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Republic of the Philippines

CAVITE STATE UNIVERSITY


SILANG CAMPUS
Biga, Silang, Cavite

Detailed Lesson Plan in Mathematics


Geometric Constructions
Angelo B. Llonora
March 2014
I.

Objectives:
At the end of the discussion, the students must be able to:
a. Indentify the materials used in geometric construction;
b. Perform construction using the basic procedures in geometric
constructions; and
c. Realize that geometric figures can be drawn accurately without using
any measurements.

II.

Subject Matter:
a. Topic: Geometric Constructions
b. Materials: visual aids, whiteboard marker, compass straightedge.
c. Reference: Amscos Geometry by Ann Xavier Gantert
d. Strategies: Discussion with board works, collaborative learning

III.

Lesson Proper:

Teachers Activities
A. Daily Routine:

Students Activities

Good morning, class. Lets start our


discussion with a prayer.

Good morning Sir. (students will stand


and pray)

(teacher will select someone from the


class to lead the prayer)

(selected student will lead the prayer)

Thank you for leading us the prayer.


Before you take your seats, please
arrange your chairs and pick-up the
pieces of trash.

(students will check their seats and


pick-up the trashes if there is)

Who are the absentees today?

None Sir?

Very good.
Did you bring your assignments?

Yes Sir.

B. Recall:
Last meeting, we discussed about
Perpendicular Bisector of a Line,
right?
Anyone who can tell me what a
perpendicular bisector of a line is?
Yes Connor.

Very good!
Now, please enumerate the 3 methods
of proving line or line segments
perpendicular, what is the first one?
Yes Jefferson.
Very good!
The second one? Yes Leonila.

Yes Sir.
Perpendicular bisector of a line is any
line or subset of a line that is
perpendicular to the line segment at
its midpoint.

The two lines form right angles at their


point of intersection.
The two lines form congruent adjacent
angles at their point of intersection.
Each of two points on one line is
equidistant from the endpoints of a
segment of the other.

Yes, very good!


The last one? Yes Reynalyn.
Yes Sir.
Very good, it seems like you really
understand our topic last meeting.

Yes Sir.

C. Motivation:
Okay, lets have an activity.
Are you ready class?
I have here sets of puzzle. You are going
to solve this puzzle and you will
identify what object is in the image.
Is it clear?
Okay, lets start the activity.
D. Lesson Proper:
Geometric construction is a drawing of
geometric figure done using only a

Yes Sir.

A straightedge is any straight device


used to draw a line segment but is
not used to measure distances or
lengths.
A compass is used to draw circles or
arcs of circle to locate points at a
fixed distance from given point.

pencil, a compass and a


straightedge.
Who can define what a straightedge is?
Yes Jefferson.

Radii of congruent circles are congruent.

Very good!
Who can define a compass? Yes Angelo.
Very good!
It seems you already know the use of a
compass and a straightedge, lets
discuss now the six basic
procedures in geometric
construction. Postulate 5.1 allows us
to perform these basic
constructions.
Please read the postulate 5.1. Yes
Ethell.
Thank you, take your seat.
The word congruent means equal or
the same.
The postulate says that circles with the
same size have the same radius.
Did you understand?
We will now proceed to the basic
constructions.
Lets discuss first the three basic
procedures, while other procedures
will be discuss tomorrow.
Bring out your materials so that you can
follow the procedures.
Please read construction 1.
Ok, take your seat.
Example:
Given:

AB

Yes Sir.

Construct a line segment congruent to a


given line segment.

CD

Construct

a line segment

congruent to

AB

Please draw it on the board.


1. Using a straight edge or ruler, draw
a ray

CX

2. Open the compass so that the point


is on A and the point of the pencil is
on B.

Yes Sir.
Sir, the distances are congruent.

Construct an angle congruent to a given


angle.

3. Using the same compass radius,


place the point on C and, with the
pencil, draw an arc that intersects

CX . Label this point of


intersection D.

Conclusion:

AB CD

Did you do the same procedure?


Look at the distances between A and B,
and C and D, what have you
noticed?
Very good!
Please read construction 2?
Thank you, take your seat.
Example:
Given

Construct

EDF BAC

1. Draw a ray with endpoint D.

2. With A as center, draw an arc that


intersects each ray of A . Label
the points of intersection as B and
C. Using the same radius, draw an
arc with D as the center that
intersects the ray from D to E.

3. With E as the center, draw an arc


with radius equal to BC that

Sir, Side-Side-Side (SSS) Postulate.

intersects the arc drawn on step 2.


Label the intersection as F.

Yes Sir.

4. Draw

Construct the perpendicular bisector of


a given line segment and the
midpoint of a given line segment.

DF

Look at the angles, we used congruent


radii to draw AC DF ,

AB DE

and BC EF . Therefore, what


postulate that we used?

Very good!
And

EDF BAC

because they are

corresponding parts of congruent


triangles.

Is it clear?
Lastly, please read construction 3.
Thank you, take your seat.
Example:
Given

AB

Construct

AB
CD

midpoint of

at M, the

AB .

1. Open the compass to a radius that


is greater than one-half of AB .
The distances are congruent.

2. Place the point of the compass at A


and draw an arc above AB
arc below

AB

and an

Yes Sir.
3. Using the same radius, place the
point of the compass at B and draw
an arc above
below

AB

AB

None Sir?

and an arc

intersecting the first

two arcs label the intersections as C


and D.

Geometric construction is a drawing of


geometric figure done using only a
pencil, a compass and a
straightedge.

4. Use a straightedge to draw


intersecting

AB

CD

at M.

Take a look at the figure, what have you


noticed about the distances
between A and C, B and D, A and D,
and B and D?

Very good observation.


Since we used the same radius,

AC BC

and

AD BD .

Therefore, C and D are both


equidistance from A and B. If two

points are each equidistant from the


endpoints of a line segment, then
the points determine the
perpendicular bisector of the line
segment (Theorem 5.2).

CD

is the perpendicular bisector of

AB . Finally, M is the intersection


point

CD

and

AB . So that, AM

= BM. M is the midpoint of

AB .

Is it clear?
Do you have any question?
Okay, since you don't have any
question, pleas define geometric
constructions

E. Evaluation:
1. Given:

AB

Construct:
a. A line segment congruent to

AB .
b. The perpendicular bisector of

AB .

2. Given:

Construct:
a. An angle congruent to

A .

F. Assignment:
For your assignment, please have an
advance reading for the remaining
procedures.
And, before you live the classroom,
please pick up the pieces of paper
around.

ANGELO B. LLONORA

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