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Geometric Construction Lesson Plan 1

1. The lesson is about constructing perpendicular lines and the bisector of a line using a compass and straightedge. 2. Students will do hands-on activities to understand shortest segments from a point to a line and constructing congruent segments. 3. A video will demonstrate perpendicular lines and bisectors, followed by worksheets for students to practice the skills. 4. Generalizations are made that two lines intersecting at right angles are perpendicular, and the perpendicular bisector of a segment is the line perpendicular to the segment at its midpoint.

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0% found this document useful (0 votes)
1K views4 pages

Geometric Construction Lesson Plan 1

1. The lesson is about constructing perpendicular lines and the bisector of a line using a compass and straightedge. 2. Students will do hands-on activities to understand shortest segments from a point to a line and constructing congruent segments. 3. A video will demonstrate perpendicular lines and bisectors, followed by worksheets for students to practice the skills. 4. Generalizations are made that two lines intersecting at right angles are perpendicular, and the perpendicular bisector of a segment is the line perpendicular to the segment at its midpoint.

Uploaded by

BA RT
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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General Santos City National

School Grade Level GRADE 7


GRADE 7 High School
DAILY BARTOLOME B.
Teacher Learning Area MATHEMATICS
LESSON PORCADILLA JR.
LOG Teaching Dates November 26, 2018/7:10-8:00,9:00-
and Time 9:50,10:30-11:20,12:20-1:10,1:10-2:00, Quarter THIRD
2:10-3:00
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
I. OBJECTIVES be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of geometry of shapes and sizes,
A. Content Standards
and geometric relationships.
B. Performance The learner is able to create models of plane figures and formulate and solve accurately
Standards authentic problems involving sides and angles of a polygon.
M7GE-IIID-e-1
C. Learning The learner should be able:
Competencies/
Objectives (Write the 1. To know how to use a compass and straightedge to bisect line segments and
LC code for each) angles and construct perpendicular lines.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
the content can be tackled in a week or two.
II. CONTENT
Geometric Construction: Perpendicular Lines and Bisector of a Line
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
III. LEARNING
and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
RESOURCES Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages GEOMETRY Patterns & Practicalities by Gladys C. Nivera pp. 106-112
4. Additional Materials
from Learning Resource EASE MODULE: Module 1: Geometry of Shapes and Size
(LR) Portal
B. Other Learning Power point presentation, Sample Worksheets
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous What was our lesson yesterday class? Before we proceed with our new topic, let
lesson or presenting the
new lesson.
us first have our review.

When a point is the ______ distance from two or more objects, the ______ is
said to be__________ from the objects. Triangle ______ theorems can be used to
prove theorems about ________ points.

A ______ is a set of points that satisfies a given condition. The perpendicular


______ of a segment can be defined as the locus of points in a plane that are
________ from the endpoints of the segment.

Remember that the _________ between a _________ and a ___________ is


the length of the _____________ segment from the point of the line.

B. Establishing a purpose Our lesson for today class is all about construction of perpendicular lines and bisector of a
for the lesson. line. At this point, you will do geometric construction. Euclid stated explicitly that a formal
construction is to be done using only an unmarked straightedge and a compass. Thus the
compass and straightedge are also known as Euclidean tools.
C. Presenting examples/ Hands-on Activity 1
instances of the new Shortest Segment
lesson.
Materials: Straightedge or Ruler, Protractor

Procedure:
1. Draw a line and a point not on the line.
2. Draw several segments from the point of the line.
3. Draw what you think is the shortest segment from the point of the line.
4. Measure the segments using the ruler. Which segment is the shortest?
5. Measure the angle formed by line and the shortest segment using a protractor.
6. Compare your results to those of your classmates
7. Make a conjecture about the shortest segment from a point to a line.

D-E. Discussing new Give another activity to the students about constructing congruent segments. This time the
concepts and practicing students will be using straightedge and compass to find the exact measurements of two
new skills
segments.

What have you notice on the activity? Does the drawing that you have drawn is congruent
to the segment that was given in the activity?

F. Developing mastery The teacher will show a short video about a perpendicular lines and bisector of a line. This
(Leads to formative
Assessment)
time the teacher will also ask the students a question regarding the topic.

The teacher will give worksheets to the students and let them construct by using
straightedges and compass.
G. Finding practical “Our life is what our thoughts make it”.
applications of concepts What do you hope to be in the future? What are your plans and dreams? Now pause for a
and skills in daily living
moment and reflect on what you think about for the day. Are you present thoughts,
actions, and preoccupations congruent to your plans and dreams?
H. Making generalizations Two lines that intersect at right angles are called perpendicular lines. The symbol for
and abstractions about perpendicular is⊥. When the intersection of segments and rays form a right angles, they
the lesson.
are considered perpendicular.

●B

● ̅̅̅̅ ⊥ 𝑂𝑋
𝑂𝐵 ̅̅̅̅
O X
In a given plane, the perpendicular bisector of a segment is the line which is perpendicular
to the segment at its midpoint.
Every segment GN has only one midpoint C. Line s is the perpendicular bisector of

r
s

r⊥𝑠

I. Evaluating learning. Test Yourself:


1. Construct an angle congruent to ∠𝑀.
M
2. Construct an angle bisector of ∠𝑅.

J .Agreement (Additional Construction:


activities for application
or remediation.) ̅̅̅̅. P●
1. Construct a segment that is congruent to𝑃𝑄 ●Q
̅̅̅̅ into two congruent segments.
2. Divide 𝑃𝑅 P● ●R

V. REMARKS
VI. REFLECTION
G7 –SPJ G7 SPJ G7 G7 G7 G7
LAZARO ROMULO DAISY ROSEMAR SANTAN SAMPAGUITA
7:10- 9:00-9:50 10:30- Y 1:10-2:00 2:10-3:00
8:00 11:20 12:20-1:10
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up the lesson.
D. No. of learners 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?

Prepared by:
Checked by:
BARTOLOME B. PORCADILLA JR. JUVY A. JUANICO
Practice Teacher Master Teacher 1
Worksheets
Hands-on Activity 5
Constructing the bisector of a given angle.
Task: Construct an angle bisector of ∠𝑋.
X
Procedure:
1. Draw an arc intersecting the sides of ∠𝑋 at points Y and Z, with one of the tips at X.

2. With the opening of the compass slightly larger than half the distance between points Y
and Z. Place one tip at point Y and draw an arc.

3. Place one tip at point Z and draw another arc using the same compass setting. Name of
the two intersections of the arcs as points W.

4. Draw 𝑋𝑊 . Now, 𝑋𝑊 is the angle bisector of ∠𝑌𝑋𝑍. Thus, ∠𝑌𝑋𝑍 ≅ ∠𝑍𝑋𝑊.

Worksheets
Hands-on Activity 5
Constructing the bisector of a given angle.
Task: Construct an angle bisector of ∠𝑋.

X
Procedure:
1. Draw an arc intersecting the sides of ∠𝑋 at points Y and Z, with one of the tips at X.

2. With the opening of the compass slightly larger than half the distance between points
Y and Z. Place one tip at point Y and draw an arc.

3. Place one tip at point Z and draw another arc using the same compass setting. Name
of the two intersections of the arcs as points W.

4. Draw 𝑋𝑊. Now, 𝑋𝑊 is the angle bisector of ∠𝑌𝑋𝑍. Thus, ∠𝑌𝑋𝑍 ≅ ∠𝑍𝑋𝑊.

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