Lesson Plan on Plotting of Points on the Coordinate Plane PDF

Preview

Summary

GRADE 1 to 12 School SAN FERNANDO SOUTH CENTRAL INTEGRATED SCHOOL Grade Level 8 DAILY Teacher JOEY F. VALDRIZ Learning Area MATHEMATICS LESSON LOG Date & Time DECEMBER 6, 2018 │3:15 P.M. – 4:15 P.M. Quarter THIRD Objectives must be met over the week and connected to the curriculum standards. To ...

Description

GRADE 1 to 12 DAILY LESSON LOG

School SAN FERNANDO SOUTH CENTRAL INTEGRATED SCHOOL Teacher JOEY F. VALDRIZ

Grade Level 8 Learning Area MATHEMATICS

Date & Time DECEMBER 6, 2018 │3:15 P.M. – 4:15 P.M.

I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competency / Objectives (Write the LC code for each.)

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) Portal B. Other Learning Resource IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Quarter THIRD

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 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 signif icance joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learner demonstrates key understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions. The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies. The learner illustrates the rectangular coordinate system and its uses (M8AL-Ie-1). Specifically, the learner: a. names the coordinates of a point; b. plots a point on the coordinate plane given an ordered pair; and c. appreciates the practical uses of plotting points on the coordinate plane. Plotting of Points on the Coordinate Plane

pages 138-156 pages 119-131 Making Connections in Mathematics (Geometry Worktext) by Gladys C. Nivera, et al., pages 250-257 Next Century Mathematics III (Geometry) by Fernando B. Orines, et al., pages 502-507 no material available slideshow presentation (downloaded from https://slideshare.net/joeyvaldriz) activity sheets (downloaded from https://deped.academia.edu/JoeyValdriz) 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.

1. SETTLING DOWN a. Prepare the class by asking learners to arrange their chairs and to pick up any piece of paper scattered

on the floor; check room ventilation making sure that is set to body’s normal temperature; and that the classroom is free from any noise or other disturbances. b. Check the attendance of learners. 2. REVIEW Using “Taxonomy Building”, have the learners answer the following questions related to their previous lesson on “Illustrating the Rectangular Coordinate Plane”: a. Who invented the coordinate plane? b. What is the term for the horizontal line? c. What is the term for the vertical line? d. What is the intersection of these two lines? e. What is the term used for each of the four regions formed through the intersection of the two perpendicular number lines? f. What are used in naming these regions? g. What is the direction of naming these regions? h. How many points can be plotted on the coordinate plane? i. In an ordered pair of numbers

, what is the term for the first number ?

j. What is the term for the first number ?

B. Establishing a purpose for the lesson

1. MOTIVATION a. Conduct a preliminary activity entitled “Let’s See SFC!” Show the following pictures OF THE the tourist attractions or landmarks in the City of San Fernando, La Union.

b. Ask the learners to name the tourist attraction or landmark being shown. c. Let the learners identify the barangay where it is found. d. Ask the learners what they have learned in the activity. 2. UNLOCKING OF DIFFICULTIES Give the definition of the word “plot” in Mathematics: plot (used as a verb) – to draw on a graph or map – to place a point on a coordinate plane by using - and -coordinates References: https://www.mathisfun.com/definitions/plot.html https://www.icoachmath.com/math_dictionary/plot.html

C. Presenting

PRESENTATION

examples/Instances of the new lesson

1. Relate the activity on naming the tourist attraction or landmark and its location to point plotted on a coordinate plane and its location. 2. Show the figure below. Tell the class that every point corresponds to only one ordered pair of numbers . Emphasize that every ordered pair has coordinates, and these coordinates are used in determining the location of the point.

D. Discussing new concepts and practicing new skills # 1

DISCUSSION 1: Discuss how to name the coordinates of the points plotted on the coordinate plane.

