SEMI-DETAILED LESSON PLAN

Plane Coordinate Geometry - Quarter 2

CONTENT STANDARD: demonstrates understanding of key concepts of circles and coordinate geometry.
PERFORMANCE STANDARD: is able to conduct systematically a mathematical investigation involving polynomial
functions in different fields.
1. is able to formulate and find solutions to challenging situations involving circles and other related terms in
different disciplines through appropriate and accurate representations.

2.
is able to formulate and solve problems involving geometric figures on the rectangular coordinate plane
with perseverance and accuracy
MELCS: Applies the distance formula to prove some geometric properties.
COMPETENCY CODE: M10GE-IIg-2

I. OBJECTIVES
At the end of the period, the students shall have:
1. Determined the distance formula.
2. Solved for the distance between any two points using distance formula.
3. Expressed appreciation on the use of distance formula in solving real-life problems.

II. SUBJECT MATTER

Topic: The Distance Formula

Reference/s: Math 10 TG pages 207-211, Math 10 LM pages 235

http://www.freelearningchannel.com/l/Content/Materials/Mathematics/Math_G
rade_8/textbooks/CK12_Math_Grade_8/html/7/5.html

Materials: Manila paper, marker, worksheets, grid, and visual aids

III. PROCEDURE:
A. Preparatory Activities 1. Settling Down
Prepare the class by asking students to arrange their chairs and to pick up any piece of paper scattered on
the floor; check room ventilation making sure that is set to body’s normal temperature, and that classroom
is free from any noise or other disturbances.

Prayer

Attendance checking

2. Priming Activities
A. The teacher posts a grid and the following points will be seen on tv screen. Four volunteers were asked
to plot the points using the grid.
A(4,3) B(-2,5) C (0,2) D(3,4)

B. Using a number line as shown below, three volunteers were asked to find the length of each of the
following segments.

Question:
How did you get the length?
1. AB 2. BD 3. CD
C. Presentation of Topic
. AB .
Based on the activities that we
had, what do you think is our lesson for today?

B. Developmental Activities 1. Activity

The students are grouped into 3. Each group is composed of a leader, presenter, documenter and members.
Perform the following activity. Answer every question that follows. Both solving & presentation will be given 5
minutes time. Follow the rubrics.

- Plot the points A(2,1) and B(8,9) on the coordinate plane below.
- Draw a horizontal line passing through A and a vertical line containing B.
- Mark and label the point of intersection of the two lines as C.
 - Connect A and B a line segment.
- Replace the coordinates of A by ( X 1 , Y 1 ) and B by ( X 2 , Y 2).

Answer the following questions:

Group 1. What are the coordinates of C? Explain how you obtained your answer.
What is the distance between B and C?
How about the distance between B and C?

Group 2. What kind of triangle is formed by A, B and C? Explain your answer.

How will you find the distance between A and B?
What is AB equal to?

Group 3. What would be the resulting coordinates of C?

What expression represents the distance between A and C?
How about the expression that represents the distance between B and C?
What equation will you use to find the distance between A and B? Explain
your answer.
Scoring Rubric:

Finished task on Finished task more Finished task more than Finished task more
Timeliness time than 1 minute on 2 minutes on time than 3 minutes on
time time

All group members At least 1 member At least 2 members did At least 3 members
Cooperation cooperated did not cooperate not cooperate did not cooperate

2. Analysis
Ask students the following questions:

 How did you find the activity?

 Did you have any difficulty while performing the activity? If yes, why?
 What have you learned from the activity?
 How will you implement the learnings you gained from the activity?

3. Abstraction
The teacher shows a video/presentation of the “Distance Formula” on the screen.

As what you have seen on the screen, distance formula is an equation that can be used to find the
distance between any pair of points on the coordinate plane.

The standard form of a distance formula is , where (x1, x2) & (y1, y2) are
points on a coordinate plane

4. Application
  How do you apply the concept learned in real life situation?

• Using the same group, and same instructions from the first activity. Show your solutions.
 A tracking device attached to a kidnap victim prior to his abduction indicates that he is located
at a point whose coordinates are (8, 10). In the tracking device, each unit on the grid is
equivalent to 10 kilometers. How far is the tracker from the kidnap victim if he is located at a
point whose coordinates are (1, 3)?
 A Global Positioning System (GPS) device shows that car A travelling at a speed of 60 kph is
located at a point whose coordinates are (100, 90). Behind car A is car B, travelling in the
same direction at a speed of 80 kph, that is located at a point whose coordinates are (20, 30).
What is the distance between 2 cars?

Scoring Rubric (same with the first activity).

IV. Evaluation
A. Find the distance between the two points.
1. C (0,0) and D (5,2)
2. (5, 6) and (– 12, 40)
B. Solve the problem below using the distance formula:
1. The teaching building of a school is mapped on a coordinate grid with the origin being at library. Math’s
building is located at the point (1, 5) and History’s building is located at (4, 9). How far is it from
Math’s building to History’s building?

V. Assignment
The map below shows the location of various points in Helene’s town in Isabela City.

1. What is the distance, between the library and the school in Helene’s town?
2. On your journal notebook, write your learning experience while solving the
problem.