LESSON PLAN IN MATHEMATICS 3

TERM 1 – WEEK 3
Name of Lesson Parallel, Intersecting, and Perpendicular Lines Line Segments of Equal Length
Learning Area Mathematics 3
Teacher JULIETA I. SALVADOR
Grade Level and Grade 3-CARIŇOSA
Section
No. of Sessions One (1) One (1) One (1) One (1)
References MATATAG Curriculum Guide for Mathematics Grade 3,
Revised K-10 Lesson Exemplar
Declaration of AI Use This lesson plan was developed with the assistance of an artificial intelligence (AI) tool to help generate ideas, structure
Cite how AI was used in content, and improve clarity of instruction.
the formulation of the
lesson plan.

SESSION 1 SESSION 2 SESSION 3 SESSION 4

INTENTIONS. Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the lesson – keep it clear and simple.
Remember: Understanding your learners’ evolving context and designing around it help ensure that your lessons connect with and are relevant to them.
A. Content Standards The learners should have knowledge and understanding of areas of squares and rectangles and points, lines, line segments,
and rays
B. Performance By the end of the quarter, the learners are able to determine the area of squares and rectangles and recognize and draw
Standards points, lines, lines segments, rays, and parallel and perpendicular lines.
C. Learning ● Recognize and draw parallel, intersecting, and perpendicular lines.
Competencies ● Identify and draw line segments of equal length using a ruler.
Write the competency/ies from the curriculum
that we are targeting, and the content or
performance standards applicable to the
sessions.
D. Learning Objectives At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
Write the smaller knowledge, skills, or tasks the learner should be able the learner should be able to the learner should be able to the learner should be able to
from the competency that the learners will
work on and be able to show by the end of to recognize parallel, draw parallel, intersecting, identify line segments of equal draw line segments of equal
the sessions. intersecting, and and perpendicular lines. length using a ruler. length using a ruler.
perpendicular lines.

E. Learners Contexts The learners have prior knowledge of basic lines and shapes and can use a ruler with guidance. They enjoy drawing and
Write your observations of your learners, hands-on activities but may need additional support in identifying and drawing parallel, intersecting, and perpendicular lines,
and how they have been performing or
responding to learning experiences as well as measuring and drawing line segments of equal length accurately.
recently. Include strengths, interests, and
possible barriers to learning.
LEARNING A learning experience is like a thoughtfully designed journey. Each activity and interaction build towards meaningful understanding and growth. Identify activities and interactions to help learners gain
knowledge, skills, or understanding in a purposeful way.
EXPERIENCE.
A. Pre-Lesson Let’s Go Back! Let’s Go Back! Let’s Go Back! Let’s Go Back!
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 3
Describe how you will help the learners get
ready for the lesson.
Draw any two lines. Identify whether the following What is the difference When do we say that the 2
par of line is PARALLEL, between a line and a line lines have equal length?
(a) What figure did you INTERSECTING or segment?
draw? We drew a line. PERPENDICULAR.
(b) How can you tell if the Give examples of objects
drawing is a line? It has inside the classroom that have
arrowheads in opposite line segments.
Some possible answers: - sides of a notebook - sides of a
directions. book - sides of a rectangular/ square table - sides of the

(c) How many lines did you blackboard - sides of a window - sides of a door

draw? We drew two lines

(d) Describe the two lines
that you drew. Answers
may vary.

