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Demo-Rpms - Math 3

This lesson plan aims to teach students to identify and draw lines of symmetry in symmetrical figures. It involves reviewing previous concepts, motivating students with examples of symmetrical letters and objects in mirrors, then developing the lesson through hands-on activities of folding shapes to find lines of symmetry. Students will practice identifying lines of symmetry in different figures and apply their understanding to new situations through group and individual activities. Their learning will be assessed by tracing lines of symmetry in various figures.

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Mylen Urriza
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259 views

Demo-Rpms - Math 3

This lesson plan aims to teach students to identify and draw lines of symmetry in symmetrical figures. It involves reviewing previous concepts, motivating students with examples of symmetrical letters and objects in mirrors, then developing the lesson through hands-on activities of folding shapes to find lines of symmetry. Students will practice identifying lines of symmetry in different figures and apply their understanding to new situations through group and individual activities. Their learning will be assessed by tracing lines of symmetry in various figures.

Uploaded by

Mylen Urriza
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Semi-Detailed Lesson Plan in Mathematics III

I. Objectives

 Identify and draw the line of symmetry in a given symmetrical figure

II. Subject Matter

A. Topic: Line of Symmetry in a Given Symmetrical Figure


Reference: Mathematics
Teacher’s Guide pages 263 – 267
Learner’s Materials pages 267 – 271
M3GE-IIIg-7.4
B. Materials: PowerPoint presentation with pictures, mirror
Video

III. Procedure

A. Preliminary Activities

1. Review

Divide the class into pairs. Have a game. Ask pupils to take turns to be the leader.
Let the leader ask for the different kinds of lines previously learned using arm and
body movement.

2. Motivation

What do you see in the mirror? Do you see yourself in the mirror? Is it exactly
your reflection?
How about the letters of the alphabet, what letters would look the same if viewed
in a mirror. (Answer: A, H, I, M, O, T, U, V, Y)
Again, using a mirror what are the words in this sentence?

B. Development Activities

1. Presentation

Draw a triangle, a square and a rectangle on a paper. Cut out the shapes.

Call pupils to fold the shapes so that the two sides lie exactly on top of each other.
Ask them what they observe on the right and left sides of the folded line or on the top
or bottom of the folded line.

2. Performing the Activities


If you will fold this cut-out this way, do we have a line of
symmetry? Let us try and see.
Call a pupil to fold the cut-out, then let him describe what happens.

Draw a line anywhere as long as it passes thru the center and the two opposite
angles.

Can figures have more than one line of symmetry? If yes, draw
more lines of symmetry in the figure.

Present other figures. e.g.

3. Processing the Activities

How did you get the line of symmetry in each object/figure?


What does line of symmetry mean?

Present a video about Line of Symmetry.

Bring out the idea that the fold line works like a mirror- the two parts
are reflections of each other.

4. Summarizing the Lesson

When does a figure have a line of symmetry? Where is the line of symmetry in a
design or figure?
 A figure has a line of symmetry if you can fold the figure so both parts match exactly.
The line of symmetry passes thru the center of the figure.

5. Applying to New and Other Situations


Group Activity

Answer Activity 2, Learner’s Materials page 269.

C. Assessment

Does each figure appear to have a line of symmetry? If yes,


trace the line of symmetry.

1) 2)

3) 4)

5)

D. Home Activity

Answer Activity 4, Learner’s Materials page 271.

Prepared by:

Mylen C. Urriza
Teacher III
Noted:

DAISY A. LAGUNERO
Principal I

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