SCHOOL
Grade Level 8
DAILY Teacher JO-AMVER V. MANZANO Learning Area GEOMETRY
LESSON PLAN JUNE 3 - 7
Teaching Date and
DAY 4 Quarter FIRST QUARTER
Time (8:45 – 12:00)

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of shapes
and sizes , and geometric relationships
B. Performance Standards The learner is able to create models of plane figures and formulate and
solve accurately authentic problems involving sides and angles of a
polygon.
C. Learning Classifies the different kinds of angles M7GE -111a-3
Competency/Objectives
In this lesson , the students should be able to
1. Define angle
2. Classify angles according to their measures
Write the LC code for each
3. Solve problems involving angles

II. CONTENT Geometry

Kinds of angles
III. LEARNING
RESOURCES
A. References Geometry Based on 2002 BEC, Coronel
1. Teachers Guide page Pages 11-14
2. Learners Material page
3. Textbook page Geometry based on 2002 BEC, Antonio C. Coronel page 11-14

4. Additional Materials from

learning resource protactor
B. Other Learning Resources
IV. LEARNING
PROCEDURES
A. Reviewing previous lesson / Review Parts of an angle and angle Measure
presenting the new lesson.
B. Establishing a purpose for For mastery of parts of an angle ,its measure and classification
the lesson
C. Presenting examples / Present exercises 1.3 no. 1 page 13
instances of the new lesson.
D. Discussing new concepts Present exercises 1.3 no. 2 and 3 page 13
and practicing new skill #1
E. Discussing new concepts Present exercises 1.3 no. 4 page 13
and practicing new skill #2
F. Developing mastery (leads Present exercises 1.3 no. 5-10 page 13
to formative Assessment 3)
G. Finding practical application Essay writing of what they learned about parts of an angle ,its measure and
of concepts and skills in daily
living classifications
H. Making generalization and For mastery of parts of an angle ,its measure and classification
abstractions about the lesson.
I. Evaluating Learning Call some students to share their write-ups
J. Additional activities for Research other application of the angle aside from what already mentioned
application or remediation.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who requires

additional activities for
remediation who scored below
80% in the evaluation

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 this work?

F. What difficulties did I

encounter 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.

Prepared by: Checked by: Noted by:

Jo-Amver V. Manzano Ronaldo Borja Teodora Y. Pastrana

Teacher I Master Teacher II OIC, Mathematics Dept.