SCHOOL OF SAINT JOSEPH (NAGUILIAN ISABELA) INC.

QUEZON, NAGUILIAN, ISABELA

CURRICULUM MAP IN MATHEMATICS 7

S.Y. 2019-2020

KEY STAGE STANDARD

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (sets and real numbers); measurement (conversion
of units); patterns and algebra (linear equations and inequalities in one and two variables, linear functions, systems of linear equations, and inequalities in two variables,
exponents and radicals, quadratic equations, inequalities, functions, polynomials, and polynomial equations and functions); geometry (polygons, axiomatic structure of
geometry, triangle congruence, inequality and similarity, and basic trigonometry);statistics and probability (measures of central tendency, variability and position;
combinatorics and probability) as applied - using appropriate technology - in critical thinking, problem solving, communicating, reasoning, making connections, representations,
and decisions in real life.
GRADE LEVEL STANDTARD
The learner demonstrates understanding of key concepts and principles of Principles of numbers and number sense , measurement, pattern and algebra, geometry, statistics
and probability as applied, using appropriate technology in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in
real life.
QUARTER/UNIT: 4 UNIT FRAME:
UNIT TITLE: BASIC CONCEPTS OF GEOMETRY
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrates understanding of the key concepts of geometry of shapes and The learner is able to create models of plane figure applying the basic concepts in
sizes. geometry.

KEY
LEARNING
UNDERSTANDINGS VALUES
LESSON COMPETENCIES/21ST ASSESSMENT LEARNING STRATEGIES CODE
KEY QUESTIONS INTEGRATION
CENTURY SKILLS

j. Basic Class Discussion The importance

Core Questions  represents point,
Concepts of  Responses to Mental Math  Tell each group to give as of cooperation in M7GE –
CQ1. Are you aware line and plane
Geometry Exercises many real objects as doing a given IVa– 42
that geometry of using concrete
Angles possible as they suggest task.
shapes and sizes is
everywhere?
 illustrates subsets
CQ2. Why should I
study geometry of
shapes, sizes and
relationships? How  classifies the
important it is this in
real – life situations?
Core Understanding
CU1. The world that
we live in is so
beautiful, magnificent
and marvellous
because it is filled
with natural and man
– made objects with
diverse shapes, sizes,
colors and
relationships.
CU2. Knowledge of
geometry of shapes,
sizes and relationships
is important not only
in the fields of
architecture,
engineering and arts
but also in most of
and pictorial  Seatwork, Classwork and points, lines, and planes.
models. homework using the Written Tell them of the
Math Exercises importance of cooperation
of a line classifies  Results of Quizzes, Exams in doing a given task. Tell M7GE –
the different  Formative assessments mostly the students to described IVa– 43
kinds of angles. group assessments point, line and plane.
different kinds of  Ask the students to use a M7GE –
angles. piece of paper to show IVa– 44
how paper folding can be
used to determine the
midpoint of a drawn
segment. Then show the
video Determining the
midpoint of Paper Folding:
http://www.youtube.com/
watch?v=bPtQij6EO2k
Process the activity.
 Name the angles in four
different ways.
 Ask the students to write a
paraphrase of the angle
Construction Postulate and
angle addition Postulate
 our daily- life Seatwork
situations.  Ask the class to orally
answer Mental Math. Then
answer Written Math for
seatwork.

Class Discussion
k. Adjacent  derives  Responses to Mental Math
 Introduce the terms Ask the students
and relationships of Exercises
adjacent angles and to compare
Complement geometric figures  Seatwork, Classwork and
complementary angles by adjacent angles
ary Angles using homework using the Written
doing the activity. with two M7GE – IVb
measurements Math Exercises
persons who are – c– 45
and by inductive  Results of Quizzes Cooperative Learning neighbors in
reasoning;  Formative Assessments  Explain the proof of community. Ask
supplementary
Theorem 7. Explain them also to
angles,
example 2 on page 356. compare
complementary
 Divide the class into complementary
angles, congruent
groups of 4 and tell each angles with
angles, vertical
group to explain the proof being friendly
angles, adjacent
of corollary 8.1 theorem with other
angles, linear
9. people.
pairs,
perpendicular
Independent Practice
lines, and parallel
 Ask them to solve the
lines.
Written Math A on page
365 – 366.

