Instructional Plan in Mathematics 8
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Name of Teacher Grade/Year Level GRADE 8
Learning Area MATH 8 Quarter 3
Week No. 1
Competency: The learners should be able to …
➢ Illustrates the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular;
(a) defined terms; (b) undefined terms; (c) postulates; and (d) theorems (M8GE-Illa-c-1)
Lesson No. 2 Undefined Terms Duration: 60 minutes
Date: February 14, 2023
Key Understanding Undefined Terms, even though left undefined if utilized together, is important in defining
some other geometric terms.
Knowledge Describe the different undefined terms
Learning Objectives Skill Classify real-life examples as point, line, or plane; and
Name the different undefined terms
Attitude Demonstrate appreciation through active participation and
coordination with the varied activities
Resources Needed Laptop & Television, Math 8 Learners’ Material, PowerPoint Presentation
Elements of the Plan Methodology
Preparations Motivation/ A. Introductory activities
-How will I make the learners Introductory Activity
ready?
(5 minutes) Prayer
-How do I prepare the learners for
the new lesson?
Preparation of the classroom
(Motivation/Focusing/ Checking of Attendance
Establishing/Mind-set/Setting the The teacher will rearrange the students to cater
Mood/Quieting/ disabilities of deficiencies by asking the following
Creating Interest-Building
Background Experience-Activating questions:
Prior Knowledge/Apperception- a. Who are near- sighted?
Review-Drill) b. Who are far- sighted?
-How will I connect my new lesson
with the post lesson?
c. Who among you cannot hear me well?
Introduction of the learning objectives
1. Describe the different undefined terms.
2. Classify real-life examples as point, line or
plane.
3. Name the different undefined terms.
4. Demonstrate appreciation through active
participation and coordination with the varied
activities.
The teacher will let the learners recall the concepts
defined from the previous discussion on
Mathematical System by letting the learners answer
this activity:
Presentation Activity The teacher will discuss each of the undefined term
-How will I present the new (20 minutes) (point, line and plane) including the types of each
lesson?
-What materials will I use?
undefined term. For point, the types of points are
-What collinear points, coplanar points, concyclic points
generalization/concept/conclusion/ and coincident points. For line, the types of lines
abstraction should the learners
arrive at?
are horizontal line, vertical line, parallel lines and
perpendicular line.
(Showing/Demonstrating/Engaging/
Doing/Experiencing/Exploring/
A group of 5 learners will be selected randomly and
Observing- asked to illustrate each of the different type of
role-playing, dyads, dramatizing,
brainstorming, reacting, interacting-
points, lines and planes.
articulating observations, For example, collinear points: suppose the learners
generalizations, abstractions-giving
suggestions, reactions,
are points, to illustrate that they are collinear points,
solutions, recommendations) the learners will form a straight line.
The teachers will assess how the learners
understand the description of each of the undefined
term through letting the learners answer this
activity:
Instruction: Describe each undefined term. Write
each description to the specific column on the table.
Description of point, line and plane are given.
Analysis During performing the activity, the teacher will ask
(10 minutes) the following questions to promote higher order
thinking skill in understanding the concept of the
different types of points, lines, and plane:
a. If I ask one learner to move forward, are they
still collinear points? Why?
Expected Response:
They are no longer collinear points because the
points do not lie on the same line.
Abstraction Using a power point presentation, the teacher will
(20 minutes) discuss the following:
Practice Application The learners will be asked to look around the room
-What practice (15 minutes)
exercises/application will I give to
and identify other things that they can see inside the
the learners? classroom that illustrates the concept of point, line
(Answering practice exercises
-Applying learning in other and plane.
situations/actual situations/real-life
situations
The learners will be paired to play the TIC-TOC-
-Expressing one’s thoughts, feelings, TOE board game:
opinions, beliefs through artwork,
songs, dances, sports Materials needed:
-Performing musical numbers/dances,
manipulative activities, etc.)
1. tic-tac-toe board (serves as the plane)
2. two different colored paper shaped like a dot
(serves as the point)
Mechanics of the game:
Assessment A. Classify the following as POINT, LINE or PLANE.
(10 minutes)
1. Corner of a classroom _____________________
2. Speck of dust _____________________
3. Chinese garter _____________________
4. Blackboard _____________________
5. Ceiling _____________________
B. Given the illustration at the right. Give what is asked.
1. Name at least 5 points.
________________________
2. Name at least 3 lines using
two points on the line.
________________________
3. Name at least 3 lines using
one script letter.
________________________
4. Name the plane in two
different ways.
________________________
Assignment Reinforcement of
the day’s lesson
Enriching of the
day’s lesson
Enhancing of the
day’s lesson
Preparing for the
new lesson
5. Remarks
6.Reflections
Prepared by:
M.Ed Student
Submitted to:
Professor
