A Detailed
Lesson Plan in
Math III
___________Fiona F. Lozano___________
Student Teacher
I. OBJECTIVES:
At the end of the 40-minute lesson, the students should be able to:
a. identify symmetry and line of symmetry in a given shape and real world examples;
b. share at least 2 insights on the importance of symmetry in our surroundings; and
c. draw the missing half of 8 symmetrical object by applying their understanding of a
symmetry
II. SUBJECT MATTER:
Topic: Symmetry
References: Teaching Math in Primary Grades, pp. 76-79
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Materials: Visual aids, Cut-outs, Flashcard, Cartolina, Laptop
Values Integration: Sharing
III. PROCEDURE:
TEACHER’S ACTIVITY PUPILS’ ACTIVITY
A. Preliminary Activities
a. Greetings
Good morning everybody, How are you? (2x) (The pupils will answer and clap their hands)
Good morning to you, Good morning to me. All: I’m Fine!
Good
morning everybody, how are you? (2x)
Good morning my dear students! How are (The pupils will greet the teacher)
you today?
All: Good morning, teacher! We are all Fine.
I’m glad to hear that you are all fine today.
b. Prayer
(The teacher will flash a prayer video in the
screen)
Before anything else, may I request
everyone to stand, and let us pray. (The pupils will stand and pray)
All: Dear God, we thank you for this
wonderful day. We thank you for the gift of
life and for all the blessings. Help us to learn
new things today.
Help us to be obedient to our teachers,
parents, and to be kind to our classmates.
Help us to be honest and diligent in our
studies.
Let peace and unity prevail in our home,
school, community, and country. Keep us
always safe and always grant us the courage
to follow your way.
These all we ask, in Jesus name we pray.
Before you take your seats, pick up some Amen.
pieces of papers and arrange your chairs
properly.
(The pupils will pick up the trash and
Okay class, you may now take your seats. arranged their chairs)
(The pupils will take a seat)
c. Checking of Attendance
Before we start, let me check if you are all
present today.
Instead of saying present, as I call your (The pupils will listen attentively)
names, you will say your favorite shapes and
draw the shapes in the air using your finger.
That is the sign that you are present today.
Is that clear, class?
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(Pupils will follow the instruction of the
Since everybody say their favorite shapes, teacher)
that means you are all present today. Let us All: Yes, teacher!
all stand and give yourselves a “Present
Clap”.
(Pupils will stand)
The clap goes like this, “Yes we are present,
we are present today” (The pupils will watch how present clap goes
like)
Again.
(The pupils will do the Present clap)
“Yes we are present, we are present today”
Good job class, you may now take your seat.
(The pupils will take a seat)
d. Setting of the Classroom Rules and
Procedures
Before we start our learning journey, always
remember our classroom rules and (The pupils will listen attentively)
procedures:
Rule #1. Sit properly.
Again class, what is our rule #1? (The pupils will answer)
All: Sit properly, teacher!
Rule #2. Follow the teacher’s direction.
Again, what is rule #2?
All: Follow the teacher’s direction, teacher!
Rule #3. Listen when your teacher is talking.
What is our rule #3?
All: Listen when your teacher is talking,
Rule #4. Raise your hand if you want to teacher!
speak.
Again class, what is our rule #4?
All: Raise your hand if you want to speak,
teacher!
Rule #5. Be kind to others.
And what is our rule #5?
All: Be kind to others, teacher!
Do you understand our classroom rules and
procedures?
All: Yes, teacher.
Very Good class!
e. Drill
Class, I have here some real objects that I’m
(Pupils will listen attentively)
going to show you. I want you to identify
what is the name of the object and what
shape is it.
Am I clear, class? All: Yes, teacher!
Before we begin, let me remind you our rule
#4, What is it again? (Pupils will raise their hand)
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Yes, Angelika? Angelika: Raise your hand if you want to
speak, teacher.
That’s right.
Do you understand, class? All: Yes, teacher!
Now, let’s begin.
(Teacher will show a real-object one by one)
What is this, class?
