A DETAILED LESSON PLAN IN MATHEMATICS 3

Shane Drahcirell G.
Practice Teacher: Division: Iligan City
Palabon

No. of Learners in
Grade Level: Three 40
class:

Mathematics / 50 February 29, 2024/

Subject & No. Hours Date and Time:
mins 1:50 – 2:40 P.M.

I. OBJECTIVES

The learners should be able to demonstrate an

understanding of lines, symmetrical designs, and
A. Content Standards
tessellation using square, triangle and other shapes that
can tessellate.

The learners should be able to recognize and represent

B. Performance lines in real objects and designs or drawings, complete
Standards symmetrical designs, and create patterns of designs using
square, triangle and other shapes that can tessellate.

At the end of the 50 minutes, the learners should be able

to:
C. Learning
Identify and visualize symmetry in the environment and in
Competency
design.

M3GE - IIIg -7.3

II. CONTENT
Symmetry in the Environment and in Design

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide Most Essential Learning Competencies (MELC) p. 499

2. Learner’s
Material

B. Other Learning Canva. Teacher-made PowerPoint Presentation, Laptop,

Resources TV

C. Teaching Strategy 4A’s-(Activity, Analysis, Abstraction, Application)

D. Activities Symmetry Matching, Exploring Mirror Images

 H. Subject Integration English-Adjectives

TEACHER’S ACTIVITY LEARNER’S ACTIVITY

⮚ Prayer

(The learners stand.)

Class lets us all stand and pray.

Bacarisas, will you please lead the

prayer? (The learner leads the prayer.)

⮚ Greetings

(Learners listen attentively to the teacher.)

Hello good morning, I am, Teacher
Shane Drahcirell G. Palabon.
Welcome to our science class.
(All learners give thumbs up and Finger
Hearts reaction.)

Give me a thumb up if you’re all OK Yes, we are!

today and a FINGER HEART if you
are feeling excited!

Alright, are you all ready?

Very good!

⮚ Checking of Attendance

None, sir.
Who is absent today?

(The teacher will jot down if there is any.)

⮚ Reading of Class Rules

(Learners direct their attention to the house

 rules.)
1. Pay attention when the
teacher is speaking.

2. Raise your hand if you want to

answer or if you have a question.

3. Participate actively in class

activities and discussions.

4. Maintain respectful behavior

and avoid unnecessary noise.

So I am expecting everyone to
follow our class rules. Would that
be okay?

Yes, Teacher Shane.

⮚ Checking of Assignment

(Learners agree with the teacher.)

Submit your answers in front, now
let’s check and briefly discuss your
work.

⮚ Motivation

Before we proceed, let us first play a

game called “Symmetry Matching”. Yes, teacher!
Would you like to play a game?

In this game, your task is to match the

mirrored image of a shape.

So, are you class ready?

Yes, we are ready.
Alright, so let’s begin.

(Learners Perform the activity)

⮚ Review

Before we delve into a new topic, let's

take a moment to review the previous
one. Identify whether this is an example
of a congruent line segment or not.

Is line segment AB congruent to line

segment CD?

Line segment AB and line segment CD are

congruent because they both have the
same length.

Is line segment LM congruent to line

segment OP?

Line segment AB and line segment CD are

not congruent because they have different
lengths.

Activity (Activating learners' prior

knowledge)

⮚ Definition of terms/Diagnostic

Class before we start our next activity,

let's talk about a special word we'll be
using today.

The special word we will be using

today is called”symmetry”

Can anyone tell me what the word

'symmetry' means?
(Learners responses varies)

Take a moment to think, and then you

can share your ideas with the class.

Alright, so the word symmetry is when

one side of an object mirrors the other
side, like in the letters “A” and “M”. The
opposite of symmetry is asymmetrical
like “K” and “F”

Now, let’s have another activity. Are

you class ready for another activity?

This activity is called “ Exploring Mirror Yes, teacher!

Images”. In this activity, I will divide the
class into 4 groups. In each group, you
will search for at least 3 objects in the
classroom that you believe are
symmetrical or the same on both sides.
Then, you will present each item you
found to the class. For example *Shows
example*

Here’s how you will be graded:

Rubrics

Identification of Objects………………….6pts.

Cooperation………………………...…….2pts.

Presentation………………………………2pts.

Total………………………………………10pts.

Alright, let’s start.

*Performing the activity good for 5 minutes*

(Learners Perform the activity)

ANALYSIS (Encouraging students to

process and classify information)

*Group 1 will start by presenting the

objects they found and explaining why
(Learners explains and discusses their
each item is the same on both sides.*
answer)

*Following Group 1's presentation,

Group 2 will present their findings,
followed by Groups 3 and 4. As each
group presents, the class will have the
opportunity to observe the objects and
listen to the reasoning behind each
group's choices.*

Based on our activity, what do you

think will be our next topic?

Yes, very good! Our next topic is about

symmetry. The title of our topic is
symmetry in the environment and in
design. Can please read our title?

Can you read aloud our objectives for

today’s discussion
 About symmetry

Symmetry in the Environment and in Design

Identify and visualize symmetry in the

environment and in design.

M3GE - IIIg -7.3

ABSTRACTION (Formulating general

concepts)

⮚ Presentation of the new topic

Class, can you think of an adjective to

describe this butterfly's appearance?

That's right! Now, if I fold this butterfly in

half, what do you observe?

Is the butterfly evenly divided into two

equal parts?
It looks beautiful

As you can see, the butterfly has

It looks vibrant
identical sides when folded,
demonstrating what we call
"symmetry.”
 It looks the same on both sides!

Yes, because both sides look exactly the

same!

⮚ Discussion

Symmetry is when a figure has two

sides that are mirror images of one
another. *Shows example*

You can draw a line through a

picture of the object and along either

side the image would look

exactly the same.

This line would be called the line of

symmetry.

You can check if a shape has a line of

symmetry by folding it. When the
folded parts match perfectly with one
another, then the fold line is a line of
symmetry.

Can you visualize and identify if the

given design of the picture or object is
symmetrical or not?

*Present other pictures or objects*

Is this symmetrical?Why?
 Yes, If it looks the same on both sides, then
it's symmetrical!

How about this one?Why?

Yes, it's symmetrical because if you draw a

Can you give examples of things that
line down the middle, both sides are the
look symmetrical that you find in
same.
nature, in school, at home, and
outside?

Yes, it's also symmetrical because both

sides are the same.

Butterflies and flowers often have symmetry

in nature. Even things like books and pencils
can be symmetrical

⮚ Generalization

Symmetry is when something looks the

What is symmetry?
same on both sides.

How do we know that a figure or

Symmetry is like a mirror image where one
object or shape is
side is a reflection of the other.
symmetrical?

Symmetry is when something is balanced

What other examples in the and has equal parts on both sides
environment can we find
We know something is symmetrical if we
does that show symmetry? can fold it in half and both sides match up.

We can find symmetry in things like

butterflies, flowers, and even our faces!

APPLICATION (Apply their learning)

Now let’s have a quiz to test if you

really listened to our discussion. Okay,
please take out your notebook.
Test I. Direction; Observe the pictures
and write down whether you think it's
(Learners answer the activity)
symmetrical or not symmetrical.

Tes II. Draw a symmetrical christmas

tree

V. ASSIGNMENT

Spend at least 10 minutes observing

your surroundings at home. Look for
objects or designs that exhibit
symmetry.

VI. REMARKS

VII. REFLECTION

____ of learners who earned 80% in the

evaluation.

____ Lesson carried. Move on to the

next objective.