Unit Plan

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Author Information

First and Last Name:

Baldonaza, Leah Y.
Macaya, Philline B.
Ramos, Camille Joy G.

Email Address:

baldonza.leah@yahoo.com
phillinemacaya@yahoo.com
camillejoy_ramos@yahoo.com

Name of School:

University of St. La Salle

Division:

Bacolod City

Municipality/City, Province, Region:

Negros Occidental

Country:

Philippines

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Unit Overview
Unit Plan Title:

The Language of Geometry

Curriculum-Framing Questions

Essential Question

Unit Questions

Content Questions

What is the importance of learning the language of

geometry ?
How can you relate studying the language of
geometry in real life situation?
How can you apply solving for the measures of
angles in real life situation?
What is the significance of the studying the
undefined terms

How do you name a line?

What is an angle?

How can you say that lines are perpendicular ?

Unit Summary:

The unit plan is entitled Language of Geometry . This is for grade 7 students .To be able to
accomplish this there will be a lot of activities that would help them understand the lesson .
Before the discussion ,their prior knowledge will be check through KWL, T-chart and gauging
need assessment .Through This the teacher will be able to identify where to start and what
things are needed to clarify as far as the topic is concerned .
At the end of the chapter the students are expected to create a video presentation on
techniques and strategies on how to solve for unknown angles .Their work will be graded
based on the rubric that the teacher will provide .
Subject Area(s): Click box(es) of the subject(s) that your Unit targets

Business Education
Engineering
Home Economics
Language Arts
Music
School to Career
Social Studies

Drama
Foreign Language
Industrial Technology
Mathematics
Physical Education
Science
Technology

Other: English
Other: Filipino
Other: Makabayan

Grade Level: Click box(es) of the grade level(s) that your Unit targets

Kindergarten
Grade 1 -3
Grade 4 - 6
1st Year High School

2nd Year High School

3rd Year High School
4th Year High School
English as a Second
Language

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Gifted and Talented

Resource
Other

Targeted Philippine Basic Education Curriculum Competencies

Grade 8
The learner demonstrates understanding of key concepts and principles of number
sense, measurement, algebra, geometry, probability and statistics as applied, using
appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
Student Objectives/Learning Outcomes:

The learner
represents a point, line and plane using concrete and pictorial models.

defines, identifies and names the subsets of a line.

illustrates, names, identifies and defines the different kinds of angles.

derives relationships of geometric figures using measurements and by inductive

reasoning: supplementary angles, complementary angles, equal angles,

adjacent angles, linear pairs, perpendicular lines and parallel lines.

derives relationships between vertical angles and among angles formed by parallel
lines cut by a transversal using measurement and by inductive reasoning.
uses a compass and straightedge to bisect line segments and angles and construct

perpendiculars and parallels.

classifies triangles according to their angles and according to their sides.

illustrates, names and identifies different kinds of triangles and define the terms

associated with a triangle. derives relationships among the sides and

angles of a triangle using measurement and inductive reasoning.

illustrates, names and identifies the different kinds of quadrilaterals.

derives relationships among the angles and among the sides of a quadrilateral using

measurement and inductive reasoning.

defines and illustrates convex polygons.

derives the relationship of exterior and interior angles of any convex polygon using

measurement and inductive reasoning.

illustrates a circle and defines the terms related to it: radius, diameter, center, arc and

central angle.

Procedures:

DAY 1
Orientation of the students on what to look forward in geometry.
1. Geometry
Undefined terms

Definitions

Postulates and Axioms

Theorems

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2.
3.
4.
5.
6.

Points ,lines, Planes

Segments and Rays
Angles
Angle pairs and Perpendicular Lines
Triangle and Quadrilateral

DAY 2

Students Assessments : Diagnostic test (In order to assess the he strengths and
weaknesses of the the students and for the teacher to have a guide in decision
making whether he/she will review first the basic ones or the prerequisite skills or
not anymore )

DAY 3

The teacher will discuss about Geometry ,Euclid and axiomatic Method, There will
be a little if history about geometry and the persons behind who contributed a lot to
it.

DAY 4

The teacher will give research activity.

RESEARCH ACTIVITY:
There are three famous problem of antiquity to be done using only a compass and a
straightedge : the angle trisection ,the duplication of the cube and the squaring the
circle . For over 2000 years the best mathematicians attempted to carry out these
constructions but failed not because their solutions are too difficult it was discovered
in modern mathematics that these constructions were impossible. Give a written
report about what a construction problem is . When we can say that a construction
is impossible.

DAY 5

The teacher will tackle about points ,line, planes and their relationships.

DAY 6

The teacher will give exercises about what have tackled on the previous day.
EXERCISES 1.1
In exercise 1 through 9 ,use the Ruler Postulate to find the distance between the
pair of the points with the given coordinates.
1.
2.
3.
4.
5.
6.
7.
8.

-4 and -1
0 and 5
4 and 0
2/3 and 4/3
x and y
a and 3a
5/4 and 2/5
0 and x

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9. -4 and 9

DAY 7

FORMATIVE ASSESSMENT

DAY 8

The teacher will discuss about segments and ray.

DAY 9

The teacher will give construction activities .