(Pupils will raise their hand)
Rena: Rubrics Cube, teacher!
Yes, Rena?
Rena: Square, teacher!
And what shape is this?
Very Good.
How about this one?
(Pupils will raise their hands)
Merlyneth?
Merlyneth: Plate, teacher!
And what shape is this?
Merlyneth: Circle, teacher!
Very Good.
Next is this one.
(Pupils will raise their hands)
Yes, Evelyn? Evelyn: Ruler, teacher!
And what shape is this?
Evelyn: Triangle, teacher!
That’s right.
And how about this?
(Pupils will raise their hands)
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Yes, Shiella? Shiella: Bag, teacher!
And what shape is this? Shiella: Rectangle, teacher!
Good job, Shiella.
And for the last one.
(Pupils will raise their hand)
Carla: An egg, teacher!
Yes, Carla?
Carla: Oval, teacher!
And what shape is this?
Very Good class! Your answers are all (Pupils will watch the teacher how good job
clap goes like)
correct. With that, give yourselves a “Good
Job clap”
A Good Job clap goes like this (Pupils will do the Good Job clap)
“One,two,three. G-O-O-D-J-O-B Good Job” “One,two,three. G-O-O-D-J-O-B Good Job”
Again, Altogether.
All: Yes, teacher.
f. Review
Class, do you still remember our past
(Pupils will raise their hand)
lesson?.
Eloisa: Congruent Figures ,teacher!
Please tell me what was the title of your past
lesson?
Yes, Eloisa?
(Pupils will raise their hand)
Very good! It’s about congruent figures.
Maria: Congruent Figure has the same size
and shape.
And,what is congruent figures?
Yes, Maria?
That’s right.
(Teacher will show an example of Congruent (Pupil will raise their hand)
Figure)
Katrina: Yes,teacher.
When I flipped this objects, what do you
observed? Is it still the same?
Yes, Katrina?
Very good.
Carl: It’s still the same, teacher.
And when I return it like this , what do you
observe?
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Yes, Carl?
That’s right. Mizzy: It’s still the same, teacher.
And if I turn like this, What do you observe?
Mizzy?
Very good. All: Congruent, teacher!
Again, what do we call when the shape and
size of this object are the same even if they
are turned or flipped? (The pupils will listen and observe the
illustration on the board)
Good job class.
(Teacher will paste the illustration of their
activity on the board)
Now, for me to know if you really
understand our past lesson, I have here an
illustration of your activity. All: Yes, teacher.
As I call your name, I want you to circle the
correct answer, if the shapes is congruent or
not congruent. Is that clear class?
(Pupil will come in front and answer)
(The pupils will check their answers if it is
correct)
Before we proceed, let us check if your
answers are correct.
(Pupils will listen attentively)
Very Good class! It seems that you really
mastered our past lesson.
(Pupils will answer)
All: Yes, teacher.
g. Unlocking of Difficulties
Before we go on to our next lesson, let us
talk about the unfamiliar words that we
might encounter in our lesson for today. I
will read the word, give it’s meaning, then
(The pupils will repeat the word)
you will repeat the words after me. Is that
All: Categorize!
clear, class?
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Categorize
- the act of sorting and organizing things
(Pupils will watch and listen )
according to group, class, or, as you might
expect, category.
Everybody say Categorize.
(Teacher will show example of categorize
and demonstrate it)
Here is a box for vegetables and a box for
All: Yes, teacher.
fruits. I have here a cut-out picture of
vegetables and fruits and sort these into the
correct box.
Putting the pictures into its corresponding
box or category is what we call categorize.
Okay class, do you now understand what is
categorize? (The pupils will repeat the word)
All: Insights!
Very good class!
Insights
- It can be used when referring to someone's
thoughts or ideas being presented or shared. (Pupils raise their hands)
Everybody say Insights. Patricia: Eating healthy foods makes us
strong.
(Teacher will flash a picture in the screen
and give an example)
For example, I ask a question “what is the
importance of eating healthy foods?” (Pupils listen attentively)
Yes, Patricia?
