Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
SCHOOLS DISTRICT OF JANIUAY II
MADONG CENTRAL ELEMENTARY SCHOOL
MADONG, JANIUAY, ILOILO

LESSON PLAN IN MATHEMATICS 3

3RD QUARTER
I.OBJECTIVES:
A. Content Standard: The learner demonstrates the understanding of lines,
symmetrical and tessellations using square, triangles and other shapes.
B. Performance Standard: The learner could be able to recognize and represent lines
in real objects and designs or drawings, and complete symmetrical designs.
C. Learning Objective/Competency: During and at the end of the lesson, a Grade
Three learner should be able to:
1. identify and visualize symmetry in the environment and in design (M3GE-IIIg-7.3);
2. identify and draw the line of symmetry in a given symmetrical figure (M3GE-IIIg-7.4);
3. complete a symmetric figure with respect to a given line of symmetry (M3GE-IIIh-7.5);
4. describes body shapes and actions (PE3BM-Ia-b-1);
5. performs body shapes and actions (PE3MS-Ia-h-1);
6. maintains correct body posture and body mechanics while performing movement activities
(PE2PF-IV-a-h-14);
7. sketches on-the-spot outside or near the school to draw a plant, flowers or a tree showing
the different textures and shape of each part, using only a pencil or black crayon or ballpen
(A3PR-Ig);
8. paints a still life by observing the different shapes, color, and texture of fruits, drawing
them overlapping and choosing the right colors for each fruit (A3PR-IId);
9. discusses the characteristics of a wild animal by making several pencil sketches and painting
it later, adding texture of its skin covering (A3PR-IIg);
10. Present information in varied artistic ways (e.g. role playing, show and tell, radio
play/podcast/broadcast/reporting/poster presentations)( EN3OL-IVa-e-1.19);
11. Nakasusunod sa nakasulat na panuto na may 2-4 hakbang (F3PB-Ic-2, F3PB-IIc-2, F3PB-
IVb- 2); and
12. constructs a simple puppet based on a character in a legend, myth or story using
recyclable materials and bamboo sticks or twigs (A3PR-IVe).
C. Contextualized Learning Objective/Competency: During and at the end of the
lesson, a Grade Three learner should be able to:
1. identify and visualize symmetry in the environment and in design such leaves of mahogany
leaves, squash leaves, gabi leaves, coconut leaves and bougainvillea leaves(M3GE-IIIg-7.3);
2. identify and draw the line of symmetry in a given symmetrical figure using the pictures of
animals found here in the locality such as tambalihan, butterfly, rabbit, cat, gecko or tuko,
sawa or snake, etc. (M3GE-IIIg-7.4);
3. complete a symmetric figure with respect to a given line of symmetry using the pictures of
selected Grade Three learners, the selected Madong Central Elementary School Faculty and
Staff (M3GE-IIIh-7.5);
4. describes body shapes and actions (PE3BM-Ia-b-1);
5. performs body shapes and actions (PE3MS-Ia-h-1);
6. maintains correct body posture and body mechanics while performing movement activities
(PE2PF-IV-a-h-14);
7. sketches on-the-spot outside or near the school to draw a plant, flowers or a tree showing
the different textures and shape of each part, using only a pencil or black crayon or ballpen
(A3PR-Ig);
8. paints a still life by observing the different shapes, color, and texture of fruits, drawing
them overlapping and choosing the right colors for each fruit (A3PR-IId);
9. discusses the characteristics of a wild animal by making several pencil sketches and painting
it later, adding texture of its skin covering using the different wild animals found in Iloilo such
as baboy ramo, tiki or lizard, tilapia, bao or turtle, alibangbang or butterfly and many more.
(A3PR-IIg);
10. Present information in varied artistic ways (e.g. role playing, show and tell, radio
play/podcast/broadcast/reporting/poster presentations)( EN3OL-IVa-e-1.19);
11. Nakasusunod sa nakasulat na panuto na may 2-4 hakbang (F3PB-Ic-2, F3PB-IIc-2, F3PB-
IVb- 2); and
12. constructs a simple puppet based on a character in a legend, myth or story using
recyclable materials popsicle sticks, paper plates, food packs, plastic wrappers and bamboo
sticks or twigs (A3PR-IVe).
II. CONTENT: Symmetry in the Environment and Designs
III. LEARNING RESOURCES:
A. References: Mathematics Modules 10 (3rd Quarter), Teacher’s Guide in
Mathematics 3, Lesson Guide in Elementary Mathematics 3, Mathematics MELCS 3
B. Other Learning Resources :
https://sites.google.com/deped.gov.ph/hiwagaportal/home
Geogebra App (Geometry) (https://www.geogebra.org/geometry)

https://www.orchidsinternationalschool.com/learning-key-concepts/grade-3/maths/
symmetry/
IV. PROCEDURES:
A. Reviewing Previous Lesson/Presenting the New Lesson
Today, we are going to learn the Line of Symmetry and how to draw the Line of
Symmetry. Let us find out on how to do it! What are the plants or animals that can be
mostly found in the Magapa-Suage River?

