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8 views5 pages

DLL_MATH-3_Q3_W5-DAY-2..

Uploaded by

Eliza Mea Lamoste
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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School: Grade Level: III

GRADES 1 to 10
DAILY LESSON LOG Teacher: Learning Area: MATHEMATICS
Teaching Dates and
Time: January 7, 2025 (WEEK 5-Day 2) Quarter: 3rd QUARTER

Tuesday
I OBJECTIVES Recognizes and draws a point, line, line segment and ray.
II CONTENT Recognizes and draws a point, line, line segment and ray.

III. LEARNING
RESOURCES
A. References MELC
1. Teacher’s Guide TG pp. 250 - 253
Pages
2. Learner’s Materials LMs pp. 266 - 270
pages

3. Text book pages


4. Additional Materials
from Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Tell wether the fractions are equivalent or not.
lesson or presenting 1. 2/5, 4/10
the new lesson 2. ½, ¼
3. ¾, 6/8
4. 2/3, 5/6
5. 5/10, 10/20
B. Establishing a Today we are going to recognizes and draws a point, line, line segment and ray.
purpose for the lesson
C. Presenting Present the illustration.
Examples/instances of David and Vince are playing darts. Look at where their darts landed.
new lesson
Ask: what did David and Vince name the space/place where their darts landed?
How will you describe the figure where the darts landed?
How many points are marked?
If you play darts, what would you like to name your point?
How points are named?
Say: a dot represents a point. It can be named with letters.
Look at the picture.
R S T

Ask: what have you noticed from point R to point T?


What can you see at both ends?
What do call this figure?
Say: this figure with two arrow heads is called a line. It can extend indefinitely in both direction.

D. Discussing new Look at the example below.


concepts and practicing Say: take a part of line RT.
new skills #1 (Divide the line into two)
R S T

1 2

Ask: what do you call the figure below?


How will you describe this figure?
S T

This figure is called a ray.


It has one end point and an arrow head which extends indefinitely to one direction.
Start naming the ray from one endpoint.
Ask: How many rays are there in line RT?
Say: Look at the picture. Tell something about it.
A B C D
Say: look at the part of the line from point B to point C.
Ask: what can you say about this part?
Can you call this part as ray? Why?

B C
This figure is called a line segment. It has two end points.
It can never extend indefinitely to any direction.
Say: Look around the classroom and find examples of each geometric figure discussed.

E. Discussing new Name the different rays.


concepts and practicing
new skills #2

Name the different line segments

F. Developing mastery Name the line and different points.


(Leads to Formative
Assessment)

G. Finding Practical Write the correct answer on the blank.


applications of 1. ____ has two arrow heads.
concepts and skills 2. ____ has one end point and one arrow head.
3. ____ has two endpoints .
4. ____ uses letters to name it.
H. Making
What is a point? line? line segment? Ray?
generalizations and
abstractions about the
lesson
I. Evaluating Learning Choose the letter of the correct answer.
1. This symbol represent a _____.
a. Line
b. Ray
c. Point
d. Line segment
2. A figure with two arrow heads. It can extend indefinitely in both directions.
a. Point
b. Lines
c. Line segments
d. Dots
3. A ray has an endpoint and _____.
a. Arrow head
b. Endpoints
c. Line
d. Dots
4. A line segment is a part of a line with ____ endpoints.
a. 1
b. 2
c. 3
d. 4
5. This symbol shows _____.
a. Segments
b. Ray
c. Line
d. points

J. Additional activities For NMP: Consolidation: Enrichment:


for application or Intervention Name the rays. Name the line and line segment.
remediation Name the points.

M N O P M N O P M N O P

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional
activities for
remediation
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?

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