Very good.
All: Yes, teacher.
Now, the answers from Patricia expressing a
desire to share her answers, are what we
call insights. She understand my
question,and want to share that insight or
idea to the class.
Okay class, do you now understand what is All: Identical!
insights?
(Pupils will listen and observe the pictures)
Identical
- something which has exactly the same
and similar with every detail. All: Yes,teacher.
Everybody say Identical.
(Teacher will flash some pictures of
identical)
This are the examples of identical. All: Figure!
Okay class, do you now understand what is (Pupils will listen and participate)
identical?
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Figure
- anything with form has a certain shape or
All: Yes, teacher.
an object noticeable only as a shape or form
Everybody say Figure.
(The pupils will repeat the words)
(Teacher will point out the objects)
This objects that has a form or shape is what All: Categorize!
we called Figures.
All: Insight!
Okay class, do you now understand what is
figure? All: Identical!
Okay class, Altogether ,repeat after me. All: Figure!
Categorize
Insight
Identical
Figure
Very good class.
Now, that we are done unlocking the difficult
words, we are now ready to move forward
with our lesson for this day.
B. Development of the Lesson
a. Motivation
Before we start, I want you to meet my
friend.
(Pupils will listen and participate)
(Pupils will answer)
My friend is SpongeBob! Do you know
SpongeBob? All: Yes, teacher.
All: Hi Spongebob!
He is a very good friend. Can you say hi to
him!
He is here because he needs our help. He All: Yes, teacher!
needs to find half of his friends . Do you
want to help him?
(Pupils listen to the instruction)
Ok class, let’s have a game called “Where’s
the other half?” I need 5 students who will
get cut figure in the box and look for half of All: Yes, teacher!
it. And, the first student who will finish the
game will have a prize. Do you want a prize?
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(Pupils will raise their hands)
Okay, who wants to help Spongebob?
(Teacher will choose 5 pupils)
(The pupil will stand and come in front)
Shiella will find the half of Patrick.
(The student will answer)
Shiella: Half of Patrick, teacher.
Again, shiella who will you find?
That’s right.
(The pupil will stand and come in front)
Merlyneth will find the half of Plankton.
(The student will answer)
Merlyneth: Half of Plankton, teacher.
Again, Merlyneth who will you find?
(The pupil will stand and come in front)
Very good.
Rena will find the half of Squidward.
(The pupil will answer)
Rena: Squidward, teacher.
(The pupil will stand and come in front)
Again, Rena who will you find?
Evelyn will find the half of Sandy.
(The pupil will answer)
Evelyn: Sandy,teacher.
(Pupil will stand)
Evelyn who will you find?
And Carla will find the half of Mr. Krabs.
(The pupil will answer)
Carla: Mr. Krabs, teacher.
(Participants will answer)
All: Yes we are!
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(Pupil won the game)
Again, Carla who will you find?
Very good!
(Pupils will raise their hands)
All participants, are you ready?
Rena: We put the other half, teacher!
At the count of three. One, Two, Three!
Rena: Yes, teacher.
So, the winner is Evelyn.
(The teacher will give the price to the Hanna: Yes, teacher.
winner)
Very good everyone!
(Pupils will raise their hands)
b. Presentation
Now, based on the game, what have you
Jerico: Symmetry, teacher!
observed?
What is it Rena?
All: Symmetry!
Does the other half exactly the same as the
All: S-Y-M-M-E-T-R-Y, Symmetry!
one pasted on the board, Rena?
Are they divided into two equal parts,
Hanna?
Rena: Symmetry is when a figure has two
sides that are mirror image of one another.
c. Lesson Proper
That’s right, and you know what is our topic
for today?
(The pupils will listen attentively)
Yes, Jerico?
Everybody, will you please read our topic for
today. (Pupils will answer)
All: Heart, teacher.
Now,spell Symmetry.
Very Good!
Now what is Symmetry, will you please read
Rena?
(The pupils will listen attentively)
Very good!
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Or to keep it simple, Symmetry is when (Pupils will raise their hand)
something is the same on both sides .
