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Lesson Plan
In
Mathematics 10

Quarter : 2nd Quarter Time: 7:15 A.m.- 8:15 A.M.

Yr. & Section: Grade 10 Jacinto Date: January 12, 2022

Content Standard: The learner demonstrates understanding of key

concepts of distance formula
Performance Standards: The learner is able to investigate thoroughly the
mathematical relationship in various situations, formulate real-
life problem involving distance formula and solve them using a
variety of strategies.
Competency: M10GE-IIg-1
The distance formula.

Pre-requisite lesson: Plotting of point on the Cartesian plane.

LEARNING OBJECTIVES:
At the end the lesson, the students are expected to:
a. determine the distance formula;
b. apply the distance formula to find the distance between any two
points;
c. appreciate the use of distance formula in solving real-life problems
and develop creativity, cooperative skills and accuracy through
activity.

I. SUBJECT MATTER:
Topic: DISTANCE FORMULA
Pre-requisite Skills: Plotting of points on the Cartesian plane.
Reference/s : Math 10 TG pages 207-211, Math 10 LM pages 235
http://www.ixl.com/math/geometry/distance-
formula 
http://www.freelearningchannel.com/l/

Materials: Activity sheets, netbook, projector, Manila paper, marker,

worksheets, grid
Values Integration: Cooperation, Accuracy
Method: Differentiation strategy (process, content, product)
*Using Multiple Differentiation Strategies = Activities That Are
More Interesting & Engaging
(Indicator 8: selects, develops, organizes, and uses appropriate teaching and
learning resources including ICT to address learning goals)

II. PROCEDURE:
A. Preliminary Activities
● Prayer
● Checking of Attendance
● Classroom Management
House rules:
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Follow directions and instructions.

Observe discipline in performing the task.
Participate actively.
Listen when someone is
presenting/discussing.
Treat your classmate and teacher with respect.
Maintain classroom cleanliness at all times.
Always do your Best!

B. Review
Teacher will reiterate that to have more knowledge about plotting
of points. Post a grid and the following points on the board. Ask 4
volunteers to plot the points using the THATQUIZ APP.
A(4,3) B(-2,5) C (0,2) D(3,4).
(Indicator 8: selects, develops, organizes, and uses appropriate teaching and
learning resources including ICT to address learning goals.

Using a number line as shown below, ask 3 volunteers to find the

length of each of the following segments.
1.  AB  =
2.  BD  =
3.  CD =
Processing Question: How did you get the length?
(Indicator 1: applies knowledge of content within curriculum teaching area)

C. Lesson Proper
●Developmental Activities
1. Diagnostic Test
Find out how much the students already know about this lesson.
(After taking and checking this short test, let them take note of the items
that they were not able to answer correctly and look for the right answer
as they go through this lesson.)

Expected minutes: 2-3

Teacher Does Student Does

Pre-test/Diagnostic test for module 8
Solve the following using the distance Students will be
formula: given 1 minute to
1. (2, 3) and (5, 7) answer each
2. (-3, 5) and (5, 10) question. Then
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3. (6, -4) and (8, -8) after all the items

are answered, it
will be
immediately
checked. And
getting the
frequency of error
will be done after.

2. MOTIVATION
Expected Minutes: 5
Providing information, Modelling, Checking for understanding.
Teacher Does Student Does
Unlocking Difficulties(5mins) Student Activity
Play the “Tanong Mo, Gets
Ko” game. In this game, a Students will be guessing and
set of 5 questions will be answering the hidden words based on
flashed on the screen, and all the given related pictures.
students will be given an
equal opportunity to guess
the answer for every (indicator 2: Use the range of teaching
question. The correct answers strategies that enhance learner
will give students the idea on achievement in literacy and numeracy
what the topic is all about skills.)
and the important terms
associated with it.

Introducing Mr. MAP.

A map will be posted on the
board that will serve as a
guide for the students in
understanding the flow of the
lesson.

3.Activity:

Teacher Does Student Does

❖ Since students are of various
interests and skills, and most of
them are versatile they possess two
or more of these skills, thus the class
will be group into three (3),
moreover, random counting of 1 to
4 will be employed.
❖ Each group will be given 5 minutes
to prepare and 1-2 minutes to
present. I Can Do That!
❖ Description: Students will be
What the students are doing:
❖ Students are working in
groups to discover and find
out the answers to the given
situation.
❖ Students are also working
for the task given with the
allotted time.
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divided into 4 groups.

