Republic of the Philippines

Department of Education
REGION VII, CENTRAL VISAYAS
DIVISION OF CITY SCHOOLS – TAGBILARAN CITY
TAGBILARAN CITY CENTRAL ELEMENTARY SCHOOL
POBLACION III, TAGBILARAN CITY

Demonstration Teaching in MATH III

TAGBILARAN CITY CENTRAL ELEMENTARY
School Grade Level THREE
SCHOOL
Learning
Teacher MARY GRACE D. MADULA Area
MATH

Teaching Date MARCH 15, 2023 Quarter THIRD

I. OBJECTIVES
The learner demonstrates understanding of lines, symmetrical designs, and tessellation
Content Standard
using square, triangle and other shapes that can tessellate.
The learner recognizes and represents lines in real objects and designs or drawings,
Performance Standard complete symmetrical designs, and create patterns of designs using square, triangle and
other shapes that can tessellate.
Knowledge: Recognize point, line, line segment and ray.
A. Learning
Competencies/ M3GE-IIIe-11
Objectives Skills: Name the points, lines, line segments and rays in each figure.
Attitude: Respect creativity as a tool for self-expression.
Values: Creativity
II. CONTENT Point, Line, Line Segment and Ray

III. LEARNING RESOURCES

A. References
Teacher’s Guide Mathematics 3 -Teacher’s Guide, pp. 250 -253

Learner’s Materials Pages Mathematics 3 -Learner’s Material, pp. 223 -226

Additional Materials from
Learning Resource (LR) MELC, poem, pictures, figures, realia
Portal
Other Learning Resources https://youtu.be/nh2cH0kIEQw

IV. PROCEDURES Annotation

A. Introductory Preliminary Activities:
Activity
-Prayer:

-Checking of Attendance:

-Review:
 Recall our previous discussion about fractions.

Motivation:
HaveIndicator
you ever1:read a poem?
Apply knowledge of
What is a poem?
content within and
Do youacross
havecurriculum
a favorite poem? What is it? What is it about?
teaching areas
Do you also write a poem?
(Within- Subject
Matter: “Point, line,
(Point out the advantages
line segment, and
of writing a poem and how it shows
one’sray"
creativity)
Across- Subject
Matter: “Literature-
poetry”

B. Activity (Ask the pupils to close their eyes and spell the words points and
Indicator 2:
Use a range of lines)
teaching strategies
that enhance learner Post this poem on the board.
achievement in
literacy and
numeracy skills.
POINTS & LINES

To develop pupil’s Points and lines

literacy skill, spelling Points and lines
of some words that That’s how it starts
will be heard
throughout the That’s how it starts
discussion is done Making all the figures
before the discussion Making all the figures
proper. Using points and lines
Other means is also
Points and lines
introduced like
singing the poem in (Try to sing this in the tune of watermelon, for easier retention)
tune of a very -What does it tell? Where do figures come from as described in
familiar song for the poem?
easier retention.

Today, we are going to study about points and lines.

(Ask the pupils to get one object from their bag.)

Did you know that all objects you are holding right now and even
those objects surrounding you starts with a single dot. Let me
show you.

Look at the given illustration.

David and Vince are playing darts. Look at where their darts
landed.
 C. Analysis
-What did David and Vince name the place where their darts
Indicator 3: landed?
Applied a range of -How will you describe the figure where the darts landed?
teaching strategies to -How many points where marked?
develop critical and
creative thinking, as -How are points named?
well as other higher-
order thinking skills. A dot represents a point. It can be named with letters.

Questions that
Look at the picture.
stimulate HOTS are
asked to practice
their critical thinking -How many points can you see? What are they?
skills and pupils’
understanding of the
lesson in the form of (Call out some pupils to draw a point on the board.)
board works are
shown to develop Observe the picture again.
their creative
thinking skills.

-What have you noticed from point R to point T?

-What can you see at both ends?
-What do you call this figure?
-How will you describe a line?
(Call out some pupils to draw a line on the board.)

Look at the picture below.

What can you say about point S to point T?

- How will you describe the figure?

-What do you call it?
-What made up a ray?
- How many rays are there in line RT?

(Call out some pupils to draw a ray on the board.)

Look at the picture below.

Look at the part of the line from point B to point C.

-What can you say about this part?

-How do you call it?
-How will you describe a line segment?

(Call out some pupils to draw a line segment on the board.)

D. Abstraction - What is a point? Line? Line segment? Ray?

Point, Line, Line Segment and Ray

a. A dot represents a point. It can be named with letters.

b. A figure with two arrow heads is called a line. It can extend

 indefinitely in both directions.

c. A line segment has two end points. It can never extend

indefinitely to any direction.

d. A ray has one end point and an arrowhead which extends

indefinitely to one direction.

E. Application Differentiated Activity in two groups (advance learners and

Indicator 4: average learners):
Manage classroom
structure to engage
learners, individually House Rules/ Standards/Guidelines:
or in groups, in G- Give thoughtful feedback
meaningful R- Respect others and their thoughts
exploration,
discovery and hands-
O- On task all the time
on activities within a U- Use soft voices
range of physical P- Participate actively
learning S- Stay with your group
environments .
Rubrics in Participation/Group Activities
Differentiated
activities are given to POINTS INDICATORS
address learner
diversity and their
5 Shows eagerness and cooperation to do the task,
different needs.
participate actively, do great help to the group.
4 Shows eagerness and cooperation to do the task,
good follower only.
3 Participated but late, and with teacher’s
supervision.
2 Activity was done but does not show.

1 No interest in participating the activity.

Every group is given 5 minutes to answer their activit

Indicator 6:
Used differentiated,
developmentally
appropriate learning
experiences to
address learner’s
Group 1: gender, needs,
strengths, interests,
experiences.

Differentiated
activities are
constructed to meet
the different needs of
the learners.
Allowing them to
practice their
learnings within their
capacity.
 Group 2:

F. Assessment Answer Activity 2 on your LM, on page 229.

Direction:
Name the different rays, line segments and lines you can see in
the given figures.

G. Assignment Answer Activity 3 on your LM, on page 230.

Direction:
Answer the given questions.
V. REMARKS
VI. REFLECTION
Prepared by:

MARY GRACE D. MADULA

Teacher I
Reviewed by:

PEARLY T. MARAGUINOT
Master Teacher I Noted by:

CONCEPCION I. GALLENTES
Elementary School Principal II