Janna: There is a line in the middle, teacher.
Now, look on this figure ,what is this class?
(The pupils will listen attentively)
Very Good.
(Pupils will raise their hands)
If I’m going to fold this in half, I will be able
to divide it into two equal parts. Trisha: Line of Symmetry,teacher.
And if I unfold this figure, what do you
observe? (Pupils will raise their hand)
Yes, Janna? Anna: Line of Symmetry is a line that divides
a figure into two parts that match exactly.
Very good, Janna.
Okay class there is a line going right thru the (Pupils will listen attentively)
middle of this figure to show that on one
side and on the other side, it’s the same.
To help you figure out if something is
symmetrical, what you do is to add a line of (Pupils raise their hand)
symmetry.
Kim: 3, teacher.
Again, what do you call this line?
Yes, Trisha?
That’s right. (Pupils will raise their hands)
Now, what is line of symmetry? Carlo: Horizontal line, Vertical line, and
Yes, Anna ? Diagonal line of Symmetry, teacher.
Very Good.
And the line of symmetry can be categorized
into three types . This are Horizontal Line,
Vertical Line and Diagonal Line of Symmetry. All: Cheese, teacher.
Again how many types of Line of Symmetry? All: 2 teacher.
Yes, Kim?
Very good. (Pupils will listen and participate)
And what are the three types of Line of
Symmetry? All: Yes, teacher.
Yes, Carlo?
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(Pupils raising their hands)
Very Good. Patricia: A horizontal line of symmetry runs
across the image or object from left to right
(Teacher will use a real object to show line of and divides the image into identical halves.
symmetry)
Now, I have here a real object and what is
this class?
(Pupils watch the teacher’s demonstration)
And how many cheese do I have?
Very good everyone.
Now, I'm going to show you the types of line
(Pupils will raise their hand)
of symmetry using this piece of cheese. I'll
demonstrate how to cut the cheese using a
Camille: Yes, teacher.
thread according to the types of symmetry,
and then I'll call someone to come to the
front and repeat what I did. Is that clear,
class? (Pupils will raise their hand)
But first, will you please read what is
Horizontal Line of Symmetry? (Pupil will come in front and cut the cheese
into horizontal)
Yes, Patricia?
Very good.
All: Yes, teacher.
(Teacher will slice the cheese using thread
into horizontal and show to the students)
So this is a horizontal line of symmetry looks
like.
(Pupils will raise their hands)
Class, is it divided into two equal parts?
Evelyn: A vertical line of symmetry goes
Yes, Camille? from top to bottom in an object and divides
it into its mirror halves.
Very good.
Now who wants to try?
(Pupils will watch the teacher and observe)
Yes Renalyn, will you show me a Horizontal
line?
All: Yes, teacher!
Very Good, Renalyn.
(Pupils will raise their hands)
(The teacher will show the cut cheese to the
class)
Is this a horizontal line class? (Pupil will come in front and cut the cheese
into vertical)
That’s right.
How about Vertical Line of Symmetry? Will
you please read it’s meaning?
Yes, Evelyn? All: Yes, teacher.
Very Good.
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(Teacher will slice the cheese using thread Carla: A diagonal line of symmetry goes
into vertical and show to the students) sideways or slanting in an object into two
Now a vertical line of symmetry looks like identical halves.
this.
Is it divided into equal parts?
Very good.
Now who wants to try?
All: Yes, teacher.
Yes, Justin?
(Pupils raise their hand)
Good job, Justin.
(The teacher will show the cut cheese to the
(Pupil will come in front and cut the cheese
class)
into diagonal)
Is this a vertical line class?
Very good class.
And how about Diagonal Line?
Carla?
All: Yes, teacher.
Very good, Carla.
(Teacher will slice the cheese using thread
into diagonal and show to the students)
Now a diagonal line of symmetry looks like
this. Ruby: Horizontal, Vertical and Diagonal line
of symmetry, teacher.
Is it exactly the same as the other one?
Very good class. (Pupils will listen attentively)
Now, who wants to try?
