DETAILED LESSON PLAN (DLP)

Learning Area: Mathematics Grade Level: 8

DLP No. Date:
Quarter: 1 Duration:
Learning Illustrates the Rectangular Coordinate System and It’s Code: M8AL – Ic-d-1
Competency/ies: Uses
Key Concepts/
Understandings Plotting points in a Cartesian Coordinate System
To be Developed
Adapted Cognitive Process Dimensions
Knowledge Describe cartesian coordinate system

Skills Plot points on the cartesian coordinate plane

1. Objectives Attitude Appreciate the uses of cartesian coordinate system in

real life.
Values Display the value of “Makabansa” through patriotism.
2. Content Cartesian Coordinate Syatem
3. Learning Powerpoint presentation, metacards, Teacher’s Guide pp.141-149, TV, Worksheets.
Resources
4. Procedures
4.1  Review
Introductory The students ask to draw the following on the board.
Activity  Horizontal number line
(7 minutes)  Vertical number line
 Combine the two number lines.
Questions
1. What figure did number 3 form?
2. Describe the formed figure.
4.2 Activity The students work in groups.
(15 minutes) Each group will be given 3 minutes to roam around each station to study the given lesson board. The
activity comprises the following:
 each group will select a leader, and the leader will lead the group to discover the lesson by
observing examples.
STATION 1
Cartesian Coordinate Plane and It’s Parts
A short history of Cartesian Coordinate System
Cartesian mathematics was invented by (and is named after) French philosopher, physiologist,
and mathematician
René Descartes, 1596 - 1650.
Descartes is famous not just for inventing
Cartesian mathematics, which at the time
was a stunning unification of algebra and
geometry. He is also well-known for making
René Descartes a pretty good stab of answering the
question “How do I know something is
true?”, a question that has kept generations
of philosophers happily employee.
Cartesian Coordinate Plane is a plane that consists of
Two number lines that are perpendicular. It is also called as
Rectangular Coordinate Plane.

The two perpendicular lines are called the axes

The horizontal number line is called the x - axis
The vertical number line is called the y - axis

The intersection of the axes is the origin at (0,0)

 The first number in the ordered pair is the
x – coordinate or the abscissa
The second number in the ordered pair is the
y – coordinate or the ordinate

STATION 2

Naming Points in a Plane

To name the coordinate of a point, we count the number of units to the left or to the right of the
y-axis for the abscissa and the number of units above or below x-axis for the ordinate
Examples:

STATION 3
Plotting Points in a Plan
From the origin, count the number of x-units. From the point on the x-axis, count the number of y-
units.
a. Go to the right if the abscissa is positive a. Go upward if the ordinate is positive
b. Go to the left if the abscissa is negative b. Go downward if the ordinate is negative

STATION 4
Points in a Quadrant

The coordinate plane is divided into four quadrants.

The quadrant are numbered counterclockwise
starting at the upper right.
The axes are not part of any quadrant. A point on
the x-axis or y –axis is not in a quadrant since it is
boundary between quadrants.

4.3 Analysis Questions to answer:

(15 minutes)
1. What is rectangular coordinate system composed of?
-Two perpendicular number line that meet at the origin and divides the plane into four
regions called quadrant.
2. What are the different parts of cartesian coordinate plane?
-Origin, quadrant, axes (x-axis and y-axis), and coordinates/ordered pair
 3. How do you locate points on cartesian coordinate plane?
-count the number of units to the left or to the right of the y-axis for the abscissa and the
number of units above or below x-axis for the ordinate.
4. Can we relate the cartesian coordinate system in real life? By how?
-Yes, by locating the places, giving directions, and we can apply the knowledge of
cartesian coordinate plane in locating the place on the map or globe.
4.4 Abstraction Let the students answer the following questions.
(3 minutes)  How do you describe a catersian coodinate plane?
 How do you locate points on cartesian coordinate plane?

