Republic of the Philippines

GORDON COLLEGE
Tapinac Sports Complex, Donor Street
East Tapinac, Olongapo City
(Tel. no. (047) 224-2089)

Detailed Lesson Plan in Mathematics

I.Content Standards
The learner demonstrates understanding of key concepts of geometry of shapes and
sizes, and geometric relationships.

II.Performance Standards
The learner is able to create models of plane figures and solve accurately authentic
problems involving sides and angles of a polygon.

III. Learning Competency/Objectives

At the end of the lesson 75% of the students should master the following with at least
75% level of success:
A. Define point, line, and plane;
B. Differentiate collinear from non-collinear points; coplanar from non-coplanar points;
and
C. Represent point, line, and plane using concrete and pictorial models (M7GE-IIIa-1)

IV. Content

A. Subject Matter

POINTS, LINES and PLANES

B. References
Tarepe, D.A and Evelyn Zara, Practical Mathematics.
LipaCity:UnitedEferza 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
 TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Preliminary Activities
1. Daily routine
a. Prayer
Ask representative in the class to lead the The student will lead the prayer.
prayer.
b. Greetings
Good morning class! Good morning Sir!
c. Checking of attendance
A. Strategy/procedure
1. Knowledge
A. Motivation
Show pictures of magnificent
buildings, Egypt’s Great Pyramid and
India’s TajMahal. Pose the questions:
What did the architect use in
designing the building?
What did he consider in creating The students will give their observation/ideas about
attractive patterns? the pictures.

What you’ve cited are application of Students will define Geometry.

Geometry. What is Geometry?
2. Introduction of the Lesson
Geometry, just like any other
mathematical system is based on
undefined terms, unproven statements
(postulates and assumptions) and
theorems. The undefined terms in
geometry are point, line, and plane. Even
though this terms are left undefined, they
used together with ordinary words to
define other geometric terms. Space, for
example, is defined as set of all points.

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.

What is a line? Students will define what a line is.

Lines are represented by small
italicized letter, but they can also be
identified by two points that are on
the line.
Example 2:

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. The bondpaper and the blackboard represent a line.
Let the students describe the objects.

What is a plane? Students will define plane.

Plane extends without end. You can

name a plane by either a single capital
letter or by at least three of its non-
collinear points (points which are not
on the same line)

Example 3:

J K

plane J plane KLM

COLLINEAR AND NON-COLLINEAR POINTS
I R S

1. Where do points I, R and S lie? Points I, R, and S lie on linel

Points that lie on the same line are called

collinear points.

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?

Very well? Non-collinear points are points that

do not lie on the same plane.

COPLANAR AND NON COPLANAR

B.

P o
k n

l m

plane P plane O

Points K, L and M are located on plane P.

1. Where can you locate point K, L, and M?
Points K, L, and M are Coplanar points.
2. When points lie on the same plane, how will
you describe them?
3. Describe point N, is point N coplanar with the
Point N lies on plane O, hence, it is not coplanar with
other three points?
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. Edge of the ruler

1. Line
2. The tip of the pen
2. Point
3. A sheet of paper
3. Plane
4. Mongo seeds
4. Point
5. A piece of a yarn
5. Line
6. The floor of a classroom
6. Plane
7. Earrings
7. Point
8. The tip of the nail
8. Point
9. A P100.00
9. Plane
10. A broom stick
10. Line
B. Let the students give their own examples.
Students will cite examples.
3. Understanding
A. Group Activity:
Illustrate Me!
1. Students will draw intersecting lines. The
1. Illustrate the intersection of two lines. What is intersection is a point.
their intersection? Label the lines and the
intersection.
line s

Line q

2. Students will draw intersecting planes. The

2. Illustrate intersecting line and plane. What is the
intersection is a line.
intersection? Label the figure.

Line z

3. Students will draw intersecting line and

plane. The intersection is a point.
3. Illustrate intersecting line and plane. What is the
intersection? Label the figure.
Line c

N
c
plane C
 Students will explain their works.

Let the students show their works and explain

it. Have on representative in each group. It’s because we help one another Ma’am.

You did your activity well. Why do you think

you did it well?
Always remember that cooperation is the key
for every group activity to succeed.
Students will play the game.
B. Let’s play!
TIC-TAC-TOE
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

Good Fair Poor

(3 pts.) 2 pts.) (1 pts.)

Plan is well Plan is Overall

thought out. perfunctory. planning is
PLANNING random
and
incomplete.
The overall The overall The overall
impact of the impact of impact of
CREATIVITY presentation the the
of the sketch presentation presentatio
plan is of the sketch n of the
impressive. plan is fairly sketch plan
impressive. is poorly
impressive.
MATHEMATICAL The purpose The purpose The
JUSTIFICATION is well is fairly purpose is
justified and justified and poorly
shows the shows some justified.
wise use of of the key
the key concepts.
concepts.
The purpose
is fairly
justified and
shows some
of the key
concepts.
The purpose
is poorly
justified.

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

3. What is a plane? A plane is a flat surface that has 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

A. Knowledge: Name me!

Identify what is asked on the following:
1. It is a flat surface that extends infinitely in all directions.
2.Points that lie on the same line.
3.It is a specific location in space that has no dimensions.
4.Points that lie on the same plane.
5.It is of infinite length but it is no width and no thickness.

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

VII. Agreement / Assignment

Research on the following:
1. Postulate about points, lines and planes.
2. Postulate about intersection of lines and planes.

Prepared by:

R-Jhay C. Cayanan
BSED II-Math