GENERAL SANTOS HOPE CHRISTIAN SCHOOL

Block 5, Dadiangas Heights General Santos City, Philippines

GEOMETRY Year Level: HS 3 George L. Lim Lesson Topic: Length of Lesson: Point, Lines, Planes and Angles 17 sessions

Stage 1 - Desired Results 1. Identifies physical and symbolic representations of geometric figures, such as points, lines, planes, line segments, polygons, vertices, rays, sides, angles, and diagonals. 2. Measures and classifies angles as right, acute, or obtuse. 3. Identifies physical and symbolic representations of vertical, supplementary, complementary, and straight angles; parallel and perpendicular lines; transversals and uses these geometric figures, properties, and relations to solve problems. Stage 2 - Assessment Evidence Understanding(s)/goals: Essential Question(s): Students will understand: How will you explain that angles and their measures * that there are a variety of angles and geometric play a major part in many aspects in your study of figures that have special names and properties. geometry?

Student will know * that point, line and plane are undefined, but serve a major purpose in mathematics. * the names and properties of various angles

Student will be able to * identify geometric figures. * connect the relationship among points, lines, and planes and various angles. * solve problem involving geometric figures.

Stage 2 - Assessment Evidence Performance Task(s): Other Evidence: Student will be asked to describe how the walls in the Oral report in class of the results of the performance classroom can represent planes, lines, and points. task. Also sketch the different type of angles found inside Seatwork/Homework the classroom. Quizzes/ Mastery test Rubric: 4 - Excellent, 3 - Good, Level 4: 2 - Competent, 1 - Needs Improvement

Level 3:

Level 2: Level 1:

All information is included. Shows proficiency in knowledge of geometry terms. Uses appropriate tools (ruler, protractor, etc.) to create a neat presentation and accurate measurements. Drawing accurately labeled, and all information is included. Shows knowledge of terms with few mistakes. Uses appropriate tools with few measurement mistakes, Labels with few mistakes. Some missing information. Mistakes were made with measurement and labels. Not all necessary information is present. Lack of label. Tools were not used for measurement and neatness. Most information needed are missing.

Stage 3 - Learning Plan

Learning Activities: 1.1 Points, Lines, and Planes Draw a picture of the Big Dipper on the chalkboard. Ask the student what the points in the diagram represent. Ask what the lines represents. Tell the students that stars are, of course, much larger than they appear the sky. In fact, most stars are much larger than the Earth. Discuss the fact that a diagram such as the one on the chalkboard shows in two dimensions the relative positions of stars that exist in three dimensions. Seatwork / Lesson Quiz 1.2 Relationship among points, lines and planes It is important that students study each postulate and theorem in terms of concrete objects and experiences, Simple objects like rope, straws, and edges of boxes can represent lines, walls and cardboard can represent planes. Ask students to demonstrate postulates and theorems using concrete items. Seatwork / Lesson Quiz 1.3 Segments and Rays Review the use of a number line. Draw a number line with corresponding coordinates. Count units to determine the distance between two points. Remind students that a distance must be positive. Absolute value is used to guarantee a positive result. Ask students to find the distances between two points. Ask what the coordinates are of the points halfway between two points. Seatwork / Lesson Quiz 1.4 Angles Review the use of protractor. Have students estimate and draw angles with measures such as 30, 60, 90, 120, and 150 and then check their estimates by measuring each angle with a protractor. Ask students to estimate the sizes of angles determined by objects in the classroom. Seatwork / Lesson Quiz 1.5 Angle Pairs The concept of linear pair is likely to be new to students.The concept is necessary because our geometry does not include straight angles. Make sure that students understand that the angles in a linear pair must be supplementary, but two supplementary angles do not necessarily form a linear pair. Students should understand that three angles cannot be complementary or supplementary. Seatwork / Lesson Quiz

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Session 10

1.6 Perpendicular Lines Help students identify perpendicular lines in the classroom or the school ground Discuss Theorem 1.10 and its converse Theorem 1.11. Show that the two theorems can be combined to a biconditional. Encourage students to give complete statements of theorems as justifications rather than referring to the theorems by number Seatwork / Lesson Quiz 1.7 Strategy: Analyzing a Figure Provide many opportunities for student to solve problems as they learn to apply the problem solving process. Remind them that they will become adept of solving problems only through practice. Remind students of what can and cannot be assumed from a given figure. Have them identify characteristics and relationships based on a variety of given diagrams. Encourage students to think of as many ways to approach a problem as they can. Seatwork / Lesson Quiz Mastery Test Discuss Mastery Test

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Session 14 Session 15/Session 16 Session 17