WHOLE-BRAIN LESSON PLAN

2nd Quarter
SUBJECT: Mathematics GRADE: 7 Session: 1
UNIT TITLE: Measurement and Patterns and Algebra LESSON TITLE: Perimeter and Circumference
I. LEARNING OUTCOMES (ENDSTATES):
1) What skills & competencies, values & attitudes (7 self-mastery skills) are being developed? To what degree should students be
assessed?
● THINK: Understands key concepts in finding the perimeter and circumference of plane figures.
● FEEL: Upholds honesty, accuracy and precision in dealing with measurements.
● DO: Applies learned concepts and skills in solving for perimeter and circumference.
● COMMUNICATE: Explains logical proofs of mathematical solutions involving perimeter and circumference.
● INTUIT: Predicts probable outcomes of mathematical solutions of problems involving measurements.
● LEAD: Encourages mastery of problem- solving skills involving measurements accurately.
● BE: Accurate mathematician
● ETHICAL FORMATION: Understands importance of accuracy and precision in problem-solving.
● SOCIAL RESPONSIVENESS: Shares knowledge and skills learned on measurements in addressing simple community problems and its probable
solutions.
II. CRITICAL QUESTION:
What are the importance of knowing the key concepts on finding perimeter and circumference be used in solving simple community problems?

III. CONTENTS, KNOWLEDGE AND PRINCIPLES

● Define and Determine the Perimeter of Plane Figures
● Define and Determine the Circumference of a Circle
IV. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Purpose) Activity 1: Guided Discovery on Perimeter

 In a Geometry class, the learners were asked to measure the length and
width of the table. If the length of the table is 120 units and the width is 75
units, how many units around is the table?

Guide Questions:
1. If you are going to get the number of units around the table or the
distance around the table, what are you solving?
2. What is perimeter?
3. How do you get the perimeter of plane figures?
4. What is the perimeter of the table then?
2) ACQUIRE Activity 2: Think-Pair-Share
A. Ask learners to measure 2 objects they have with them (i.e.
handkerchief, cover of notebook or book, etc.)
B. Find the perimeter of the objects they have measured.
C. Let them explain their work.
D. Give some more exercises like the figures below.
7cm
1. 2. 3.
6cm 3cm 5cm
5cm

4cm 7cm 9cm

Activity 3: Guided Discussion on Circumference
1. Show a tin can to the learners and ask them what figure are the
bases.
2. Ask them to define a circle.
3. Using a string and the tin can, and a ruler, ask learners to
determine the circumference.
4. Let them tell what a circumference is.
5. Give practice exercises in solving the circumference of a circle.

3) APPLY, PRACTICE, FORMATIVE ASSESSMENT
4) SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION
Activity 4: Think-Pair-Share
Find the perimeter (or circumference for a circle) of the following figures.
Description of the Figure Perimeter / Circumference
1. A triangle whose sides are 3 cm,
4 cm, and 5 cm.
2. A rectangle whose length is 1.5
ft and width is 2 ft.
3. A circle whose radius is 5 cm.
4. A square whose side is 35 cm.
5. A rectangle whose length is 15
cm and whose width is 8 cm.
*Ask volunteers to show solution on the board and explain how it was done.
Assignment: Find the perimeter/circumference of the following at home. Write
it in a clean sheet of pad paper with complete solutions.
1. Dining table or study table
2. Wall clock
3. Or any plane figures you have at home.
Activity 5:
A. Attend to the assignment given to the learners. Discuss.
B. Individual Exercises (Formative Assessment)
Solve the following problems.
1. A hankie is 25 cm on each side. How much lace is needed if an
allowance of 2 cm is needed at the corners?
2. If the length and the width of a studio-type room are 5 m and 4 m
respectively, what is the perimeter of that room?
3. Find the circumference of a hula hoop if its diameter is 1.1 m.
4. Find the circumference of a circular table whose diameter is 60.48 cm.
Activity 6: Individual Written Work and Journal Writing
 A. Give 20-item Written Work on finding perimeter and circumference.
(Academic)
B. Self-assessment:
Make a self-reflection on the importance of knowing how to find the
perimeter and circumference of objects.

RUBRICS FOR ASSESSMENT:

RUBRIC FOR PROBLEM FORMULATED

Score Descriptors
6 Poses a more complex problem with 2 or more possible correct solutions and communicates ideas accurately, shows in-depth comprehension of the pertinent
concepts and/or processes, and provides explanations whenever possible.
5 Poses a more complex problem and finishes all significant parts of the solution and communicates ideas accurately, shows in-depth comprehension of the
pertinent concepts and/or processes.
4 Poses a complex problem and finishes all significant parts of the solution and communicates ideas accurately, shows in-depth comprehension of the pertinent
concepts and/or processes.
3 Poses a complex problem and finishes all significant parts of the solution and communicates ideas accurately, shows comprehension of the major concepts
although neglects or misinterprets less significant ideas or details.
2 Poses a problem and finishes some significant parts of the solution and communicates ideas accurately but shows gaps on theoretical comprehension.
1 Poses a problem but demonstrates little comprehension, not being able to develop an approach.

RUBRIC FOR PERFORMANCE TASKS

 Standards 4 3
Understanding of Demonstrated a substantial
Task understanding of the content,
processes and demands of the task.
Completion of Task Fully achieved the purpose of the task,
including thoughtful, insightful
interpretations and conjectures.
Communication of Communicated their ideas and findings
Findings effectively, raised interesting and
provocative questions, and went
beyond what was expected.
Group Process Used all their time productively.
everyone was involved and contributed
to the group process and product.
Prepared by:
MICHELLE PAULINE C. MUÑOZ
Master Teacher I
Dingras National High School
Demonstrated understanding of the
content and task, even though some
supporting ideas or details may have
been overlooked or misunderstood.
Accomplished the task.
Communicated their findings
effectively.
Worked well together most of the
time.
They usually listened to each other
and used each other’s ideas.
2 1
Demonstrated gaps in their
understanding of the content and task.
Completed most of the task.
Communicated their ideas and
findings.
Worked together some of the time.
Not everyone contributed equal efforts
to the task.
Demonstrated minimal
understanding of the content.
Attempted to accomplish the
task, but with little or no success.
Did not finish the investigation
and/or were not able to
communicate ideas very well.
Did not Work very productively as
a group.
Not everyone contributed to the
group effort.