E. Discussing new concepts and practicing new skills # 2

DISCUSSION 2: Discuss how to plot the points whose coordinates are given: 1. 2. 3. 4.

5.

6.

F. Developing mastery (leads to Formative Assessment

APPLICATION 1. Conduct a group work entitled “Onward Together We Go!”. Tell the class that a group will be working on any of these three tasks: Using a coordinate plane with the map of the City of San Fernando, La Union as backdrop, perform one of the tasks given:

a. Identify the coordinates of the point plotted on the map where the barangay is located. b. Name the barangay where the point whose coordinates on the map are given is found. c. Name the barangay where the point whose location is being described is plotted. 2. Divide the class into nine (9) groups where each group is composed of five (5) members. Give a name for each group using a mathematics-related term, word, or symbol. Then, assign each group with one of the three (3) tasks prepared. 3. Have the groups with the same task exchange their answer sheets for checking. Present the correct answers.

4. Have each of the nine (9) groups present their scores. 5. Ask the learners what difficulty or problem they have encountered in doing the activity. Share to them how these problems are properly addressed. G. Finding practical application of concepts and skills in daily living

VALUING 1. Pose this question: “What are some practical uses of plotting points on a coordinate plane?” 2. Supplement the responses, if any, with the following practical uses of plotting points on a coordinate plane: a. Statisticians use graphed trend lines to show important information such as how a business is performing and how profit can be maximized. b. Physicists and economists use coordinate planes to show the connection between two factors. c. Geographers used coordinate planes in mapping. d. In archaeology and lab biology, coordinate planes are used in sectioning. e. Telephone companies charge long distance calls to their subscribers through making use of the phone listing coordinates which help them calculate easily the distance between two cities. 3. Tell the class that coordinates can be seen in finding the location of a learner’s seat inside the classroom. Show the seating arrangement of the class. Then, have the learners perform the following tasks:

a. Find the location of the seat of your classmate using the ordered pair a.1. Marjorie a.2. Meljohn a.3. Michaella a.4. Hershey

.

a.5. Jefferson b. Name your classmate whose location of seat using ordered pair ( b.1. b.2. b.3. b.4. b.5. H. Making generalizations and abstractions about the lesson

) is given.

GENERALIZATION Using the template given for making metacognition statements, have the learners tell how to plot a point on the coordinate plane.

I. Evaluating learning

EVALUATION a. Name the ordered pair of the plotted point.

a. b.

c. d.

e. f.

2. Graph the point whose coordinates are given. a. b. J. Additional activities for application or remediation

c. d.

e. f.

ASSIGNMENT Have the learners create a profile of a point on the coordinate plane given this template: 1. 2. 3. 4. 5. 6. 7. 8.

Write an ordered pair that corresponds to a point found in any of the quadrants. ______ In what quadrant it is found? ________ What is its -coordinate or abscissa? ________ What is its -coordinate or ordinate? ________ How far is the point from the -axis? ________ How far is the point from the -axis? ________ Give two points non-collinear to that point. ________ If you connect the first point from the second point given, connect the second point to the third point given, and connect the third point to the first point, is there a figure formed? ________ What is the figure formed? ________ Is it a triangle? ________ If yes, what type of triangle is formed? ________ 9. Give a fourth point. ________ If you, instead, connect the third point to the fourth point, and connect the fourth point to the first point, is there a figure formed? ________ If yes, what is it? ________ Is it a quadrilateral? ________ If yes, what type of quadrilateral it is? ________ 10. Is there any other information you can add to this profile? __________ V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80%

Reflect on your teaching and assess yourself as a teacher. Think about your learners’ progress this week. What works? What else needs to be done to help the learners learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

C. Did the remedial lessons work? No. of learners who have caught up with 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 teachers?

Prepared by:

Observed by: JOEY F. VALDRIZ Teacher III

Observed by: SHERYLL A. BOADO Master Teacher I

BRENDA A. SABADO Principal IV...