Training on the Revised K to 10 Curriculum
Name Worksheet No. 4.2A
Position Learning Area MATHEMATICS 8
School Session No. 4.2
LESSON PLAN in MATHEMATICS 8 – QUARTER 2
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate knowledge and understanding of plotting
Standards points, and finding distance and the midpoint of the line segments on
the Cartesian coordinate plane.
B. Performance Plot points, find the distance between two points and find the midpoint
Standards of line segments on the Cartesian coordinate plane.
C. Learning Solve problems involving distance between two points and midpoint of
Competencies a line segment on the Cartesian coordinate plane.
and Objectives Objectives:
1. Solve real-life problems involving distance between two points and
the midpoint of a line segment.
2. Apply the distance and midpoint formulas to solve routine and
non-routine mathematical problems.
3. Justify their solutions with accurate computation and logical
reasoning.
D. Content Number and Algebra (NA)
E. Integration Araling Panlipunan
II. LEARNING RESOURCES
1. Mathematics 8 Learner’s Module – Department of Education (DepEd)
o Unit: Geometry
o Lesson: Coordinate Geometry (Distance and Midpoint Formula)
2. Teacher’s Guide in Mathematics 8 – DepEd
o Includes guided activities and solutions
3. Graphing Paper / Coordinate Grid Sheets
o For manual plotting of points and drawing line segments
4. Community Map or Barangay Sketch Map
o For integrating real-world application and Social Studies
5. Activity Worksheets (custom-designed or module-based)
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior 1. Short Review
Knowledge
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"What are coordinates? Can you name real-life places you know and
describe their position (e.g., ‘to the left of’, ‘above’, ‘farther from’)?"
Review the Cartesian coordinate plane: x-axis, y-axis, and the four
quadrants.
Ask: "Have you used Google Maps? How do you find a location?"
2. Feedback (Optional)
Provide feedback on students’ previous work in plotting basic
coordinates and identifying points in different quadrants. Praise
accurate plotting and address common errors like misplacing
points on negative axes
B. Establishing 1. Lesson Purpose
Lesson Purpose
Students will use coordinate geometry to:
• Plot points representing real locations on a coordinate plane.
• Find the distance between two points (e.g., school and
municipal hall).
• Find the midpoint between two locations and reflect on the
significance of this halfway point using local landmarks.
2. Unlocking Content Vocabulary
Coordinate Plane – A grid used to locate points using (x, y) pairs.
Distance Formula – A mathematical way to find the length
between two points.
Midpoint – The exact center point between two coordinates.
Landmark – An important or historical location in the
community.
Quadrants – The four sections of the coordinate plane.
C. Developing and SUB-TOPIC 1: TOPIC HERE
Deepening 1. Explicitation
Understanding 2.
Introduce the distance formula:
d=(x2−x1)2+(y2−y1)2d = \sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2}d=(x2
−x1)2+(y2−y1)2
Explain each part and relate it to the idea of measuring real-world
distances (e.g., between their home and school).
3. Worked Example
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distribute the material in any medium or
format in unadapted form only, for
noncommercial purposes only, and only so
long as attribution. is given to the creator.
Plot points A(2, 3) and B(7, 6).
Show step-by-step how to use the formula to find the distance.
4. Lesson Activity
Students work in pairs:
• Choose two landmarks in their barangay.
• Assign coordinates.
• Plot them and compute the distance using the formula.
SUB-TOPIC 2: TOPIC HERE
1. Explicitation
1. Explicitation
Introduce the midpoint formula:
M=(x1+x22,y1+y22)M = \left( \frac{x_1 + x_2}{2}, \frac{y_1 + y_2}{2}
\right)M=(2x1+x2,2y1+y2)
Discuss how the midpoint represents a halfway location in real life.
2. Worked Example
Using the same points A(2, 3) and B(7, 6), solve:
M=(2+72,3+62)=(4.5,4.5)M = \left( \frac{2 + 7}{2}, \frac{3 + 6}{2} \right) =
(4.5, 4.5)M=(22+7,23+6)=(4.5,4.5)
3. Lesson Activity
Students:
• Compute the midpoint between their chosen landmarks.
• Identify what real place or feature lies at or near the midpoint
(e.g., park, store, road).
• Discuss in groups: "Why might this midpoint be important in
planning events or services?"
D. Making 1. Learners’ Takeaways
Generalizations
Learners’ Takeaways
• The coordinate plane helps visualize and measure distance
between real-world locations.
• The midpoint shows central locations, useful for planning or
meeting.
• Math and Social Studies connect through geography and
spatial understanding.
2. Reflection on Learning
Students write:
• "Today I learned that using coordinates can help in
understanding our community better by..."
This license enables reusers to copy and
distribute the material in any medium or
format in unadapted form only, for
noncommercial purposes only, and only so
long as attribution. is given to the creator.
• Or draw a simple community map using coordinates and
annotate their midpoint discovery.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating 1. Formative Assessment
Learning
• Written Task: Provide 2 coordinate pairs. Ask students to:
o Plot them on a Cartesian plane.
o Compute distance and midpoint.
o Briefly describe what these might represent if they
were real places.
• Rubric-based Check: Assess for accuracy, computation, and
interpretation.
2. Homework (Optional)
Interview an elder or parent about important places in the
community. Plot two of them and use the midpoint formula to
find the center point. Reflect on how that midpoint could be
used in planning a service or event.
B. Teacher’s Note observations on
Remarks Effective Problems
any of the following
Practices Encountered
areas:
strategies explored
materials used
learner engagement/
interaction
Others
C. Teacher’s Reflection guide or prompt can be on:
Reflection ● principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
● students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
● ways forward
What could I have done differently?
What can I explore in the next lesson?
This license enables reusers to copy and
distribute the material in any medium or
format in unadapted form only, for
noncommercial purposes only, and only so
long as attribution. is given to the creator.
