Professional Documents
Culture Documents
Detailed Lesson Plan in Mathematics I .Content Standards
Detailed Lesson Plan in Mathematics I .Content Standards
I .Content Standards
The learner demonstrates understanding of key concepts of geometry of shapes and
sizes, and geometric relationships.
IV. Content
A. Subject Matter
B. References
Tarepe, D.A and Evelyn Zara, Practical Mathematics.
Lipa City:United Eferza Academic Publications Co, 2012. pp. 277-282
Orines, F.B et al. Next century mathematics.
Quezon City: Phoenix Publishing House Inc. 2012. pp. 378-380
Evelyn Zara, Practical mathematics teacher’s manual.
Lipa City: United Eferza Academic Publications Co, 2012. pp. 89-91
C. Materials
PowerPoint Presentation
Charts
Cut-Outs
V. Learning Activities
a. To introduce the concept of a point, The students will close their eyes and imagine the
let the students close their eyes and given situation. The stars look like dots sparkling in
imagine the stars in the sky at night. the sky.
Then open your eyes how do the stars
in the sky look like?
Very Good! Those dots represent
points.
(Let the students bring out their (Students will bring out their research work.)
research assignment.)
What is a point? Student will define point.
Does a point have size and dimension? A point has no size and no dimension.
A point is a location that has no size
and no dimension- no length, no
width, no height, and no thickness. It
could be represented by a dot
(period), a speck or even a grain of
sand. A point is named by using a
capital letter.
Example 1:
.X
.P
.A
b. To illustrate the ideas of a line, show a The student will draw a wire on the board and
thin wire and ask the students to describe it a line?
describe it. Ask the students to draw
the wire on the board and add two
arrowheads on both ends.
line m
line IG ( IG )
Can you give real life examples of a Students will cite examples of a line.
line? Like for example, the edge of a
ruler.
c. To illustrate the ideas of a plane, use a
clean bond paper or the blackboard.
Let the students describe the objects. The bond paper and the blackboard represent a line.
Example 3:
J K
2. How about point H, is point H collinear with No, because point H does not lie on line l.
the other three points? Why?
P o
k n
l m
plane P plane O
1. Where can you locate point K, L, and M? Points K, L and M are located on plane P.
2. When points lie on the same plane, how will Points K, L, and M are Coplanar points.
you describe them?
3. Describe point N, is point N coplanar with the
other three points? Point N lies on plane O, hence, it is not coplanar with
points K, L and M.
2. Process
A. Show figures representing points, lines and
planes and lots of the students identify whether it
represents point, line or plane.
1. Illustrate the intersection of two lines. What is 1. Students will draw intersecting lines. The
their intersection? Label the lines and the intersection is a point.
intersection.
line s
Line q
2. Illustrate intersecting line and plane. What is the 2. Students will draw intersecting planes. The
intersection? Label the figure. intersection is a line.
T
Line z
3. Illustrate intersecting line and plane. What 3. Students will draw intersecting line and
is the intersection? Label the figure. plane. The intersection is a point.
Line c
N
c
plane C
Let the students show their works and explain Students will explain their works.
it. Have on representative in each group.
You did your activity well. Why do you think It’s because we help one another Ma’am.
you did it well?
Always remember that cooperation is the key
for every group activity to succeed.
B. Let’s play!
TIC-TAC-TOE Students will play the game.
Two players will compete. The first who can
make three consecutive points in a line will be the
winner. First round put all your dots on the plane.
Block the way of your opponent and aim to put all
your dots on a line. If there’s no three consecutive
dots formed, move your dots with the same goal, one
step at a time. Be wise to win!
1. GRASPS
Goal: to provide a sketch/design of a cabinet/
divider for the sala set of you teacher.
Role: an architect/designer
Audience: teacher and classmates
Situation or scenario: as an aspiring
architect/designer you have to make a sketch
and design a cabinet/divider for the Sal set of
your teacher. The design should show points,
lines and planes. Be creative.
Product(s) Performances for the assessment:
present your design to the class. Convince
your teacher that you have the best design of
a cabinet/divider.
Standards for assessments: Planning,
Creativity and Justification
RUBRICS FOR PLAN OF ACTION
Criteria Rating
5. Generalization
Teacher’s Activity Student’s Activity
1. What is a point? A point is a specific location that has no size and no
dimension.
2. What is a line? A line is of infinite length but it has no width, or no
thickness
4.Differentiate collinear and non-collinear points Collinear points are points that lie on the same line
while non collinear points are points that do not lie on
the same line.
5.Differentiate coplanar and non-coplanar points Points are said to be coplanar if they lie on the same
plane while non-coplanar points do not lie on the
same plane.
VI.ASSESSMENT
B. Process
Tell whether each represents a point, a line or a plane.
1. Your desktop
2. The surface of the page of a notebook.
3. The string on a guitar.
4. The ceiling of a room.
5. A broomstick.
6. Electric wire.
7. The floor.
8. A hair strand.
9. A rope.
10. A needle point.
C. Understanding
Draw and describe the intersection of the following:
A. intersection of two lines
B. intersection of two planes
C. intersection of a line and a plane
VIII. Remarks.