Republic of the Philippines DEPARTMENT OF EDUCATION

Region X
Division of Gingoog City
GINGOOG CHRISTIAN COLLEGE
Brgy 11, Gingoog City
A LESSON PLAN IN MATHEMATICS III
Writer: Joylene V. Cagasan
School: Gingoog Christian Colleges

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lines, symmetrical
designs, and tessellation using square, triangle and other shapes th
can tessellate.
B. Performance Standard The learners is able to recognize and represent lines in real object
and designs and create patterns of designs using square, triangle an
other shapes that can tessellate.
C. Learning The learner identities and draw the line of symmetry in a given
Competencies symmetrical figure M3GE-IIIg-7.4
II. CONTENT Identifying and Draw the Line of Symmetry in a Given Symmetrical
Figure
III. LEARNING RESOURCES
A. References K-12 Curriculum Guide
1. Teacher Guide Mathematics 3 pages 263-267
Pages
B. Other Learning https://www.academia.edu/38079566/
Resources Math_3_Geometry_Third_quater_Symmetry
C. Integration Arts
D. Strategies You raised me up, Where is my other half?

IV. PROCEDURES
Strategies/Activities TEACHER’S ACTIVITY/IES LEARNER’S
ACTIVITY/IES

PRELIMINARIES PRAYER

Let’s start our class with a prayer. Everyone

please stand for our prayer. (Learner’s will stand
(An audio visual video will be used.)

ATTENDANCE
 Everybody, before you sit down
please align your desks.
 I will now check your attendance,
say present if your name is called.
  Very good! Everybody is present!
 But before we start, I want you to
remember our rules.
 What is our rules again?

BEE RULES.

(The teacher will now explain the rules they

have) (The pupils will active
listen and understand
every rule explained
the teacher)

Bee Have
Bee a Listener
Bee Quite
Bee Friendly
Bee Good

GREETINGS
Integration: Health
 Again, good morning, class!
 How are you today?  Good morning,
 Did you eat your breakfast? teacher!
 Okay! That’s good; we need to take  We are good
our breakfast because that is the teacher!
most important meal of the day.
Right?  Yes teacher!
 What did you eat this morning,
Leonila?

 I ate rice and

Wow! Ampalaya is rich in minerals and
ampalaya with
vitamins.
egg, teacher!
 "You Raised Me Up"

A. Review Previous  Very good children! Now I prepared a

Lesson game entitled "You Raised Me Up". I
will group you into three. Each group
will be given a brown envelope
containing the names: parallel,
intersecting, and perpendicular. I will
show on the board the different kinds
of lines and identify them by picking
the answer inside the envelope. From
the title itself "You Raised Me Up",
you will raise your answer after
showing the figure. Since you are
working as a group, what will you do?

 Yes that’s right! Is that important?  share ideas!

 Very good! Sharing ideas is very

important. I'm glad that at your young  Yes Teacher!
age, you know how to share. Let's go
back to the game.

 Are you ready class?  Yes Teacher!

(Show one by one the figures)  (pupils will rais

their answers)

Paralle
line

(will show the correct answers)

Intersecting line
 The winning group will receive a
prize.

 Now, what do we call these lines?

 Very good! Perpendicular line

 Kinds of Lines
MOTIVATION
  Before we start, I have a friend. Do
B. Establishing purpose you want to meet my friend?  Yes teacher!
for the Lesson  My friend is SpongeBob! Do you
know SpongeBob?  Yes teacher!

 He is here because he needs our

help. He needs to find the half of his
figures. Do you want to help him?

 Yes Teacher
 To help him, I need 9 volunteers. We Joy!
will call this "Where's my other Half?".
Volunteers will look for the half of it
inside the classroom. First group who
will finish the game will have a prize.
Do you want a prize?  Yes Teacher!

(pupils will look for th

half of their figure)

5 minutes time start now!

(after the game)

 Who won the game?

 What did you do to find the half of

your figure?  Group 1!