Yes, Paul?
Lily: It’s not the same sides,teacher.
Good job Paul.
(The teacher will show the cut cheese to the
class)
Is this a diagonal line class?
Very good class.
Maria Fe: Asymmetrical, teacher.
Again, what are the three types of Line of
Symmetry?
Yes, Ruby?
Very good.
(Pupils will raise their hands)
Shiella : Blackboard, teacher!
(The teacher will show an asymmetrical
figure)
Now, take a look at this figure. Here's the
line of symmetry in the middle. If we folded
it along the line of symmetry, What do you Evelyn: Book, teacher!
observe?
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Yes, Lily?
Very good. Rena: Clock,teacher!
If we fold this figure in the middle,these two
sides would not match. And when a figure
doesn't have the same sides or parts, we call
it asymmetry or asymmetrical.
Carla: Sunglasses, teacher!
Again, what will you call it, Maria Fe?
Yes, you’re right.
Now, can you give an example object of
symmetry that you can see here in our (Pupils will listen attentively)
school or classroom?
Yes, Shiella?
(Pupils will listen to the direction)
Correct! What else?
Yes, Evelyn? All: Yes, teacher!
Very good!
How about,Rena?
(Pupil will go in front individually and
Very good!
answer)
And Carla?
Well done class.
d. Fixing Skills
Now, for me to know if you really understand
our lesson, As I call your name you will
answer the illustration paste on the board.
Direction: Put a (✔) check if it is the dotted (Pupils will check their answers)
lines on each shapes show a line of
symmetry and put a (X) cross mark if it is
not symmetry.
Do you understand class?
(Teacher will call a name one by one.)
(Pupils will raise their hand)
Zia: It’s all about Symmetry, teacher.
(Pupils will raise their hand)
Marko: Line of Symmetry, teacher!
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(Pupils will raise their hand)
Ally: Horizontal line, Vertical line, and
Diagonal line of Symmetry, teacher.
George: Asymmetrical,teacher.
(Pupils will participate in the activity)
Okay class, let us check if your answers are
correct. (Pupils will answer)
All: Yes, teacher.
Very good class, all of your answers are
correct.
e. Generalization
Class, based on our discussion and on the
activity that we had, what is our lesson
again?
Yes, Zia?
(Pupils raise their hands)
Very Good.
Patricia: Symmetry is important because it
makes things look beautiful
What do you call the line that divides the
figures into 2 equal parts?
(Pupils raise their hands)
Yes, Marko?
Hanna: Symmetry is important because it
make things look nice and balanced,
That’s right. teacher.
And, what are the types of line of symmetry?
(Pupils raise their hands)
Yes, Ally?
Kaila: In the park, teacher.
How about figures that don`t have the same
sides? Yes, George?
Kaila: Flowers, teacher. It makes the park
look pretty and organized.
Well done class! You did a great job!
Hanna: In the library, the book shelves are
symmetrical and it help us find books
e. Application
easily,teacher .
(Teacher will group the pupils into 2 groups,
each group will be given a bond paper)
This activity is called 'Draw to Create!' You
will draw on a sheet of bond paper, of any
symmetrical objects and draw a line of
symmetry on each.
Do you understand class?
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Very Good class, It seems that you really
understand our lesson.
f. Values Integration
Class, let’s talk about the importance of
symmetry in our surroundings? Does anyone
have thoughts on this?
Yes, Patricia?
Great point, anyone else?
Yes, Hanna?
Absolutely! Now, will you think of other
places where symmetry is important?
Yes, Kaila?
And what objects you see in the park that is
symmetrical? And why is it important?
How about the others?
Yes, Hannah?
Very good, class! Symmetry contribute to
order and balance in our surroundings. It
makes places like park and library look
beautiful and organized.
IV. EVALUATION:
Name:
Direction: Draw the other half of each symmetrical shapes.
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V. ASSIGNMENT:
Directions: Cut out a picture of any objects that consider as symmetrical from a
magazine or newspaper with the help of an adult. Paste it on your notebook and name
each.
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