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)

VALUE FOCUS: COOPERATION

IV. Content

A. Subject Matter

POINTS, LINES and PLANES

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
 TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Preliminary Activities
1. Daily routine
a. Prayer
Ask representative in the class to lead The student will lead the prayer.
the prayer.
b. Greetings
Good morning class! Good morning Ma’am!
c. Checking of attendance
B. Strategy/procedure
1. Knowledge
A. Motivation
Show pictures of magnificent
buildings, Egypt’s Great Pyramid
and India’s Taj Mahal. Pose the
questions:
What did the architect use in
designing the building? The students will give their observation/ideas
What did he consider in creating about the pictures.
attractive patterns?
Students will define Geometry.
What you’ve cited are application of
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. The students will close their eyes and imagine
the given situation. The stars look like dots
a. To introduce the concept of a point, sparkling in the sky.
let the students close their eyes
and imagine the stars in the sky at
night. Then open your eyes how do
the stars in the sky look like?
Very Good! Those dots represent (Students will bring out their research work.)
points.
(Let the students bring out their
research assignment.)
Student will define point.

What is a point? A point has no size and no dimension.

 Does a point have size and
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 The student will draw a wire on the board and
describe it a line?

b. To illustrate the ideas of a line,

show a thin wire and ask the
students to describe it. Ask the
students to draw the wire on the Students will define what a line is.
board and add two arrowheads on
both ends.

What is a line?
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

Students will cite examples of a line.

line IG ( IG )

Can you give real life examples of

a line? Like for example, the edge
of a ruler. The bond paper and the blackboard represent a
line.
c. To illustrate the ideas of a plane,
use a clean bond paper or the Students will define plane.
blackboard. Let the students
describe the objects.
 What is a 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 Points I, R, and S lie on line l

COLLINEAR AND NON-COLLINEAR
POINTS
I R S

No, because point H does not lie on line l.

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

Points that lie on the same line are called

collinear points.

2. How about point H, is point H collinear with

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
Points K, L and M are located on plane P.
l m Points K, L, and M are Coplanar points.

plane P plane O Point N lies on plane O, hence, it is not coplanar

with points K, L and M.
1. Where can you locate point K, L, and M?
2. When points lie on the same plane, how
 will you describe them?
3. Describe point N, is point N coplanar with
the other three points?

2. Process 1. Line
A. Show figures representing points, lines 2. Point
and planes and lots of the students identify 3. Plane
whether it represents point, line or plane. 4. Point
5. Line
1. Edge of the ruler 6. Plane
2. The tip of the pen 7. Point
3. A sheet of paper 8. Point
4. Mongo seeds 9. Plane
5. A piece of a yarn 10. Line
6. The floor of a classroom
7. Earrings Students will cite examples.
8. The tip of the nail
9. A P100.00
10. A broom stick

B. Let the students give their own examples. 1. Students will draw intersecting lines. The
intersection is a point.
3. Understanding
A. Group Activity:
Illustrate Me! line s

1. Illustrate the intersection of two lines. What R

is their intersection? Label the lines and the
intersection.

Line q

2. Students will draw intersecting planes.

The intersection is a line.

2. Illustrate intersecting line and plane. What is

the intersection? Label the figure.
T

Line z

3. Students will draw intersecting line and

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

Students will explain their works.

It’s because we help one another Ma’am.

Let the students show their works and
explain it. Have on representative in each
group.

You did your activity well. Why do you Students will play the game.
think you did it well?
Always remember that cooperation is the
key for every group activity to succeed.

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
impact of impact of overall
CREATIVITY the the impact of
presentation presentatio the
of the sketch n of the presentati
plan is sketch plan on of the
impressive. is fairly sketch
impressive. plan is
poorly
impressive
.
MATHEMATICAL The purpose The The
JUSTIFICATION is well purpose is purpose is
justified and fairly poorly
shows the justified and justified.
wise use of shows
the key some of the
concepts. key
The purpose concepts.
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.

VIII. Remarks.