DLP in Mathematics Seven (Division of Poly)

DETAILED LESSON PLAN IN
MATHEMATICS SEVEN
I. OBJECTIVE
Content Standard: (DEPED Order)

The learner demonstrates an understanding of key concepts of geometry of shape and sizes,
and geometric relationships.
A. Performance Standard (DEPED Order)
The learner is able to create models of plane figures and formulate and solve accurately
authentic problems involving sides and angles of a polygon.
B. Learning Competency & Code (DEPED Order)
The learner represents points, lines, and planes using concrete and pictorial models (M7GE-IIIa-1)
C. Learning Objectives
At the end of the lesson, the students should able to:
a. Identify the different types of geometric shapes.
b. Represents points, lines, and planes using concrete and pictorial models.
II. SUBJECT MATTER
Topic: Basic Concepts and Terms in Geometry
Reference:
Materials: Laptop, Slide Presentation, Visual aids, chalk and board
III. Experiential Learning Procedure

Teacher’s Activity Student’s Activity
Preparatory
1. Routines
● Greetings
- Good morning/afternoon class! - Good morning/afternoon Ma’am!
● Prayer - In the name of the Father, and of
- Let us put ourselves in the humble presence the Son and of the Holy Spirit.
of God. Amen
- Amen
- (Student’s attendance)
● Checking of attendance
- Kindly say present when I call your name.
● Recall all the classroom Rules
Before we start with our discussion let me remind
you of my simple rules throughout this discussion.
1. Lower your voice.
2. Increase your attention.
3. Search your goal.
4. Tease your mind.
5. Engage in class.
6. Never leave your notes blank.
Now, let’s have a recap on the common shapes we

have at your childhood.
- Rectangle
- Tringle
- Square
- Star
That’s right.
2. Motivation
Before we proceed to our new lesson, let’s play a game.
4 Pics 1 Word
Student
- Geometry
- Line
- Point
- Plane
Okay, Thank you.

Ask the class with a follow-up question:
That is right.
- Our lesson for today is Linear Equation
- To formally start our lesson, Mr./ Ms.
please read our Learning Objectives.
At the end of the lesson, the students should be

able to: The student read the learning objectives.
a. Identify the different types of geometric shapes;
b. Represents points, lines, and planes using
concrete and pictorial models.
Geometry is a branch of mathematics that studies the sizes,
shapes, position, angles, dimensions of things and the
knowledge dealing with spatial relationship. This is from the
Ancient Greek words: “geo” which means “earth” and “-
metrein” which means “to measure”. The basic knowledge and
concepts will help us appreciate better the beauty of nature and
the things around us.
 It has no width and no thickness but can be extended

infinitely in opposite directions.
LINE
 It has no dimension and usually represented by a dot.
POINT
 It is a flat surface that extends infinitely in all directions.
PLANE
In any mathematical system, definitions are important. Elements
and objects must be defined precisely. However, there are some
terms or objects that are the primitive building blocks of the
system and hence cannot be defined independently of other
objects.
In geometry, these are point, line, plane, and space. There are
also relationships like between that are not formally defined but
are merely described or illustrated.
A. UNDEFINED TERMS
In Euclidean Geometry, the geometric terms point, line, and
plane are all undefined terms and are purely mental concepts or
ideas. However, we can use concrete objects around us to
represent these ideas. Thus, these undefined terms can only be
described.
Since we have already described the undefined terms, we need

the following postulate/s to serve as guiding rules or
assumptions from which other statements on the undefined
terms may be derived.
B. OTHER BASIC GEOMETRIC TERMS ON POINTS
AND LINES
1. Activity
Find the missing number and write it on the blank.
1. ___+7=13
2. 18-__=9 Student’s answer
3. ___+10=21 6
9
That’s correct! 11
2. Analysis
- What do notice in our activity? Ma’am it’s all about finding the value.
- Okay that is correct.
- What is the connection of our activity
in our topic for today? Ma’am the connection of our activity in our topic
- That is right! is how to find the missing value in the given.
Now, let’s discuss Linear Equations in one
variable.
3. Abstraction
Let's start by defining Linear Equation in one variable.
Everybody, read the meaning presented on the screen.
It means class that the highest exponent of the given variable

