A Detailed Lesson Plan in Teaching

Mathematics 10

I. Objectives:

At the end of the lesson, the students are able to:

A. derive the distance formula;

B. appreciate the importance of the use of distance formula through board work
activity; and
C. apply the distance formula in finding the distance between two points.

II. Topic: The Distance Formula

III.Materials:

A. Reference’s Book
1. Mathematics Learner’s Module 10, Pages 229 - 237

B. Visual Materials
1. Book
2. Picture
3. Cartolina Strips
IV. Lesson Proper
Teacher’s Activity Students’ Activity

I. Preliminary Activities
A. Prayer

May, I request everybody to

stand, for us to start the class with a
prayer. Mica please lead the prayer.
Yes teacher.
Our Father, Who art in heaven,
Hallowed be Thy Name.
Thy Kingdom comes.
 Thy Will be done,
on earth as it is in Heaven.

Give us this day our daily bread.

And forgive us our trespasses,
as we forgive those who trespass
against us. And lead us not into
temptation, but deliver us from evil.
Amen.

Amen!

1. Greetings

Good morning class!

Good morning, Ma’am,

You may pick up pieces of

paper under your tables and
chairs before you seat.

2. Checking of attendance

Is their absent in the class

absent today?

Very good! Keep it up class. None Ma’am!

3. Setting of classroom rules

Before we start our class, I want

Mia to recite the classroom rules
 that been agreed.
It has been agreed that no uses of cell
phone during classes and if ever
someone will be catch using first
offense 100 sentences of "I promise, I
will never use cellphone in class
again." 2nd offense 200 sentences and
3rd offense 300 sentences and so on
and so forth.

Are we good with that?

Yes, Ma'am.

4. Review of the Past Lesson

I have here illustration in the
board can anyone tell me what is
this called? This is just a review
for
your past lessons.

Yes, you’re right yet I am

asking what is this called? Michael
 Yes, it can be! What else?
A graph, Ma'am!
Excellent! Cartesian plane is
composed of how many
quadrants? X and y axis, Ma'am!

Very good! I’m glad that you Cartesian Plane, Ma'am!

still remembered it. May I know if
what is these 4 quadrants all
about.

It is composed of 4 quadrants Ma’am!

The 4 quadrants are represented by x

and y which differ in sign depending to
its location. Quadrant 1 positive x and y
axis, Quadrant 2 negative x axis and
Correct! what is the use of
positive y axis, Quadrant 3 negative
this
both x and y axis and lastly Quadrant 4
Cartesian plane? positive x axis and negative y axis.

Very good! Where can you It is use in plotting points by just

locating the coordinates.
say that in the given coordinates
it is in the x axis and y axis?

The first number written in an ordered

pair is always in the x axis and the
 Excellent, Lyneth! other one is in the y axis.

Are we clear with all of that?

B. Activity Yes, Ma'am!

At this moment, I want you to

focus and investigate the picture.

What can you see in the picture?

Yes, very good! How many rows

and columns it has?

It shows the seating arrangement of

Very good! Now, if we are going the students.
to plot these into the graph what it
might look like?
 It has 3 rows and 3 columns.

Excellent! Can you give me the

coordinates of Juan’s location? Rhia.

Correct! How about Juana?

Juan’s location (1, 1).

Very good! Now can you
determine how far is Juana to Juan?
Juana’s location (3,2).

Aren’t you curious?

No, ma’am.

Try to look at this illustration.

We are ma’am.
 What did you observe?

Precisely, very good

observation. What kind of triangle is
this one? Carl.
A triangle is form out of the location
of Juan and Juana.
Yes, correct! Do you still
remember the theorem that deals
with right triangle? Jake.
A right triangle.

Very good! Can you tell when is a

triangle called right triangle? Janice.

Pythagorean Theorem ma’am.

Excellent! Now do you still
remember the standard equation of
Pythagorean theorem? Mike.

It is called right triangle if and only if

one angle measures 90 degree.
Very good! Now going back to
our illustration, can you tell me what
side is the C? Shane.
 Yes ma’am, c2 = a2 + b2 where side C
is the hypotenuse the larger side of the
triangle.

Correct, how about the a and b?

John.

Yes, it is and it also can be enter

change. Now can we determine the
distance out of it?