Think – Pair – Share

 With a partner, let then
solve the written Math
B on page 366.
 Collage
l. Parallel  derives  Responses to Mental Math M7GE –
 Ask students to collect cut
lines and relationships Exercises IVd– 46
– out pictures from
Transversal among angles  Seatwork, Classwork and
magazines and newspapers
formed by homework using the Written
that show different models
parallel lines cut Math Exercises
of parallel lines and
by a transversal  Results of Quizzes
transversal.
using  Formative Assessments
measurement  Hook and Hold
and by inductive
 Ask the class to sing along
reasoning.
with the music video:
Parallel, Perpendicular and
intersecting lines song
http://youtube.com/watch
?v=P3AOoLbA3us. Then
encourage them to
compose their jingle or
original song.

Think – Pair – Square – Share

 To check their
understanding, in groups of
4, ask the students to
complete the proof of
theorem 14.

Peer Discussion
 Recall the definition of
linear pairs and
supplementary angles
 then ask the students to
explain.

m. Geometric  uses a compass Class Discussion

Construction and straightedge  Responses to Mental Math M7GE –
 Discuss what is meant by
s involving to bisect line Exercises IVd– 47
geometric construction.
line, segments and  Seatwork, Classwork and
segments angles and homework using the Written
Pair Activity
and Angles construct Math Exercises
 Ask each member of the
perpendiculars  Results of Quizzes
class to find a partner. Ask
and parallels.  Formative Assessments
them to follow the
procedure in copying
angle. Then tell them to
share this to another
classmate.

Individual Activity
 Ask the class to work
independently in following
the procedure on how to
construct the
perpendicular to a line
from a point on the line.

Oral Exercises
 Answer orally the mental
Math (1 – 4).

Prepared by: Yvette Marie Yaneza Nicolas, LPT

QUARTER/UNIT: 4 UNIT FRAME:
UNIT TITLE: SOME PLANE FIGURES
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrates understanding of the key concepts of geometric relationship. The learner is able to formulate and solve accurately authentic problems involving
sides and angels of a polygon.

KEY
LEARNING
UNDERSTANDINGS VALUES
LESSON COMPETENCIES/21ST ASSESSMENT LEARNING STRATEGIES CODE
KEY QUESTIONS INTEGRATION
CENTURY SKILLS

Core Questions  illustrates Class Discussion

n. Angles and CQ1. Plane figures,
polygons what are they?
CQ2. How do we use
plane figures specially
polygons in everyday  derives inductively
life.
Core Understanding
CU1. Plane figures
specifically polygons
are classified
according to their
angles and sides and;
 Responses to Mental Math M7GE – IVe
polygons: (a) Present some figures on board.
Exercises – f – 48
convexity; (b) Ask them which of the figures
 Seatwork, Classwork and
angles; and (c) are polygons and which are
homework using the Written
sides. not.
Math Exercises
 Results of Quizzes, Exams
the relationship of Small group Activity
exterior and  Formative assessments mostly
Divide the students into small
interior angles of a group assessments
groups. Ask them to make
convex polygon. three different closed figures
should not contain a curve. In
performing the activity, it is
important that they exercise
utmost care.

CU2. Plane figures Oral Exercises

specifically images of To check their initial
polygons in nature are understanding, let them answer
totally visible but the Mental Math A – B.
what matters is that
 polygons and their
properties are widely Independent Practice
used in different fields For their seatwork, let them
like surveying, optics, solve the Written Math A (19 –
visual arts, computer 28) on page 417.
design, graphic design
and a lot more.

Transfer Goal
Students will be able to independently use their learning to recognize and appreciate the essence of geometry of shapes., sizes, relationship, in their day – day existence in
this beautiful world.

Performance Task
A group of a business is planning to build an amusement park and they want their roller coaster to be exiting and the best roller coaster ever. SO they have decided to
meet with different roller coaster designers so that they can choose, then, hire the one with the best design.
You need to produce and present a roller coaster design that will convince the group of businessman to hire you as their designer.

NAME POSITION SIGNATURE

YVETTE MARIE YANEZA

PREPARED BY: SUBJECT TEACHER
NICOLAS, LPT

APPROVED BY: LUCILA B. AGGARI, PhD PRINCIPAL