DETAILED LESSON PLAN

School Aloran Trade High School Grade Level Grade 8

Bonifacio
Teacher Mr. Oliver Ayuban Learning Area Math 8
Date & Time 8:45 – 9:45 AM Quarter/Week 3rd Quarter

I. OBJECTIVES
A. Content Standards Identify the basic definitions using the undefined terms

B. Performance Standards The learners will identify the basic definitions using the undefined terms

C. Learning  identify the basic definitions using the undefined terms;

Competencies/ Objectives  value the importance of undefined terms; and
(Write the LC Code for
 illustrate collinear, non-collinear, intersection and space.
each)

II. SUBJECT MATTER / BASIC DEFINITIONS USING THE UNDEFINED TERMS

CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages K to 12 Creative Technologies Curriculum Guide
2. Learner’s Materials RO Module 3, Lesson 2
Pages
3. Textbook Pages
4. Additional Materials DepEd Learning Portal
from Learning Resource PowerPoint Presentation, Teacher-made video lesson, calculator, paper, pen, and chalk
(LR) Portal
B. Other Learning https://sphweb.bumc.bu.edu/otlt/mphmodules/bs/bs704_probability/
Resources

IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Reviewing previous Activity 1. Remember Me
lesson or presenting the (The students identify the objects)
new lesson Before we start our new lesson, I have
here a set of objects. I want you to identify
whether these objects represent a line, point
and plane.

B. Establishing a purpose Motivation Questions:

for the lesson
 What do you think is the connection of
this photo to our lesson for today?
 Did you know that these terms are
derived from the undefined terms such
as plane, line and point?

C. Presenting examples/ Activity 2: Geometry Mystery Box

instances for the new The teacher will paste different (The students will play a mystery game and
lesson illustrations on the board. Then, the ‘guessing’ will be their main activity. )
teacher will present a mystery box
containing words or phrases. The teacher
will call 5 volunteers to pick an
illustration in the box and paste them to
their corresponding words on the board.
And the teacher will let the students
predict and see if their predictions are
correct during the discussion.

D. Discussing a new  Presentation of the Subject Matter

concepts and practicing So be with me today as we are going to (The students read the title of the topic)
new skills #1 discussed and unravel the Basic
Definitions Using the Undefined
Terms.

Basic Definitions Using the

Undefined Terms

 Collinear points – points that lie

on the same straight line.
The students have to turn to a partner to
compare notes and ask clarifying questions.

 Non-collinear points – points that

are not contained on the same
straight line.

 Coplanar points - points that lie

on the same plane.
 The students supply answers as the teacher
performed the board work.

 Intersection – the set of points that

is common to both figures.
Intersection could be a point, a line,
or a plane.

(Students supplied the details asked by the

teacher)

 Space – the set of all points.

E. Discussing a new
concepts and practicing
new skills #2
F. Developing mastery Note to the teacher: Divide the class into 2
(Leads to Formative groups. Each group will be given papers. (The students perform the activity.)
Assessment 3) The group will perform what is written on
the paper and identify what undefined
terms it represents.

Activity 3: Portray Me: They will be given 2

minutes to perform the task. The first
group to finish will need to shout “Darna”.
And after that, the teacher will ask the first
group on what undefined terms they
portray.

G. Finding practical Activity 4: Draw Me: With the same group,

applications of concepts the students will be given a piece of paper
and skills in daily living wherein they will draw and illustrate the
following:
 1. Two Lines (Y & Z) that intersects or
cross with each other. Name the
intersection as POINT E.
2. Non-collinear points or represents
a zigzag form (S, I, and R).
3. Collinear points or points that can
be located in the same straight line (D,O,
and G)
H. Making generalizations What are the basic Basic Definitions Using
and abstractions about the Undefined Terms?
the lesson Values Integration:
These undefined terms can be related to
our lives. Are you familiar to the saying “sa
isa ka bulig naay buang”? This is the same
like a non-collinear points. Our family even
our mother and father or parents are trying
their very best to bring us and guide us to a
straight and fine life. But sometimes, we
try to do things that made us go to the
wrong or zigzag path. Just like when we
disobey their guidance and advices.
Remember, our home with our family is
like a space, there many problems and
trials that may crossed or intersect the
bond that our family have. But we should
remain in line with the good values that
our parents may offer for us to have a
peaceful and loving life. Values that are
centered to the teachings and lessons our
Heavenly creator have inculcated us. Now
let me ask you, will you choose the zigzag
and non-collinear path that will make us
bad and be in danger, or will you choose
the collinear path that will make our lives
easier and safe? Choose your destiny.
I. Evaluating learning Test 1: Identification: Identify the correct terms
that describe the statements below. Choose your
answer inside the box.

collinear points Non-

collinear points
space plane
Intersection
noncollinear points

1. Tom and Jerry align themselves in the Grade 8 line

during flag ceremony.

2. Juan put all three apples in a basket.

3. Chairs are aligned in a zigzag form.

 4. Ben is in the Mabini classroom while all of his
classmates are having a class with the teacher inside
the Bonifacio classroom.

J. Additional activities for Illustrating: Draw an illustration of the

application or following:
remediation 5. Two Lines (a & b) that intersects with
each other. Name the intersection as
POINT E.
6. Non-collinear points (A, B, and C).
7. Collinear points ( C,A, and T)
V. REMARKS I'm really pleased with how I presented
the concepts of collinear, non-collinear,
intersection, and space. I put in
considerable effort to ensure clarity
and simplicity in my explanations,
breaking down each concept into
understandable parts.

I'm particularly proud of how I

incorporated real-life scenarios to
illustrate the relevance of these
geometric concepts in our everyday
lives. By doing so, I believe I made the
topic more engaging and relatable for
students, encouraging them to
contemplate how these concepts
manifest in the world around them.

Overall, I feel confident that I

effectively conveyed the significance of
understanding collinear, non-collinear,
intersection, and space. My goal is to
equip students with a solid
understanding of these concepts and
inspire them to explore further how
geometry influences our surroundings
and interactions.
VI. REFLECTION After reflecting on our lesson on the
concepts of collinear, non-collinear,
intersection, and space, I believe it's
appropriate to progress to the next
topic. The students demonstrated a
solid understanding of these geometric
concepts, as evidenced by their positive
feedback and comprehension of their
application in real-world scenarios.
 While I'll be moving forward with the
curriculum, I'll remain open to revisiting
aspects of these concepts if necessary
in future lessons. Additionally, I plan to
expand upon the concepts introduced
in this lesson, further reinforcing their
understanding and exploring more
advanced applications.

Overall, I'm confident that the students

have grasped the fundamentals of
collinear, non-collinear, intersection,
and space and are prepared to advance
to the next lesson. However, I'll always
be available to revisit concepts and
provide additional support as needed to
ensure their continued success.

Prepared:
Approved:
DJ L. TAYONE
Student Teacher (USTP-ORO) OLIVER AYUBAN
Teacher I– Mathematics Department