Ok! Can you show that to class

Jane.
 Yes, ma’am. If we use the
Excellent! Very well understood.
Pythagorean theorem formula.

c2 = (2-1)2 + (3-1)2
= (1)2 + (2)2
=1+4
c2 = 5

√c = √5
2

c = √5

C. Analysis
What have you notice to the
illustrations I have presented? Gina.

I notice that we are plotting points in

the graph.
Very good. What else? Lyneth.

We try to determine the distance of

two point by using the Pythagorean
theorem.

Excellent! Now, what do you think

is our topic for today? Mike.
 Our topic is all about the determining
the distance of two points.

Correct! It is all about using

distance formula in determining the
distance of two points.

D. Abstraction

Now, be attentive and take note

as we go on to our discussion. John,
can you tell us again the formula of
Pythagorean theorem?

Very good! In the solution you

show earlier what letter represent c2 = a2 + b2 ma’am where c is the
the distance of point A and point B? hypotenuse.

Correct!

C ma’am.

Using the Pythagorean Theorem,

we have: 𝑑2=𝑎2+𝑏2
 𝑑2=(𝑦2−𝑦1)2+(𝑥2−𝑥1)2
Taking the square roots of both
sides of the equation:
√𝑑2=√(𝑦2−𝑦1)2+(𝑥2−𝑥1)2
𝑑=√(𝑦2−𝑦1)2+(𝑥2−𝑥1)2

Do you understand?

Very good! Ok to check if you

really understand let’s have this
example.

Example:Plot and solve the

distance between the points E (1, 1)
and R (2,4) in the coordinate plane.
Try to solve this one on y1our Yes, ma’am.
notes I’ll give you 2 minutes. To
make it easier assign your
coordinates which set is the x 1 and
y1 and the x2 and y2.

Jake locate the coordinate of

point
E in the graph, Gina locate the point
E and Jamaila solve the distance of
the two points.

Ok ma’am!
 E (1,1) and R (2,4)
X1=1 and y1=1;
and x2=2 and y2=4

𝐝=√(𝐱𝟐−𝐱𝟏)𝟐+(𝐲𝟐−𝐲𝟏)𝟐
d=√(2−1)2+(4−1)2
d=√(1)2+(3)2
d=√1+9
d=√10

Ok thank you, let us check it

together.

(Checking their work)

Very good! You really understood

the concept.

E. Application
 This time I want you to get your
lecture notebook and answer the
following and will check it
afterwards.
I will give you 5 minutes to solve.

Solve the following:

1. Find the distance between P (1,3) and Q
(7,11).
2. Determine the distance between A (1,6)
and B (5, -2).

Are you all done?

Yes, ma’am!

Katherine solve for number 1 and

Rogem for number 2.
1.|PQ|=√(𝐱𝟐−𝐱𝟏)𝟐+(𝐲𝟐−𝐲𝟏)𝟐
x1 = 1 , y1 = 3 and x2 = 7 , y2 = 11
|PQ|=√ (7−1)𝟐+(11−3)𝟐
=√ (6)𝟐+(8)𝟐
=√ 36 + 64
=√ 100
|PQ| = 10
 2.|AB|=√(𝐱𝟐−𝐱𝟏)𝟐+(𝐲𝟐−𝐲𝟏)𝟐
x1 = 1 , y1 = 6 and x2 = 5 , y2 = -2
|AB|=√ (5−1)𝟐+(-2−6)𝟐
=√ (4)𝟐+(-8)𝟐
=√ 16 + 64
=√ 80
=√ 16 * 5
Ok thank you, Rogem and |PQ| = 4√5
Katherine.Let us check their
solution.

F. Valuing

It seems all of you understand

and get the idea in finding the
distance of two end points by using
the distance formula, can someone
tell me how is our topic relevant in
our daily living? John.

The relevant of our topic in our daily

living is, I can able to measure the
distance, I go from the distance I came.
Very good! Who else? Gina.

It is used in navigation also ma’am

which helps pilot’s locate there co-
Excellent! pilot’s coordinates.

G. Evaluation
 Now kindly get your quiz notebook
and answer this one.

H. Assignment

Given the illustration below

identify the two end points and find
how the middle point being
identified.
Prepared by:

ANGELIE CALVO OCTAVIO

Student Teacher

Checked by:

RODELYN BENDEJO
Cooperating Teacher, Mathematics