CURRICULUM MAP

MATHEMATICS 7
S.Y. 2023-2024

Grading
Period/Them Quarter 3: GEOMETRY
e
Content The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships.
Standard
Performance The learners shall be able to create models of plane figures and formulate and solve accurately authentic problems involving sides and
Standard angles of a polygon.
G- To design a two-story house with a garage using plane figures (points, lines, and planes).
R- Architect
Performance A- Project manager and people who are planning on building a house.
Task S- Your firm is working on a new project, which is to build a house. Your project manager assigned you to design the blueprint. The house is
a two-story house with a garage. Sketch its façade. The characteristics of points, lines, and planes, together with their relationships with
each other, shall be observed. An example will be the intersection of the ceiling, and a wall will represent a line.
P- Create a blueprint of the two-story house on the illustration board.
S- Evaluated based on used of mathematical concepts, presentation of elements and neatness.
Formation
The learners will become proactive in addressing problems in real-life situation. (Competent, Compassionate and Community-Oriented)
Standard
ENDURING
LEARNING INTEGRATI
CONTENT/ UNDERSTANDING ASSESSME RESOUR
MELCS/CODE COMPETEN ACTIVITIES ON
TOPIC AND ESSENTIAL NT CE
CIES
QUESTION
1.Undefined Represents point, Acquisition: Formative: A1: Modeling: Subject: Quipper
Terms in line and plane Illustrates Multiple The teacher will instruct the students - Science
Geometry using concrete subsets of a Choice to make a table on bond paper and ask - English Textbook
and Angles and pictorial line. Matching them to think of real-life objects that s
models (M7GE- Type represent a point, a line, and a plane Values/ My Desk
IIIa-1) and list as many objects as they can. Virtues: Learning
Summative Competent Reimagin
Illustrates subsets : A2: Guided Practice (Groupings): and ed- Grade
of a line (M7GE- Identification The teacher will instruct the learners Compassiona 7
IIIa-2) to stand, put their chairs at the sides te Mathemat
of the room, and play the game “The ics-RBS
Classifies the boat is sinking." The teacher will tell Pg.14-23
different kinds of the students to form a group with five
angles (M7GE- members, and once they find their
 group, they will form a straight line
and identify who is in the middle. The
learners who will not be able to form
the required number will wait for the
next turn to participate.

A3: Guided Practice:

IIIa-3) The learners will make a collage of
real-life objects that model segments
Derives and rays.
relationships of
geometric figures A4: Independent Practice:
using The learners will complete the table by
measurements placing the real-life objects that model
and by inductive line segments and rays in their
reasoning; corresponding columns.
supplementary Classifies the Formative: A1: Modeling: Quipper
angles, different Multiplicatio The teacher will present a picture of
complementary kinds of n the arm gestures of the dancers in one Textbook
angles, congruent angles. True or False of their choreographies and ask some s
angles, vertical of the learners to demonstrate the arm My Desk
angles, adjacent Summative gestures and let the others observe Learning
angles, linear : them. After observing, the learners will Reimagin
pairs, Identification share their observations with the class. ed- Grade
perpendicular 7
lines, and parallel A2: Guided Practice: Mathemat
lines (M7GE-IIIb- The teacher will show the given figures ics-RBS
1) to the class and ask the learners to Pg.3-8
think of objects in their surroundings
Derives that resemble one of the angles
relationships shown. Call the learners to give an
among angles example.
formed by parallel
lines cut by a A3: Guided Practice:
transversal using The teacher will divide the class into
measurement and four groups and ask each group to
by inductive bring out a piece of colored paper and
reasoning (M7GE- fold it lengthwise. Ask each group to
IIIc-1) divide their papers into three parts.
Ask them to draw three examples of
an acute angle on the first window,
three examples of a right angle on the
second, and three examples of an
obtuse angle on the third window. Let
them describe and define the
classification of angles.
 A4: Independent Practice:
The learners will classify the given
angles as acute, obtuse, right, reflex,
or straight.
Make EU: Formative: A1: Modeling: Quipper
meaning: The learners will Multiple The teacher will present a picture of
Represents understand that Choice the plant and let the learners look Textbook
point, line the three Supply Type closely at it. Ask the learner to s
and plane undefined terms in describe the formation of the My Desk
using geometry are Summative geometric figures as the plant grows. Learning
concrete and point, line, and : Reimagin
pictorial plane. These three Identification A2: Guided Practice: ed- Grade
models. terms are The teacher will instruct the students 7
considered to draw the following figures: stars in Mathemat
undefined and are the night sky, street posts, and bulletin ics-RBS
purely mental boards for announcements. Pg.4-14
concepts or ideas
since they don’t A3: Guided Practice:
have exact The teacher will divide the class into
definitions; hence, four groups and instruct the learners
we can only use to divide their manila paper into three
concrete objects columns. In two minutes, have them
around us to draw the following: a line extends
represent these endlessly on both sides, a line
ideas. segment has two endpoints, and a ray
has one endpoint and extends
EQ: infinitely in one direction.
What are the
undefined terms in A4: Independent Practice:
geometry, and how The learners will complete the table by
do you describe placing the real-life objects that
them? represent points, lines, and planes in
their corresponding columns.