4.5 Application
(10 minutes)

4.6 Assessment Draw a Cartesian plane. Plot and label the following points
(5 minutes) 1
1. I (0, 4) 6. U ( , 6 ¿
2
2. L (3, -2) 7. M (5, 4)
3. 0 (-5, 3) 8. A (-7, 5)
4. V (0, 7) 9. T (-2,0)
5. E (-3, 6) 10. H (0, -6)
4.7 Assignment Draw a floor plan in the cartesian coordinate plane and locate the points in each portion of the
(3 minutes) classroom.

4.8 Concluding Life is never easy as we have our ups and down, but the most important thing is to
Activity stay POSITIVE
(2 minutes) Unknown -
5.Remarks
6.Reflection

Prepared by:

MILDRED D. TURA
MT I – Mathematics
Marigondon National High School
Group Presentation RUBRIC (Assessment)

CATEGORY 10 8 5 3

Content Shows a full Shows a good Shows a good Does not seem to
understanding of understanding of the understanding of the understand the topic
the topic. topic. parts of the topic. very well.

Organization Student presents Student presents Audience has Audience cannot

information in information in logical difficulty following understand
logical, interesting sequence which presentation presentation because
sequence which audience can follow. because student there is no sequence
audience can follow. jumps around. of information.

Volume Volume is loud Volume is enough to Volume is enough to Volume often too soft
enough to be heard be heard by all be heard by all to be heard by all
by all audience audience members audience members audience members.
members at least 90% of the at least 80% of the
throughout the time. time.
presentation.

Collaboration Almost always Usually listens, Often listens to, Rarely listens to,
with Peers listens to, shares shares with, and shares with, and shares with, and
with, and supports supports the efforts supports the efforts supports the efforts of
the efforts of others of others in the of others in the others in the group.
in the group. Tries to group. Does not group but Often is not a good
keep people working cause “waves” in the sometimes is not a
 well together. group. good team member. team member

Stays on Topic Stays on topic all Stays on topic most Stays on topic some It was hard to tell
(100%) of the time. (99-90%) of the time. (89%-75%) of the what the topic was.
time.

Enthusiasm Facial expressions Facial expressions Facial expressions Very little facial
and body language and body language and body language expressions and body
generate a strong sometimes generate are used to try language did generate
interest and a strong interest and generate enthusiasm much interest on the
enthusiasm on the enthusiasm on the on the presentation. presentation.
presentation. presentation.

Clarity Words are spoken Words are spoken Words are spoken Often mumbles or
clearly and distinctly clearly and distinctly clearly and distinctly cannot be understood
all the time and all the time and most of the time and or mispronounces
mispronounces no mispronounces few mispronounces no more than a few
words. words. more than one word. words.

Accuracy of All solutions are 80% of the solutions 50% of the solution 30% of the solutions
Solutions correct. are correct are correct. are correct.
CATEGORY 10 8 5 3

Design Planned carefully, Made an effective Did the Assignment was

designed design, show an assignment completed and
effectively, used awareness of adequately, yet it submitted, but
Drawing with
space effectively filling the space shows lack of showed little
Single
adequately planning evidence of
Paragraph
designing or
RUBRIC
planning (Assignment)
Craftmanship Work done with Work done with Work done with Work done with
exceptional care good care and basic care and minimalcare and
and attention to attention to detail attention to detail attention to detail
detail and and neatness and neatness and neatness
neatness

Organization of Details are in Details are in Some details are Details are not in
Thoughts logical order, logical order, not in logical logical or
order keeps the order makes order, readers can expected order
reader interests writing less be distracted
interesting easily

Topic Sentence Clear topic Topic is clear but Topic is unclear Topic is unclear,
sentence, incorrectly placed, and incorrectly incorrectly place,
(Main Idea) correctly placed, reworded in place, reworded and not reworded
reworded in closing sentence in closing in closing
closing sentence sentence sentence

Supporting Three of more Two supporting One supporting No supporting

Sentences supporting details details that relate detail that relates detail that relates
(Details) relating to main to main idea to main idea to main idea
idea

Legibility Readable hand Marginally Writing is not Writing is not

writing readable readable in places readable