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 teachers manual.
Lipa City: United Eferza Academic Publications Co, 2012. pp. 89-
91
C. Materials

PowerPoint Presentation

Charts

Cut-Outs

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

m
 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
c. To illustrate the ideas of a represent a line.
plane, use a clean bond paper
or the blackboard. Let the Students will define plane.
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

COLLINEAR AND NON-COLLINEAR
Points I, R, and S lie on line l
POINTS
I R

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 Points K, L and M are located on plane P.
k n Points K, L, and M are Coplanar points.

l m
Point N lies on plane O, hence, it is not
coplanar with points K, L and M.
plane P plane O

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 1. Line
with the other three points? 2. Point
3. Plane
2. Process 4. Point
A. Show figures representing points, 5. Line
6. Plane
lines and planes and lots of the students
7. Point
identify whether it represents point, line or 8. Point
plane. 9. Plane
10.Line
1. Edge of the ruler
2. The tip of the pen Students will cite examples.
3. A sheet of paper
4. Mongo seeds
5. A piece of a yarn
6. The floor of a classroom
7. Earrings
8. The tip of the nail 1. Students will draw intersecting lines.
9. A P100.00 The intersection is a point.
10.A broom stick
 B. Let the students give their own line s
examples.
R
3. Understanding
A. Group Activity:
Illustrate Me!
Line q
1. Illustrate the intersection of two lines.
2. Students will draw intersecting
What is their intersection? Label the
planes. The intersection is a line.
lines and the intersection.

Line z

2. Illustrate intersecting line and plane.

What is the intersection? Label the v
figure.
3. Students will draw intersecting line
and plane. The intersection is a
point.

Line c

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

Students will explain their works.

Its because we help one another Maam.

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

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.

B. Lets 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 theres 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 perfunctor planning
PLANNING out. y. is
random
and
incomple
te.
The overall The The
impact of overall overall
CREATIVITY the impact of impact of
presentatio the the
n of the presentati presentat
sketch on of the ion of the
plan is sketch sketch
impressive plan is plan is
. fairly poorly
impressiv impressiv
e. e.
MATHEMATICAL The The The
JUSTIFICATION purpose is purpose is purpose
well fairly is poorly
justified justified justified.
and shows and shows
the wise some of
use of the the key
key concepts.
concepts.
The
purpose is
fairly
justified
and shows
some of
the key
concepts.
The
purpose is
poorly
justified.

5. Generalization
Teachers Activity Students 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 are said to be coplanar if they lie on
points 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.