B. Established the purpose of the lesson (Motivation)

Activity: FINDING THE OTHER HALF THROUGH FISHING
Instructions:
Group the pupils into two groups to do a fishing game ONE BY ONE . Find to his/her
classmate the pair of shape or object that he/she picked. Then, post it on the board.

C. Presenting instances of the new lesson

Call one pupil to go in front. Ask: When you look at the mirror, what do you see?
We see the exact image of us as we present ourselves in the mirror.
Say: I am going to present this half of butterfly in the mirror. This butterfly is called
Mariposa Show them an illustration that made of cutout shapes. Ask: What do you see
in the illustration?

D. Discussing New Concept

What have you noticed in the mariposa, turtle and flower, etc.? How did you find the
other half of the object? Tell them to get one shape they see in the illustration.
Ask: What have you noticed in the shape or objects? (The shape or object divides into
two)
 What divides the shape?
What have you observed in both side of the shape?
What have you observed in a half of butterfly?

Present the line of symmetry and two types of symmetrical lines (vertical, horizontal
and diagonal lines). Present also the comparison between symmetrical and
asymmetrical things.

We can find it by drawing a line horizontally, vertically and diagonally using the Canva
App and Powerpoint Presentation and teacher-made video.

What Is Symmetry?
A shape or an object has symmetry if it can be divided into two identical pieces. The identical
pieces are the mirror images of one another. There are different objects in our surroundings
that have symmetry.

Symmetrical Objects

Those Objects or shapes that have symmetry are called Symmetrical.

Asymmetrical Objects:

Many objects don’t have any symmetry. These objects don’t have identical pieces that are
mirror images of one another.
Those Objects or shapes that don’t have any symmetry are called Asymmetrical.
Line of Symmetry

The imaginary line along which the figure can be folded to obtain the symmetrical halves is
called the line of symmetry. The line of symmetry is a line that divides an object into two
identical pieces. In the picture below some line of symmetry is shown for some objects and
figures.

The line of symmetry can be seen for words and letters also.
Clearly, there are different types of lines of symmetry. Generally, there are three types of line
of symmetry that can be observed and they are:

 Vertical line of symmetry

 Horizontal line of symmetry
 Diagonal line of symmetry

The Vertical Line of Symmetry:

A vertical line of symmetry is a line that runs down vertically along with the object or figure
which divides an image into two identical halves. Here some examples are given below.

The Horizontal Line of Symmetry:

The horizontal line of symmetry is a line that divides a shape into two identical halves splitting
it horizontally, from right to left or vice-versa. Here some examples are given below.
The Diagonal Line of Symmetry:

A diagonal line of symmetry is a line that divides a shape into identical halves splitting it across
the diagonal corners. Here some examples are given below.

Clearly, some objects can have more than one line of symmetry. Some shapes have all of the
lines of symmetry, like circle and square.
 If both sides are equally the same, we call it symmetry and the line that divides the
two is called line of symmetry. Tell them that there are many ways to know if an object
has line of symmetry.

Present also the comparison between symmetrical and asymmetrical things.

We can find it by drawing a line horizontally, vertically and diagonally using the Canva
App and Powerpoint Presentation and teacher-made video.

E. Developing Mastery:

1. Using the Geogebra app (https://www.geogebra.org/geometry), draw the line of

symmetry to the school landmark I MCES. You may do it horizontally, diagonally or
vertically to show symmetry.

1. 2. 3. 4.

5. 6.
 F. Finding Practical applications of concepts and skills in daily living
Group the learners according to what shape they have been picked.
Present the four (4) groups in the class and the tasks they are going to do. Give them the
standards for group activities.

Setting Standards for Group Activities

1. Go to your designated place slowly and quietly.

2. Read the task card carefully. Follow the rules given.
3. Practice safety health protocols.
4. Respect each other’s idea.
5. Speak softly when discussing ideas.
6. Be careful in using the pointed materials or sharp tools.
7. Work cooperately.
8. Pass on time.
9. Leave the working area clean.
10. Return some of the unused materials.
11. Let the rapporteur do the reporting or explanations.

I. The Kitchenometry Group

Directions: The group are tasked to cut the five (5) fruits/vegetables into a half to
show symmetry. Using a chopping board and breadknife or pair of scissors, ask the
group to find the line and symmetry and cut them into half equally. Arrange them
neatly on the paper plate. Present and explain each how did you cut them
symmetrically and identify the line of symmetry.

II. The Moversymmetry Group – The group will think or present five (5) different
stunts or flexibility exercises using their body shapes to show symmetrical
movements. Present and explain each how did you do symmetrically and identify
the line of symmetry.
III. The Puppsymmetry Group - The group will complete the recyclable material to be
used as puppets. Complete the five (5) parts of the given puppet to show
symmetry. Identify each part that shows balance and symmetry.
IV. The Artsymmetry Group - The learners are tasked to complete the five (5) half of
missing symmetrical figures. Identify and name each picture.

