GRADE 1-12 School Grade Level Grade 8

DAILY LESSON Teacher Learning Area Mathematics

PLAN Teaching Dates and Time Quarter/Semester Third Quarter (Week 1)

I. OBJECTIVES
The learners demonstrate an understanding of key concepts of axiomatic structure of geometry and triangle congruence.
A. Content Standards
The learners shall be able to formulate an organized plan to handle a real-life situation.
B. Performance Standards
At the end of the lesson, the students are expected to:
C. Learning
a. illustrate undefined and defined terms in Geometry
Competencies/Objectives
b. value the importance of mathematical system in real-situation
Write the LC Code for each
c. relate points, line and plane to one another

II. CONTENT Undefined and Defined Terms in Geometry

III. LEARNING RESOURCES

A. References
K to 12 Basic Education Curriculum Guide MATHEMATICS page 228
1. Teacher’s Guide pages

2. Learner’s Material pages M8GE-IIIa-c-1 page 2-18

3. Textbook pages E-Math III Geometry page 77-82

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources https://www.youtube.com/watch?v=kNlGDpTtNxE&t=2322s
IV. PROCEDURES
A. Reviewing previous lesson The teacher will start the class by prayer, followed by checking of attendance and reminding them the classroom rules during
or presenting the new the discussion.
lesson
ACTIVITY 1: TRY ME OUT!
The learners will answer an activity that serves as a review for the past lesson. They need to tell whether the following
represents a point, line or a plane.
 __________1. stars in the sky
__________2. cartolina
__________3. mole
__________4. page of a book
__________5. button
__________6. a magic wand
__________7. handerchief
__________8. a clothesline
__________9. wire
__________10. top of a box

Expected Answer:
1. Point 6. Line
2. Plane 7. Plane
3. Point 8. Line
4. Plane 9. Line
5. Point 10. Plane
ACTIVITY 2: REASON OUT!
The learners will have an activity in which they need to explain their observation based on the two given concept.

1.

B. Establishing a purpose for 2.

the lesson

Expected Answer:
→ The first figure contains three points that lie on the same line while the second figure also contains three points
that do not lie on the same line.

Continuation of the previous lesson…

C. Presenting
examples/instances of the The Mathematical System has four classifications which are Undefined Terms, Defined Terms, Axioms/Postulates and
new lesson Theorems.
 MATHEMATICAL SYSTEM

Undefined Defined Axioms/

Theorems
Terms Terms Postulates

Point Collinear Points Axioms Theorems

Line Coplanar Points Postulates

Plane Subsets of a Line

PART 1: UNDEFINED AND DEFINED TERMS

1. UNDEFINED TERMS – are the starting point of the mathematical system which are used to define or explain other terms or
concepts in the system. They do not have a formal definition, instead description, illustration or demonstration are used to have
a better understanding of their meaning. It cannot be precisely defined.

A. Point
→ It has no dimension, length, width, and thickness.
→ A point is named using a CAPITAL LETTER and usually represented or modeled by a dot.

→ All other geometric figures are made up of a collection of points.

B. Line
→ A straight, continuous arrangement of infinitely many points. Its length is infinite. It extends infinitely in two
 directions. It has no thickness

→ Arrowheads symbolizes infinity.

→ It is named by a single lower case script letter or by any two points on a line (two CAPITAL LETTERS).

→ Two points determine a line.

C. Plane
→ A flat surface that extends infinitely along its length and width. It is like an “infinite sheet of paper”. It has length and
width but no thickness.
→ It is named by a single script CAPITAL LETTER or by any three points in the plane which are not on the same line.

→ At least three non-collinear points determine a plane.

2. DEFINED TERMS - are terms explained using undefined terms. It has a formal definition.

A. Collinear Points
→ are points that lie on the same line.
 → Points A, B and C are collinear points.

B. Non-collinear Points
→ are points that do not lie on the same line.

→ Points A, B, and C are non-collinear points.

C. Coplanar Points
→ are points that lie in the same plane.

→ Points A, B and C are coplanar points.