is one and that the equation contains only one the same
variable.
Linear equation in one variable is an equation that can be written A linear equation in one variable is an equation
in the Standard form ax+b=c. where x is the variable, a, b, and c which has a maximum of one variable of order
are real numbers and a a≠0. 1.
Do you understand class?
Now let’s proceed finding solution of a linear equation from a
replacement set.
Solving an equation means finding all solutions to the equations.
A solution of an equation is a number that makes the equation Yes Ma’am
true statement.
So, for examples;

x+7=16; x=9
Solution: x+7= 16
9+7= 16
16=16, true
Hence, x=9, is a solution.
Do you have any clarification?
Are we clear?
Okay let’s have individual activity, the first five students who
pass it will receive three points, the remaining students who get
None Ma’am
the correct answer will receive two points, and the students who
get the wrong answer will receive one point for the effort. Yes Ma’am
Please keep in your mind that you do not need to line up for the
first five. Instead, simply stand up or raise your hand when you
are finished answering so that I can see you. Do you understand
class?
Check whether the given value is a solution of the given linear

equation. If so, illustrate the solution.
1.) 3y-7= 13; y=-2
Yes Ma’am
Student 1:
That’s correct. Solution: 1. 3y-7= 13
3(-2) -7= 13
2.) 15w +5 = 80; w= 5 -6-7= 13
-13= 13, false
Thus, y=-2 is not a solution of 3y-7= 13.
That’s correct. Do you have any questions or clarification? Student 2:

Now let's move on to: Solution: 2.15w +5 = 80
Solving Linear Equations in One Variable For solving an 15(5)+5= 80
equation having only one variable, the following steps are 75+5=80
followed Hence, x=5, is solution of 15w+5 = 80
Step 1: Using LCM, clear the fractions if any. None Ma’am
Step 2: Simplify both sides of the equation.
Step 3: Isolate the variable.
Step 4: Verify your answer.
Let us understand the concept with the help of an example.
Example: Solve for x, given: 2x – 4 = 0
Solution: 1. Move the constant to the right-hand side and change
its sign
2x=0+4
2x = 4
2. Divide each side by 2, we get
2x/2 = 4/2
x =2
Now you try.
Example: Solve 10m – 12 = 8
Anyone who can volunteer?
Excellent.
Do you have any questions?
I guess you learned a lot in our discussion.

10m=8+12
Please read the quotation. 10m=20
“LIFE IS A LINEAR EQUATION IN WHICH YOU CAN’T 10m/10=20/10
CROSS MULTIPLY! IF YOU THINK YOU CAN DO IT, YOU m=2
CAN DO IT. IF YOU THINK YOU CAN’T DO IT, YOU CAN’T None Ma’am
DO. IT’S A SIMPLE FORMULA!”
Student read the quotation.

“LIFE IS A LINEAR EQUATION IN WHICH YOU
CAN’T CROSS MULTIPLY! IF YOU THINK YOU
CAN DO IT, YOU CAN DO IT. IF YOU THINK
YOU CAN’T DO IT, YOU CAN’T DO. IT’S A
SIMPLE FORMULA!”
4. Application
Find the value of x that will make the equality true or
correct.
1. x + 2 = 8
2. 3x = 12
3. 2x - 3 = 1
4. 3(x + 5) = 18
5. 5x + 8 = - 7
IV. Evaluation
Group Activity: Evaluate each expression under Column A if x=2. Match it to its value under Column B an
write the corresponding letter on the space before each item. A passage will be revealed if
answered correctly.
COLUMN A COLUMN B
_____1. 3+x A. -3
_____2. 3x-2 C. -15
_____3. x-1 E. -5
_____4. 2x-9 F. 1
1 H. -2
_____5. x +3
2 I. 4
_____6. 5x L. 5
_____7. x-5 O. 6
_____8. 1-x S. 10
_____9. -4+x
_____10. 3x
_____11. 14-5x
_____12. -x+1
_____13. 1-3x
V. Assignment
For your assignment class, study our next lesson.
Prepared by:
COMIA, JEAN MAE S.
BSED- MATH 4A

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DETAILED LESSON PLAN IN

Content Standard: (DEPED Order)

III. Experiential Learning Procedure

Now, let’s have a recap on the common shapes we

Okay, Thank you.

At the end of the lesson, the students should be

 It has no width and no thickness but can be extended

Since we have already described the undefined terms, we need

It means class that the highest exponent of the given variable

So, for examples;

Check whether the given value is a solution of the given linear

That’s correct. Do you have any questions or clarification? Student 2:

I guess you learned a lot in our discussion.

Student read the quotation.

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