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PSTM Lesson Plan

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PSTM Lesson Plan

Uploaded by

rhoevy.davila
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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School Grade Level Grade 7

Teacher Learning Area Mathematics


Teaching Date & Time Quarter 3rd
I. OBJECTIVES At the end of the lesson the Grade 7 students will be able to:
1. Define, draw and name a circle and its parts.
2. Identify the various segments related to a circle.
3. Demonstrate enjoyment and appreciation of the things that are
circles.
A. Content Standards The student exhibits a grasp of the fundamental ideas of geometry,
including relationships between shapes, sizes, and geometric forms.
B. Performance Standards The learner is able to create models of circle figures and formulate
and solve accurately authentic problems involving sides and angles
of a polygon.
C. Learning Competencies/ Illustrates a circle and the terms related to it: radius, diameter, chord,
Objectives central angle, and inscribed angle.
D. Pedagogical Approach Collaborative Learning – Learner-centered
1. CONTENT Circles and Its Parts ( radius, diameter, chord)
2. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource (LR)
portal
B. Other Learning Resources
3. PROCEDURES
A. Review previous lesson Recall the different geometric figures learned in previous years like
or presenting the new lesson triangles, parallelograms and so on.
B. Establishing a purpose The teacher presents to the class different kinds of objects that are
for the lesson circle and related to the concepts of a circle.
• Let the students observe the physical world and relate the circular
shapes to the concepts of a circle.
1. What other objects they can inside the classroom/school that
are circles?
2. What the students noticed about the characteristic of the
different objects that are circle?
3. What do you called the distance around a circle?

Possible answers:
1. buttons of the uniform, ring, eye glasses, and bottles
2. Circle does not have sides, are no straight edges or vertices in
a circle.
3. Circumference
C. Presenting examples/ The teacher shows to the class a model of a circle and a decagon.
instances of the new lesson Give time for the students to compare the two figures and let them
give any similarity or difference.

The teacher would ask the question:


1. What are the figures?
2. Are there similarities or differences of the two figures?
D. Discussing new concepts The teacher asks the students to do the activity on the board.
and practicing new skills #1 1. Draw 5 circles of on the board and draw a center or dot to the
middle part of the circle.
2. Draw line segments from the center of the circle to its
circumference. (Radius)
3. Draw line segments joining any two points on the
circumference of the circle that will pass through its center.
(Diameter)
4. Draw line segments joining any two points on the
circumference of the circle. (Chord)
5. Draw line that intersects a circle in two points. (Secant)
6. Draw line that touches the circle at only one point. (Tangent)
E. Discussing new concepts The teacher discusses and illustrates thoroughly the definition of a
and practicing new skills #2 circle and its parts.

Radius Diameter Chord Secant Tangent

The teacher will provide another illustration of a circle with lines and
line segment and allow students to label the part of the circle.

Chord
Radius
Diameter
Secant

Center

Tangent

F. Developing mastery (leads Given a circle where point O is the center,


to formative assessment 3) 1. Name all the radii
D
2. Name all the chords
3. Name the diameter H E
4. Name the secant
F M
5. Name the tangent
C

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations The teacher summarizes the definition and characteristics of the
and abstractions about the parts of a circle.
lesson 1. What is a circle and its characteristics?
2. How does the chord of a circle differ from diameter?
3. What relation exists between the radius and the diameter of a
circle?
4. What is the difference of a secant and a tangent of a circle?
5. Can a diameter be considered a chord? Why?
I. Evaluating Learning The teacher lets the students answer individually the formative
assessment.
Draw your own circle and illustrate the following:
1. Radius
2. Diameter
3. Chord
4. Secant
5. Tangent
J. Additional activities or
remediation
REMARKS
REFLECTION

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