D. Non-coplanar Points
→ are points that do not lie in the same plane.

→ Points A, B and C are non-coplanar points.

E. Subsets of a Line
→ refers to portions or divisions of a line
 Line Segment - is a part of a line consisting two endpoints and all the points in between.
  Ray - is a part of a line with only one endpoint and extending in only one direction.

 Opposite Rays - it has a common endpoint but extending in opposite directions.

INTEGRATING IN SCIENCE (Investigate properties and characteristics of light and sound and Explain the effects of force when
applied to an object)

 Points, Lines and Planes can integrate in Physics.

 Points can represent locations and paths of particles.
 Lines can represent rays of light, or forces in mechanics and optics.
 Panes are used to represent surfaces; such as mirrors or inclined planes in mechanics
 A line segment can model finite distances, such as the length of a beam.
 A ray can describe light propagation or trajectories.
 Opposite rays can represent forces acting in opposite directions from a single point.

D. Discussing new concepts

and practicing new skills #1 ACTIVITY 3: GeoDetectives!

The class will be divided into 3 groups. Each group will have a specific task complete based on the geometry figure provided.
Each group will receive a role:
Group 1: Identify the points.

Follow-up Questions of the Teacher:

a. Which point lies at the intersection of the two lines?
b. Can two points exist on the same line? Why or why not?
c. Are all points located within the plane? Explain your reasoning.

Group 2: Identify the lines.

Follow-up Questions of the Teacher:

a. Do the two lines intersect? If so, at which point?
b. Do any line segments appear in this figure? Explain
c. How would you describe the direction of each line?

Group 3: Identify the plane.

Follow-up Questions of the Teacher:

a. How can you label the plane using points?
b. Do both lines lie on the plane? How can you tell?

Each group will work together to analyze the figure and complete their assigned tasks. After 5 minutes, they need to assign a
spokesperson/representative to present their findings to the class.

Scoring Rubrics:
Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)
Collaboration All group members Most group members Some group members Minimal contribution or
 & Teamwork actively contributed to contributed, with good contributed, but lack of teamwork. Few
the discussion and task teamwork and role collaboration was members participated in
completion. Roles were distribution. uneven or inconsistent. the task.
effectively distributed
Accuracy of Identified points, lines, or Identified most Identified some Did not identify points,
Analysis planes with complete elements accurately elements correctly but lines, or planes
accuracy, addressing all with minor errors. with several errors. accurately; major
task details. misunderstandings.
Use of Provided clear and Provided answers to Provided some Answers were
Reasoning logical answers to the the questions with answers, but reasoning incomplete or lacked
follow-up questions with logical reasoning, was unclear or lacked reasoning and evidence.
strong reasoning and though not fully sufficient explanation.
evidence. developed.
Presentation Presented findings Presented findings Presentation was Presentation was
of Findings clearly and confidently, clearly but with some unclear or lacked unclear or incomplete;
demonstrating thorough hesitancy or minor confidence; demonstrated significant
understanding of the gaps in understanding. understanding of task misunderstanding of the
task. was basic. task.
Time Completed the task Completed the task Struggled to complete Did not complete the
Management within the allotted time within the time limit the task within the time task within the allotted
and prepared for with minor delays or limit, affecting time; preparation was
presentation effectively. last-minute preparation. inadequate.
preparation.
TOTAL 20 POINTS

E. Discussing new concepts

and practicing new skills #2

ACTIVITY 4
F. Developing Mastery Task 1: Match each description to the correct term by writing the letter of the correct answer.
(Leads to Formative Assessment)
Answer DESCRIPTION OPTIONS
 1. A part of a line with two endpoints. A. Plane
2. A flat surface extending infinitely. B. Ray
3. Points that lie on the same line. C. Collinear Points
4. A part of a line extending in one direction. D. Line Segment
5. A straight, continuous arrangement of points. E. Line

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalization and The teacher will ask students to reflect on the knowledge and concepts they gained from the lesson.
abstractions about the
lesson
I. Evaluating learning

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of students 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 by: Marjorie S. Tibuyin