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
C. Represent point, line, and plane using concrete and pictorial models
(M7GE-IIIa-1)

IV. CONTENT
a. Subject Matter
Points, Lines and Planes

b. Reference
Practical mathematics teacher’s manual; United Eferza Academic
Publication Co, 2012. pp. 89-91
F.B et al. Next Century Mathematics; Phoenix Publish House Inc.
2012. pp. 378-380

c. Materials
Chart
Cut-out
 V. LEARNING ACTIVITIES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. PRELIMINARY ACTIVITIES

Prayer The student will lead the prayer

“Angel of God, my guardian dear, to whom
God's love commits me here, ever this day be
at my side, to light and guard, to rule and
guide. Amen.
Greetings
Good morning, Class Good Morning Teacher

Checking the attendance I will check the attendance first, say

present I your name is called

B. PROCEDURE

I. Motivation
Show picture of Egypt’s
Great Pyramid and
Magnificent Building
Pose the questions;
What did the architect
use in designing
building?
What did he/she
consider in creating The student will give their ideas about the
attractive Pattern picture

What you’ve cited are

application of Geometry. Student define Geometry
What is Geometry

II. DISCUSSION
Geometry is just like any
other of mathematical
system is based on
undefined terms,
unproven statement
(postulates and
assumptions and
 theorems). The
undefined terms in
geometry are point, line,
and plane. even though
these terms are left The student will imagine the given situation.
undefined, they used The star looks like dots sparking the sky.
together with ordinary
words to define other
geometric terms. space,
for example, is defined
as set of all points.

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 stars in the sky Student will define point.
look like? Very Good Those dots
represent points. (Let the
students bring out their research
assignment.)

what is a point?
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. -t
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
The student will draw a wire on the board
and describe it a line
 X

students will define that a line is

b. To illustrate the ideas of a lines,
show a thin wire and ask the
 students to describe it. Ask the
students to draw the wire on the
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

Student will cite the example 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 will represent a line

c. To illustrate the ideas of a plane,

use a clean bond paper or the Student 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;
Plane J
Plane KLM
COLLINEAR AND
NON-
COLLINEAR Point I , R, and S lie on line I
POINTS

I R S No because point H does not lie on line I

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.
Points K, L and M are located on plane P.

Points K, L, and M are Coplanar points.

Plane P plane O
Point N lies on plane O, hence, it is not
1. Where can you locate point K, coplanar with points K, L and M.
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?
1. Line
GENERALIZATION 2. Point
A. Show figures representing 3. Plane
points, lines and planes and 4. Point
lots of the students identify 5. Line
whether it represents point, line 6. Plane
or plane. 7. Point
8. Point
1. Edge of the ruler 9. Plane
2. The tip of the pen 10. Line
3. A sheet of paper
4. Mongo seeds
5. A piece of a yarn
6. The floor of a classroom
7. Earrings
1. Students will draw intersecting lines.
8. The tip of the nail
The intersection is a point.
9. A P100.00
10. A broom stick line s
R
UNDERSTANDING
A. GROUP ACTIVITY
Illustrate Me!
Line q
1. Illustrate the intersection of two
2. Students will draw intersecting planes.
lines. What is their intersection?
The intersection is a line.
Label the lines and the
intersection

Line z
2. Illustrate intersecting line and
plane. What is the intersection? v
Label the figure.
3. Students will draw intersecting line
and plane. The intersection is a
3. Illustrate intersecting line and
point.
plane. What is the intersection?
Label the figure. Let the students
show their works and explain it. Line c
Have on representative in each
 group. You did your activity well.
Why do you think you did it well? N
Always remember that c
cooperation is the key for every plane C
group activity to succeed.
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

think you did it well?
Always remember that cooperation is
the key for every group activity to
succeed.

Students will play the game.

APLLICATION
. 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
teachers.
Role: an architect/designer
Audience: teacher and classmates
Situation or scenario: as an aspiring
architect 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

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 are points that lie on the
collinear points same line while non collinear points are points
that do not lie on the same line.

5. Differentiate coplanar and non- Points are said to be coplanar if they lie on
coplanar points the same plane while non-coplanar points do
not lie on the same plane

VI. EVALUATION.
 Examine the figure and statement below. Then, try to define the terms that
follow.

Statement;

A B C 1. Figure p
and Q
D

Q
are planes
2. The dots presented in figure name point that represent
different location on the plane
3. The figure containing points A, B, and C is a line that can be
name as AB, Line BC, Line BA, Line CB or line CA
4. Point A, B, and C are collinear points
5. Points A and D are non-collinear point
ASSIGNMENT;
For item 1 to 4 refer the figure below
O R H

1. How many distinct segments can you name for the figure?
2. How many distinct rays can you name from the igure
3. RH has the same set of point as HR. this statement is ?
4. If RH =HO and H is between RO then H is the __________ as of segment R