B. Flow Look at the figure below. Share It! Bring out your notebooks and Share It!
Describe the activities that you can analyze which sides have
implement in 1 or more sessions to
meet the learning objectives. Share with the class the equal length. Share the objects found at
objects you found at home home that you measured
Apply the Learning Design Principles by
thinking about how to:
that show parallel, Which line segments of the yesterday.
 make the objectives clear for the intersecting, and notebook have an equal
learners perpendicular lines. length? Guide Questions:
 guide learners before letting them try
the task on their own
 check the state of the learners’ Guide Questions: 1. What objects did you
well-being, understanding, and
mastery over the lesson  What object did you measure at home?
 connect today’s new concepts to past find at home? 2. What tool did you use to
competencies
 encourage collaboration among
 What type of lines can measure the objects?
learners be seen in the object? 3. What were the
 invite learners to reflect on why this  Why do you think the measurements of the object's
matters to them ensure inclusion for How did you know that those
learners’ varied abilities, learning Compare the figures from lines are parallel, length and width?
styles, and contexts intersecting, or line segments have equal 4. Which sides of the object
group 1 to group 2. length?
They should be able to say that the pairs of lines in perpendicular? have equal lengths?
group 1 are separated from one another or did not
meet, while the pairs of lines in group 2 meet once. 5. How did you know that the
SAY: "Today, we will learn about parallel, intersecting,
and perpendicular lines and identify them in our REMEMBER: What tool would you use to line segments have equal
surroundings."
Parallel lines never meet, measure the line segments of lengths?
intersecting lines meet at one the notebook?
If the lines in group 1
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 3
become longer, since they point, and perpendicular lines Compare the line segments of REMEMBER:
extend in both directions, are intersecting lines that your notebook to the line Line segments can be
will they ever meet their form right angles or square segments of your peer’s compared by measuring them
pair at a certain point like corners. notebook. with a ruler. Line segments
the lines in group 2? SAY: Today, you will be able to draw parallel, intersecting,
and perpendicular lines. that have the same
Are there line segments from measurement are called line
Let’s Discuss Let’s Draw! your notebook that are equal segments of equal length.
length with the line segments Accurate measurement helps
A pair of lines that do not How to draw parallel of your peer’s notebook? us identify and compare
meet at any point are lines: lengths correctly.
SAY: Today, you will be able to draw line segments of equal
called parallel lines. Let’s Discuss length using a ruler.

Using one ruler:

1. Draw a line segment. Look at the illustration of a Let’s Draw!
broken ladder.
1. Draw a line segment.

Parallel lines are lines

that do not meet at any 2. Draw another line segment
point. The symbol // is in the opposite side of the
used to indicate parallel ruler.
lines.

Example:
Two pencils standing
upright and apart from 3. Draw arrowheads at both What are the line segments in
each other or the opposite ends of each line segment to the illustration that are of
sides of a table are have two parallel lines. equal length?
examples of parallel lines. 2. Measure the line segment.
What would happen if you
Give more real life have a ladder like in the
examples that have illustration?
parallel lines.
Possible answers:
opposite sides of their notebooks How would you fix this ladder
opposite sides of the blackboard
opposite sides of a road to make it functional again?
opposite sides of a ruler

How to draw intersecting 3. Draw another line segment

Let’s fix the ladder.
In this group of line, if the lines: with equal length.
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 3
lines in group 2 become 1. Draw a line segment.
longer, since they also Then, put arrow heads in
extend in both directions, both directions.
will they meet again at
another point?
Have some learners extend or make the pairs of lines
in group 2 longer to confirm that the lines will not
meet again.
Note: Line segments of equal
length can be of different
Is the ladder can be used now
orientation as long as they are
2. Draw another line segment or if it still
of equal length like the
that intersects the first line needs further repairs?
following examples.
segment. Then, put
arrowheads in both Line segments vary in length
directions. due to the different sizes,
Lines that meet at exactly shapes, designs, and functions a.
one point are called of objects.
intersecting lines.
Measure and Match!
Intersecting lines are b.
lines that meet at exactly Directions: Work with a
one point. The point where partner. Use a ruler to
the lines meet is called the measure the line segments
point of intersection. c.
below. Write the length of
each line segment and identify
which pairs have equal
lengths.
How to draw
perpendicular lines: d.
Using one or two rulers:
1. Draw a line segment. Activity: Perpendicular
Describe the intersection
Then, put arrow heads in Lines and Line Segments of
formed by the two lines.
both directions. Equal Length
Two pencils that cross one
another or the intersecting Which pair have same length?
sides of the table. 1. ______ and ______
Suggest more real-life 2. ______ and ______
examples that have 3. ______ and ______
2. Place the ruler in an 4. ______ and ______
intersecting lines.
upright position against the 5. ______ and ______
drawn line.
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 3
Intersecting lines that form
square corners are called
perpendicular lines.

