Detailed Lesson Plan in Mathematics IV

I. Objective
At the end of 40 minutes lesson the pupils are expected to do the following with at
least 75% level of accuracy.
a. Describe and illustrate parallel, intersecting, and perpendicular lines.
b. Draw perpendicular and parallel lines using a ruler.
c. Appreciate the importance of the different lines in real-life situations.
II. Subject Matter
Topic: Identifying Parallel, Intersecting and Perpendicular Lines.
Reference: Learners Material Mathematics IV pp. 156 to 157
Materials: Ruler, Scissors. Manila paper, Marking pen, Paper and Ballpen

Teacher’s Activity Pupil’s Activity

A. Preliminary Activity
1. Prayer
Please stand for our prayer. (Pupils are praying)

2. Greeting
Good morning children! Good morning, ma’am.

3. Checking of Attendance
None ma’am!
Who are absent from row 1?
None ma’am!
Who are absent from row 2?
None ma’am!
Who are absent from row 3?

4. Setting of Standards
We will listen to the one who are talking
What will you do if someone is talking
ma’am.
here in front?
Ma’am we will raise our hand if we want to
How about if you want to answer, what
answer.
will you do?

Very good!
We will listen carefully to the instruction of
If we will have a group activity, what
the teacher ma’am.
should you do?
As a group, we have to cooperate to one
another.
Great! What else?

That will be our agreement and I will

give an award for those who can answer my
question.

5. Drill

(Teacher shows a picture of different

geometric figures and the students will
identify whether the following is a point, a ray,
line segment or a line. By calling the pupils to
answer)

Identify whether the following is a point, a

ray, line segment or a line

1. What geometric figure is this one?

“It is a point ma’am”

2. What geometric figure is this one?

“It is a ray ma’am”

3. How about this one?

“It is a line segments ma’am”

4. What geometric figure is this? “A ray ma’am”

“Ok very good!”

6. Review

Game: “WHAT AM I”
a. I have an exact location in space. I “You are a point”
am represented by a dot. What am
I?
b. I have no endpoint and I can go on “You are a line”
and on in opposite directions.
What am I?
c. I start out at a point and can be “You are a ray”
extended in one direction. What
am I?
d. I am part of a line with 2 “You are a line segments”
endpoints. What am I?

7. Motivation
Now let’s proceed to our motivation.

“I have here a sample picture of pupils in front

of a flagpole forming lines for the flag raising
ceremony.”

(The pupils start answering the questions)

a. How should you form your lines?

b. Why do we always have to form our
lines in an orderly manner?
c. What will happen if we don’t form our
line properly?
d. What should we always remember in
forming our lines during flag ceremony?

B. Developmental Activities
1. Presentation

Parallel Lines:
never meet or intersect each other and is
always the same distance apart. The symbol
for Parallel Line is a pair of vertical lines.
Intersecting Lines: are lines that meet each
other at one point.

Perpendicular Lines: meets at right angles.

And cross intersect each other to form a right
angle or 90-degree angle.
 “A Parallel lines never meet or intersect
each other and is always the same distance
apart. The symbol for Parallel Line is a pair
of vertical lines.”

“An example of a parallel line is a rail

way”

“Yes, ma’am”

2. Discussion
(The teacher starts to ask questions to “Intersecting lines are lines that meet each
students) other at one point.

a. What is a parallel line? “Yes, ma’am”

“An example of intersecting lines is a

scissor”
b. Can you give an example of a parallel
lines?
“A perpendicular line meets at right
c. Is a parallel line never meet of angles.
intersect at each other? And cross intersect each other to form a
right angle or 90-degree angle.

d. What is an intersecting lines?

“Yes, ma’am”

e. Do intersecting lines meet each other “Yes, ma’am”

at one point?
“An example of a perpendicular line is a
f. Give me an example of intersecting basketball court”
lines?

g. What is a perpendicular line?

h. Do perpendicular lines form a 90

degree?
i. Do perpendicular lines form a right
angle?
j. Give me an example of a perpendicular
lines?
(The students start doing their tasks).

3. Group Activities
“This will be the rubrics for your activity”.

A. (The teacher will divide the class into

three groups)

Direction: Each group will work together in

illustrating the given figures to show the
different kinds of lines using cutouts then
present your output.

Group 1: Cross roads.

Group 2: Time using hands of the clock.
Group 3: Design of a T-shirt (example:
checkered, stripped).

B. (The teacher will divide the class into 6

groups) (The students start answering)
Game: “FORMING LINES”
Direction: Form different kinds of lines.
a. Group 1 and 2 will form 2 straight lines.
b. Group 3 and 4 will form 2 lines that meet
at the center.
c. Group 5 will form 1 line and another line
for group 6. Then form 2 lines that show
square corners.

4. Application

Individual activity

A. (The teacher will give activity sheets to

the students)

Direction: Classify whether parts of lines are

parallel, intersecting and perpendicular lines.
Write PL if it is a Parallel line, IL if it is
intersecting lines and PPL for Perpendicular
lines. (The students start to draw the
following).
 B. (The teacher will give students a bond
paper)

Direction: In your bond paper, draw the

following using a ruler:

a. Draw 2 examples of parallel lines.

b. Draw 2 examples of intersecting lines.
c. Draw 2 examples of perpendicular
lines.

5. Generalization

IV. Evaluation
Direction: Find the missing terms in the given number sequence.
1.) 20,21,23,__,__,35
2.) 38,42,46,__,__,58
3.) 61,63,65,__,__,71
4.) 4,8,16,__,__,128
5.) 3,5,9,__,__,33

V. Assignment
Give 5 example of games that has a pattern. Write it in your notebook.

Prepared by: Glory Jane T. Luzara