CONSTRUCTION ACTIVITIES
In Group activity at the end of this section 1.1 we asked you to study what a
construction problem is.
Construction problem 1. To construct a segment that is congruent to the given line
segment AB:
1. Use a straightedge to draw a line on your paper.
2. Choose any point on the line ,and label it C.
3. Place the needle point of the compass at A , and adjust the opening of
the compass so that the pencil point is at B.
4. With that setting ,point a needle of the compass at C and draw an arc
that intersects the line ,label this point intersection D.

DAY 10

Formative assessment

DAY 11

Angles will be discuss by the teacher.

DAY 12

The teacher will give another set of exercises.

EXERCISES 1.2
In exercises 1 to 3 , us the accompanying figure to name the indicated angles.

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1. Two acute angles

2. One right angle
3. Two obtuse angles

DAY 13

Formative Assessment

DAY 14:

The teacher will discuss about angle pairs and Perpendicular lines

DAY 15

The teacher will give exercises

EXERCISE 1.3
In exercises 1 through 8 , determine if the statement is TRUE or FALSE.
1. Two angles may be both adjacent and supplementary.
2. Two angles may be both congruent and adjacent.
3. Two angles maybe both complementary and vertical.
4. Two angles may be both vertical and supplementary.
5. Two acute angles cant be supplementary .

DAY 16

Formative Assessment

DAY 17

The teacher will discuss about Triangles and Quadrilaterals .

DAY 18

The teacher will give exercises.

EXERCISES 1.4
In exercise 1.4 1 through 8, determine whether the statement is TRUE or FLASE.
1. Every square is equilateral.
2. Every equilateral quadrilateral is a square
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3. If a triangle is equilateral, then it must have three pairs of congruent

angles.
4. The two diagonals of rectangle is congruent.
5. The two diagonals of a rectangle is congruent
6. If one pair of opposite side of a rectangle are congruent , then the
rectangle is a square.
7. The diagonals of a quadrilateral is always intersects each other.
8. The diagonals of a quadrilateral are congruent.

DAY 19

Formative Assessment

DAY 20

Summative Assessment

Source: DepEd website

Approximate Time Needed:

1 Grading Period ( Since the educational system has changed and the newly
implemented K-12 curriculum made a lot of changes especially the learning
competencies under each grade wherein spiral progression is introduced for
example ,in grade 7, one grading period is allotted for geometry , one grading
period for algebra and other periods for statistics and probability which comprises
the whole academic school year)
Prerequisite Skills:

Basic Arithmetic skills

Sketching

Computer literacy

Materials and Resources Required For Unit

Technology Hardware: (Click boxes of all equipment needed)

Camera
Laser Disk
Computer(s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
Technology Software: (Click boxes of all software needed.)
Database/Spreadsheet
Multimedia
Web Page Development
E-mail Software
Image Processing
Word Processing
Encyclopedia on CD-ROM
Printed Materials:

VCR
Video Camera
Video Conferencing
Equipment.
Other:

Web Browser
Desktop Publishing
Other: Geometer's
Sketchpad

Bautista ,et Al (2007).XP Geometry,G.Araneta Ave. cor Ma.

Clara Street ,Sta Mesa Heights ,Quezon City: Vibal Publishing
House ,Inc.

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Supplies:

Internet Resources:

Book

Exercise Sheets

BEC

Scot(k12)
Foundamental Ideas
Math is fun .com
www.shmoop.com/basic/geometry/quadrilaterals.html

Educational ,Mathematical Films and Videos.

Accommodations for Differentiated Instruction

The resource students will have various sets of

exercises that the teacher will provide . They will also
have a research activities and construction activities
for them to exercise and to apply the skills that they
have acquired.

The gifted students will have different set of activities

because if they will have the same activities as the
resource students ,they find it boring. The teacher will
give the gifted students an inventory project wherein
they will apply their knowledge learned . Their works
will be graded based on the rubric that the teacher will
provide.

Before starting the chapter ,there will be a student

assessments specifically a diagnostic one in order to
know the strengths an weaknesses on the subject
matter.
After each topic ,there will be an exercises for the
students to apply the skills they have learned and
afterwards thats the time that the teacher will conduct
a formative test through quizzes
At the time that the topic is covered the teacher will
give summative test by conducting chapter test.

Resource Student:

Gifted Student:

Student Assessment:

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Angle-is the figure formed by two rays, called the

sides of the angle, sharing a common endpoint, called
the vertex of the angle.
Degree-usually denoted by (the degree symbol), is a
measurement of plane angle
Acute Angle- an angle that is less than 90

Right Angle -an angle that is 90 exactly

Obtuse Angle -an angle that is greater than 90 but

less than 180

Straight Angle

Reflex Angle --an angle that is greater than 180

Adjacent angles- Angles that share a vertex and a

common side
Complementary angles:-Two angles whose
measures add to 90 degrees.
Scalene Triangle-No equal sides ,No equal angles

Key Word Search:

Postulates-are the basic structure from which lemmas

and theorems are derived.
Theorem-is a statement that has been proven on the
basis of previously established statements
Corollary- is a statement that follows readily from a
previous statement
Point-is an exact position or location on a plane
surface.
Line-has no thickness, and; extends ... Change the
position of points A and B.
Plane-is a flat, two-dimensional surface

an angle that is 180 exactly

Isosceles Triangle-Two equal sides ,Two equal

angles
Isosceles Triangle-Two equal sides ,Two equal
angles
Supplementary angles-Two angles whose measures
add to 180 degrees.

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