3. Draw a line perpendicular

to the first line.

Perpendicular lines are

intersecting lines that form
square corners.

Give examples of objects

or things inside the How can you draw line
classroom that have segments of equal length?
Measure the length of the given line segment then, draw
perpendicular lines. ACTIVITY: Parallel Lines another line segment of equal length or with the same
length.
and Intersecting Lines
Analyze It! Why not all line segments are
Look at the illustration. equal in length?
Line segments vary in length due to the different sizes,
shapes, designs, and functions of objects.

Do you think these two

lines are parallel,
intersecting, or
perpendicular? Explain.

This figure is an
intersecting line because
when we extend both lines
they will meet just like the
illustration below.

After the completion of the LAS 1, discuss the answers by

drawing it on the board.

How do you draw parallel,

 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 3
intersecting, and
Line Identity! perpendicular lines?
Use the wordwall in this activity.

[Link]
Remember:
resource/69927048/math/
- Parallel lines do not meet
parallel-intersecting-
at any point.
perpendicular-lines
- Intersecting lines meet at
exactly one point, called the
Look Around!
point of intersection.
Look around the classroom
- Perpendicular lines are
and list one object that
intersecting lines that formed
shows:
a square corner.
 Parallel lines
 Intersecting lines
 Perpendicular lines

Remember:
- Parallel lines do not
meet at any point.
- Intersecting lines meet
at exactly one point, called
the point of intersection.
- Perpendicular lines are
intersecting lines that
formed a square corner.
C. Learning Resources  Learner's activity sheets  Learner's activity sheets  Learner's activity sheets  Learner's activity sheets
List down the learning resources that will  Visual aids showing  Whiteboard and markers  Rulers  Rulers
help you reach your objectives. Ensure that
they are available and inclusive. different pairs of lines  Rulers
Include options and alternatives in case of
emergencies.
D. Opportunities for ICT (Technology) - By Arts – Learners draw figures Science – Measuring and Arts – Learners draw figures
Integration using wordwall and designs using parallel, comparing objects accurately. and designs line segments
Write down any possibilities to intersecting, and
meaningfully integrate another learning
area, special topic, or technology. perpendicular lines.
Write N/A if none.
ASSESSMENT. Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide your future instruction.

Formative Assessment Formative Assessment: Formative Assessment: Formative Assessment: Formative Assessment:
Create a task, activity or questions to
evaluate learning and provide feedback.
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 3
Include ways for learners to ask for Label each pair of line as Write three pairs of line Look for the line segment
guidance or support.
PARALLEL, INTERSECTING segments of equal lengths. drawn in each picture. Find
Remember to provide appropriate or PERPENDICULAR. another line segment in the
accommodations so all learners can
demonstrate their understanding (e.g.,
picture that is equal in length.
varied response formats, small group Draw that line segment.
options, visual or auditory supports)

WAYS FORWARD. Meaningful learning can also happen beyond the classroom – for both the learners and the teacher. Pause and reflect on what happened today.

Extended Learning Assignment: Assignment: Assignment:

Opportunities
Suggest other learning experiences outside Observe objects at home Create a simple house, robot, Using a ruler, measure the
the classroom/class hours that learners
may want to access to reinforce what they and identify examples of or playground drawing using length and width of three
have learned, to spark their curiosities parallel, intersecting, and parallel, intersecting, and objects found at home (e.g.,
further, or that may provide them support
in their areas of difficulty. perpendicular lines. perpendicular lines. notebook, book, table, or
picture frame). Write their
Bring rulers, pencils, and Bring rulers. measurements and identify if
sheets of paper. any sides have equal lengths.

Bring rulers, pencils, and

sheets of paper.
REFLECTION
Think about what you
need to change for the
next session based on
what happened today. Is
there something the
learners are interested in
exploring?
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 3
Are there some things you
would like to share with
your co-teachers, parents,
or school leaders about
your classroom
experience? What would
you like your instructional
coach to help you with?

Prepared by: Checked by: Noted:

JULIETA I. SALVADOR JANETTE A. ABANADOR

MT-I Principal III