The following are the rubrics to measure your understanding and skills in symmetrical tasks:

Rubrics: Task I. Kitchenometry Group

 5 4 3 2 1
The work The work shows The work shows The work shows The work does
successfully the exceptional the proficient in the developing not show the
meets the in understanding understanding of understanding of relatedness in
standard in of symmetry. symmetry. symmetry. understanding of
understanding of symmetry.
symmetry.
The learners The learners The learners The learners The learners
could be able to could be able to could be able to could be able to could be able to
cut the five (5) cut the four (4) cut the three (3) cut the two (2) cut the one (1)
fruits or fruits or fruits or fruits or fruits or
vegetables vegetables vegetables vegetables vegetables
symmetrically. symmetrically. symmetrically. symmetrically. symmetrically.
The learners The learners The learners The learners The learners
could be able to could be able to could be able to could be able to could be able to
explain the line explain the the to explain the explain the the explain the the
of symmetry of line of symmetry the line of line of symmetry line of symmetry
five (5) fruits or of four (4) fruits symmetry of of two (2) fruits of one (1) fruits
vegetables. or vegetables. three (3) fruits or vegetables. or vegetables.
or vegetables.
Rubrics: Task II. The Moversymmetry Group
Rubrics: Task II. The Moversymmetry Group
5 4 3 2 1
The work The work shows The work shows The work shows The work does
successfully the exceptional the proficient in the developing not show the
meets the in understanding understanding of understanding of relatedness in
standard in of symmetry. symmetry. symmetry. understanding of
understanding of symmetry.
symmetry.
The learners The learners The learners The learners The learners
presented the presented the presented the presented the presented the
five (5) stunts or four (4) stunts three (3) stunts two (2) stunts or one (1) stunt or
flexibility or flexibility or flexibility flexibility flexibility
exercise exercise exercise exercise exercise
symmetrically. symmetrically. symmetrically. symmetrically. symmetrically.
The learners The learners The learners The learners The learners
explained the explained the explained the explained the explained the
five (5) stunts or four (4) stunts three (3) stunts two (2) stunts or one (1) stunt or
flexibility or flexibility or flexibility flexibility flexibility
exercises and its exercises and its exercises and its exercises and its exercise and its
line of line of line of line of line of
symmetry. symmetry. symmetry. symmetry. symmetry.

III. The Puppsymmetry Group

IV.The Artsymmetry Group
5 4 3 2 1
The work The work shows The work shows The work shows The work does
successfully the exceptional the proficient in the developing not show the
meets the in understanding understanding of understanding of relatedness in
standard in of symmetry. symmetry. symmetry. understanding of
understanding of symmetry.
symmetry.
The learners The learners The learners The learners The learners
created created created created created
completely the completely the completely the completely the completely the
five (5) parts of four (4) parts of three (3) stunts two (2) stunts or one (1) stunt or
the recyclable the recyclable or flexibility flexibility flexibility
symmetrical symmetrical exercise exercise exercise
thing. thing. symmetrically. symmetrically. symmetrically.
The learners The learners The learners The learners The learners
explained and explained and explained and explained and explained and
identified the identified the identified the identified the identified the
five (5) things to four (4) things three (3) things two (2) things to one (1) thing to
make the object to make the to make the make the object make the object
symmetrical. object object symmetrical. symmetrical.
symmetrical symmetrical

5 4 3 2 1
The work The work shows The work shows The work shows The work does
successfully the exceptional the proficient in the developing not show the
meets the in understanding understanding of understanding of relatedness in
standard in of symmetry. symmetry. symmetry. understanding of
understanding of symmetry.
symmetry.
The learners The learners The learners The learners The learners
completely completely completely completely completely
drawn the five drawn four (4) drawn the three drawn two (2) drawn the one
(5) things to things to make (3) things to things to make (1) thing to
make the object the object make the object the object make the object
symmetrical. symmetrical symmetrical symmetrical. symmetrical.
The learners The learners The learners The learners The learners
identified and identified and identified and identified and identified and
named the five named the four named the three named the two named the one
(5) things to (4) things to (3) things to (2) things to (1) thing to
make the object make the object make the object make the object make the object
symmetrical. symmetrical. symmetrical. symmetrical. symmetrical.
G. Making generalizations and abstractions about the lesson
How do we know if the figure or object is symmetrical? What is a line of symmetry?
H. Evaluating Learning (EVALUATION)

I. Draw the line of symmetry to the following objects found in the forest and
seas of Janiuay.
1. 2. 3.

4. 5.

II. Complete the half of the following pictures to become symmetry.

1. 2. 3.

4. 5.

J. Additional Activities for Application or Remediation

ENRICHMENT: Using your android phone, smart phone, ipad or tablet do a snapshot
of the things or objects found in your vegetable or flower garden. Then using the edit
image or applications draw the line of symmetry.

REMEDIATION: Complete the half of the following things we are using this summer
and name the object you have completely drawn them.
V. REMARKS
VI. REFLECTION
A. No. learners who earned 80% in the evaluation

B. No. of leaners who require additional activities for remediation who scored below %

C. Did the remedial lessons work? No. of learners who caught up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with
other teachers?

Prepared and demonstrated by: Observed and rated by:

EDEN GRACE T. HABLADO, T-I LUZ G. RONDAEL, MT-I