 We roam
around the
 SpongeBob is very glad because we classroom to
helped him find the half of his figure. find the missin
peace.

C. Presenting example/  What figure was more challenging to

instances of the new find?
 lesson
 There
expression an
hands gesture

 But it’s easy fo

us to match th
figure by
following the
other side.

To identify the line of symmetry, carefully

examine the figure. Look for elements that
are mirrored on both sides. If the figure is
simple, like a square or circle, the line of
symmetry may be obvious. Like SpongeBob
square pants figure.

D. Discussing new  So from the figures we got from

concept and SpongeBob, what is symmetry?
practicing new skills
#1  When one half of a figure looks like
the mirror image of the other half, it is
symmetry.

(show the butterfly figure)

 And this is the line of symmetry that

divides a figure into two matching
sides.
What do you call this line? Line of symmetry

 Very good!
We call this line vertical symmetry
when it goes up and down.

 Will you give me some shapes with a

 Book stand
vertical symmetry?
  Excellent! When the line of symmetry
goes left to right or right to left, it is Horizontal Symmetry
called horizontal symmetry.

 Now, look at the classroom and give  Electric fan

other examples of symmetry and
indicate where/what is the line of
symmetry.

Example is the board.

Presenting the Lesson

E. Discussing new Draw a triangle, a square and a
concepts & rectangle on a graphing paper.
practicing new skills
#2 Cut out the shapes.

Call pupils to fold the shapes so that the two

sides lie exactly on top of each other.

Ask them what they observe on the right and

left sides of the folded line or on the top or
bottom of the folded line.

 What do you call this folded line? (line of symmetry)

 What does the line of symmetry
represent? (When a figure or
object is folded along
line of symmetry, the
two sides lie exactly
top of each other or
one side is exactly th
mirror of the other.)

Now I will discussed more about what does

line of symmetry means Symmetry is a
fundamental concept in geometry that refers
to a balanced and harmonious arrangement
of parts on either side of a dividing line or
 point. In other words, if you can fold a figure
along a certain line or rotate it around a
point, and the two halves match exactly, the
figure is said to be symmetrical.
F. Leads to formative The class will be divided into 3 groups
Assessment#3
I will post a description and pictures on the
board

All you have to do is to collaborate with your

group on answering the question.

After that, choose a leader to report your

answer in front.

Group 1
Tell if the picture show line of symmetry.
Write YES or NO.

______1.

______2.

______3.

_____4.
_____5.

Group 2. Draw the second half of each

symmetrical figure.

______1.

______2.

______3.

______4.
_____5.

GROUP 3. Draw the Line of Symmetry:

Once you've identified the correct line, draw
it on the picture. This line represents the axis
of symmetry.

1.

2.

3.

4.

5.
 After 10 minutes they present their answer in
front of the class.

 Very Good!
 Let’s give our self Ang galling clap

When one half of a

G. Making GENERALIZATION figure looks like the
Generalization & mirror image of the
Abstractions about  What do you call when one half of a other half, it's called
the lessons figure looks like the mirror image of "symmetrical" or
the other half? "having symmetry.

 What about when you draw an When you draw an

imaginary line that divides a figure imaginary line that
into two matching sides. divides a figure into
two matching sides,
we call it a line of
symmetry.
H. Evaluating Learning Direction:
Draw a smiley face ☺on the blank if

the line of symmetry. And sad face ☹ not.

_____1.

_____2.

_______3.

_______4.

_______5.
 Direction:
Write SYMMETRY if the figure is
symmetry. If not, draw it again on the blank
and put correct line of symmetry.

_____6.

______7.

_____8.

_____9.

_____10.

I. Additional Activities Assignment:

for application or Draw the line of symmetry for each figure.
remediation
V. REMARKS
VI. REFLECTION
A. No. learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional
acts. For remediation
who score below
80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lessons
D. No. of learners who
continue to required
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/ supervisor
can help me solve?
G. What innovations or
localized materials
did I used/ discover
which to share with
other teachers?