Differentiated Activity will be given
to students.
❖ Group 1: Define Distance
❖ Group 2: Plot the Points in a
Cartesian Plane find the Distance
❖ Group 3: Solve using Distance
Formula
❖ Group 4: Real Life Example
(Indicator 4: Manages classroom structure
to engage learners, individually or in
groups. In meaningful exploration,
discovery and hands-on activities within a
range of physical learning environments.)
Presentation (2-3 mins)
Scoring for each group:
(See attached rubric for the activity at the
last page)
(Indicator 2: Use a range of teaching
strategies that enhance learner
achievement in literacy and numeracy
skills.)
( Indicator 6: Uses differentiated,
developmentally appropriate learning
experiences to address learners’ gender,
needs, strengths, interests and
experiences.)
(Indicator 1: Applies knowledge of
content across curriculum teaching
area)

The group will present their output.

4.Analysis

Teacher Does Students Does

The teacher will ask questions
depending on the task given to the
group.
Possible Questions:
1. How do you define a Distance?
2. What is the distance formula?
3. How can we possibly apply the
concept of Distance in other Fields?
or real- life scenario? Give Examples
Expected Student Answers
Students will answer depending
on the question.
(Indicator 3: Applied range of
teaching strategies to develop critical and
creative thinking as well other higher-
order thinking skills.)

(Teacher is listening to students’ ideas.

Calling on different students to give their
opinions.)

5.Abstraction:
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Teacher Does Students Does

Description: Students are required to Students will interact and discuss
interact and discuss what they’ve more.
learned in the lesson through
socialized discussion.

6.Application:

With the same groupings:

A map showing the locations of the
different Puroks of Brgy. Dujali, B.E. The class will do the given task.
Dujali is drawn on a coordinate
plane. Each unit on the coordinate (Teacher should remind the students
plane is equivalent to 1kilometer. to listen carefully to the questions,
Suppose the coordinates of Purok 4 is and will not cheat or disrupt other
(2, 2) and Purok 5 is (6, 8). What is the
members of the same or different
shortest distance between these two
group)
places?

(Indicator 5: Manage learner behavior

constructively by applying positive and
non-violent discipline to ensure learning-
focused environment.)

III. EVALUATION
Post-test for Module 5
TRY THIS! Write your answer in 1/2 Crosswise (5 mins.)
Solve the following using the distance formula, give your answer
using scientific element example (answer is 10: neon)
1. (2, 3) and (5, 7)
2. (-3, 5) and (5, 10)
3. (6, -4) and (8, -8)

IV.AGREEMENT
Activity Notebook: Self – Assessment: ONE MINUTE PAPER (1 min) Conduct a
spin o- 3-2-1 activity (Rutherford, 2008) in facilitating the summary of the day’s
lesson. Ask the students to write on a piece of paper their thinking on the:
• 3 important facts they learned
• 2 questions about the lesson
• 1 realization about the lesson

Prepared by :
Marvin V. Oreta
Teacher III
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RUBRIC

BEGINNING DEVELOPING ACOMPLISHED EXEMPLARY SCORE

CONTENT Did not correctly Identified the Correctly Correctly
calculated the formula to use calculated the calculated the
quartiles, deciles, but not quartiles, deciles, quartiles,
and percentiles of executed and percentiles deciles, and
the given data set. correctly but with minor percentiles of
Had not identified errors the given
what formula to data set.
use
CONTRIBUTION One or more All members All members All members
members did not contribute, but contribute contribute
contribute some contribute equally equally, and
more than some even
others contribute
than was
required
COOPERATION Teacher Members work Members work All members
intervention well together well together work well
needed often to some of the with most of the together all
help group time, some time the time,
cooperate teacher assist others
intervention when needed.
needed.
ON TASK Team needs Team is on Team on task Team is on
frequent reminders some of the most of the. Does task all the
to get on task time. Needs not need any time. Does
teacher teacher’s not need any
reminders reminder. teacher’s
reminders.

PRESENTATION RELEVANCE TO 10pts

THE TOPIC 5pts
CREATIVITY 5pts
OVER-ALL 20pts
IMPACT
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SCORE
SCORE
POINTS
GROUP 1

GROUP 2

GROUP 3