Transfer: Performance Scaffold 1: Quipper

Derives Task The teacher will divide the class into
relationships four groups and ask each group to Textbook
of geometric create a problem involving finding the s
figures using measure of an angle given the My Desk
measuremen measure of the other angles. Each Learning
ts and by group will exchange their word Reimagin
inductive problems with the other group and ed- Grade
reasoning; answer the problem assigned to them. 7
supplementa Mathemat
ry, Scaffold 2: ics-RBS
 complement The teacher will instruct the learners Pg.8-15
ary, to work in pairs and give each pair a
congruent, copy of the given figure. Each pair will
vertical and list from the figure the following: three
adjacent pairs of angles with the same
angles, linear measures, two pairs of supplementary
pairs, angles, and three pairs of angles with
perpendicula the same vertex and common side.
r, and
parallel lines. Scaffold 3:
The learners will look at the things in
their house and identify things in their
house that represent a parallel or
perpendicular line. After identifying it,
they will write it on long bond paper.
Derives Performance Scaffold 1: Quipper
relationships Task The teacher will group the class into
among four, and each group will draw two Textbook
angles horizontal parallel lines on the manila s
formed by paper and a diagonal line passing My Desk
parallel lines through the parallel lines. Learning
cut by a Reimagin
transversal Scaffold 2: ed- Grade
using The learners will trace all the lines and 7
measuremen the transversals in the given picture. Mathemat
t and by Identify and label all pairs of angles. ics-RBS
inductive Record your answers in the given Pg.13-26
reasoning. table.
2.Polygons Illustrates Acquisition: Formative: A1: Modeling: Subject: Quipper
and Circles polygons: (a) Illustrates Multiple The teacher will group the learners - Science
convexity; (b) polygons: (a) Choice into four, and each group will be given - English Textbook
angles; and (c) convexity; Supply Type five minutes to list down twenty s
sides (M7GE-IIIe- (b) angles; objects they see every day that take Values/ My Desk
2) and (c) sides Summative the shape of a polygon (a closed figure Virtues: Learning
: bounded by line segments). These Competent, Reimagin
Derives Identification objects may be found at home or in Compassiona ed- Grade
inductively the school. The learners will determine the te and 7
relationship of number of line segments (sides) that Community- Mathemat
exterior and make up each object. oriented ics-RBS
interior angles of Pg.4-9
a convex polygon A2: Guided Practice:
(M7GE-IIIf-1) The teacher will instruct the learners
to list down and draw ten objects they
Illustrates a circle see every day that take a polygon
and the terms shape. These objects may be found at
related to it: home or in school. The learners need
radius, diameter to list down the number of sides of the
chord, center, arc, objects and classify the type of
chord, central polygon. Afterward, the learners will
angle, and share their ideas in front of the class.
inscribed angle
(M7GE-IIIg-1) A3: Guided Practice:
The teacher will group the students
Solves problems into four and give each group ten
involving sides toothpicks. Ask the group to construct
and angles of a as many different polygon shapes as
polygon (M7GE- possible using all the toothpicks. The
IIIj-1) learners can reuse the toothpicks to
make other polygons. For each set of
polygons made, ask them to draw the
polygon and list its features—the
number of sides and the number of
angles—using the given table.

A4: Independent Practice:

The learners will answer the given
problems by classifying whether the
given figure is a polygon or not and
identifying whether the polygon is
concave or convex.
Derives Formative: A1: Modeling: Quipper
inductively Multiple The teacher will instruct the learners
the Choice to work in pairs. For each of the given Textbook
relationship Identification polygons, the learners will measure s
of exterior each of the interior angles (angles My Desk
and interior formed inside the polygon) and add Learning
angles of a Summative them all up for each polygon. Extend Reimagin
convex : each side of the polygon in one ed- Grade
polygon Problem- direction (either clockwise or 7
Solving counterclockwise) and measure the Mathemat
exterior angle (angle outside the ics-RBS
polygon) formed. Add all the Pg.4-9
measurements of the exterior angles.

A2: Guided Practice:

The teacher will instruct each student
to draw three triangles: one right, one
acute, and one obtuse. Using a
protractor, the learners will determine
the measure of the angles of each
triangle, add all the interior angles of
the triangle, and observe the result.
 A3: Guided Practice:
The teacher will group the students
into four and give each group a printed
cutout of a polygon. Each group will
extend the sides of the polygon into
longer lines and label the exterior
angle at each vertex. Determine the
measure of each exterior angle, get
their sum, and observe the sum of the
exterior angles.

A4: Independent Practice:

The learners will answer the given
problems by classifying the given
polygons as convex, concave, regular,
or irregular.
Make EU: Formative: A1: Modeling: Quipper
meaning: The learners will Multiple The teacher will present an example of
Illustrates a understand that Choice a circle and ask each student to list Textbook
circle and the geometric Oral five objects that resemble a circle they s
the terms properties of circles Fill in the see in real life. Then, let the learners My Desk
related to it: enable the creation blank share their answers with their Learning
radius, of efficient classmates in front of the class. Reimagin
diameter structures, Summative ed- Grade
chord, systems, and : A2: Guided Practice: 7
center, arc, designs that are Identification Divide the class into groups of six Mathemat
chord, essential in our members and ask the students to form ics-RBS
central everyday lives. a circle within their group by holding Pg.9-21
angle, and Circles are applied hands with each other with a very
inscribed in various fields narrow space between them. In every
angle. such as; design, round, the teacher will give a number
transportation, that will serve as the radius of their
architecture, circle and ask them to take the
mechanics, number of steps away from the center
biology, and based on the radius given.
technology.
A3: Guided Practice:
The teacher will instruct the learners
EQ: to create a circle using a compass and
How are circles indicate the center of the circle. Using
used to model and a ruler and a pencil, they will draw a
describe real-world line from the center to one point of the
situations? circle. Measure its length. Draw
another line from the center to another
point of the circle, and measure its
 length again. Draw another line from
the center to another point of the
circle, and measure its length again.
Afterward, the teacher will ask follow-
up questions.

A4: Independent Practice:

The learners will observe the given
circle and identify the different parts of
the circle.
Transfer: Performance Scaffold 1: Quipper
Solves Task Start by discussing solving problems
problems involving the sides and angles of a Textbook
involving polygon. Provide an example first on s
sides and how to solve the sides and angles of a My Desk
angles of a polygon. Then, let the learners try Learning
polygon answering the word problems on the Reimagin
board. ed- Grade
7
Scaffold 2: Mathemat
The learners will draw a figure first as ics-RBS
a guide to help in a certain situation, Pg.9-21
whereas Eddie wants to estimate the
wood needed to make a picture frame.
 RUBRICS
OUTSTANDING SATISFACTORY NEEDS IMPROVEMENT BELOW EXPECTATION
CRITERIA
(4) (3) (2) (1)
The sketch shows a deep
Use of The sketch shows an The sketch shows a limited
understanding of the key concepts. The sketch shows little
Mathematical adequate understanding of understanding of the key
Main concepts are accurately understanding of the key
Concepts the key concepts. All sub- concepts, and some sub-
presented, and all sub-concepts are concepts.
(40) concepts are translated. concepts are not translated.
translated correctly.
The location of elements is credibly The location of elements
Presentation The location of elements is The location of elements
accurate and precise such that contains minor errors.
of Elements correct. Math concepts are contains major errors. Some
points, lines, and planes appear Limited use of necessary
(40) applied correctly. Math concepts are used.
where they are most expected. Math concepts.
The blueprint presented is
neatly passed and well made.
The blueprint presented is neatly The blueprint presented is The blueprint presented is
Labels and drawings are
Neatness passed and professionally made. barely neat. Some labels and not neat. Most labels and
easily seen and understood,
(20) Labels and drawings are easily drawings are not drawings are not
though there are parts that
seen and understood. understandable. understandable.
may be small or hard to
understand.

Prepared by: Checked by: Checked & Approved by:

JAME JOY F. CONSING, LPT RECAJANE M. MALINAO, LPT VANESA T. GUILLENA, LPT SR.
ANA MARIE L. JAMORA, MSM, Ph.D. CAR
Subject Teacher Asst. JHS Academic Coordinator JHS & SHS Academic Coordinator
Directress /Principal