Republic of the Philippines

Department of Education
Region VIII- Eastern Visayas
Division of Leyte

LESSON PLAN IN MATHEMATICS III

Teacher: Stanley B. Perez

Subject: Mathematics
Grade Level: 3

I. Objective
A. Content Demonstrates understanding of lines and symmetrical designs
Standards
B. Performance Is able to recognize and represent lines in real objects and designs or
Standards drawings and complete symmetrical designs
C. Objective Identifies and visualizes symmetry in the environment and in design.
M3GE-IIIg-7.3

Identifyi
II. Content

ng and
Visualizi
ng
 Symmet
ry
Identifying and Visualizing Symmetry in the Environment and in Design
III. Learning
Resources
A. References
1. Teacher’s Guide MELC page 209
pages
2. Learner’s Mathematics Quarter 3 Module 9
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. Procedure
A. Reviewing
previous lesson 1. Drill: Let learners read words and phrases using flash cards.
or presenting
the new lesson Say: Read the following words correctly.
porma linya symmetry

2. Review:

Ig aktibar an
aton hibaro
han
congruency ha
pagdrowing hin
line segments
ngan disenyo
pinaagi han
pagbaton han
masunod.
Isurat an letra
nga C ha bagis
kun an line
segments
congruent
ngan NC kun
diri congruent.
 Let the students analyze the following pictures if it is congruent or
non-congruent.

What’s In
You will
activate the
concept of
congruency in
drawing line
segments and
designs by
answering the
following which
you
have learned in
your previous
 lesson. Write C
on the blank if
it
is congruent
and NC if it is
not congruent.
Directions: You will activate the concept of congruency in drawing line
segments and designs by answering the following which you have learned
in your previous lesson. Write C on the blank if it is congruent and NC if
it is not congruent.

1. 4.

2. 5.

3.

B. Establishing Motivation:
the purpose of Present a picture of butterfly Describe the butterfly.
the lesson Describe the butterfly.

Fold the butterfly into two.

Is it equally divided into two?
Introduce the word symmetry
C. Presenting of Presentation:
the Instances /
Examples of Do you know what symmetry is? It is when a shape or object has two
the new lesson identical sides that match each other perfectly

It is important
to study and
learn
symmetrical
figures and
designs
because these
are very
necessary in
our daily life
activities.
Observe the
shapes below.
What do you
notice about
them? Study
the shape on
the left side
and the right
side.
It is important to study and learn symmetrical figures and designs because
these are very necessary in our daily life activities. Observe the shapes
below. What do you notice about them? Study the shape on the left side
and the right side.

Is the shape on
the left side of
the broken line
similar to the
shape on the
right side? The
broken line is
called the line
of
[Link]
shapes are
called
symmetrical
shapes or
symmetrical
designs. In a
symmetrical
design, the
shape
on one side of
the line of
symmetry is a
mirror
reflection of
the
shape on the
opposite side
of the line of
symmetry. We
can
form simple
symmetrical
 designs out of
a given shape.
Is the shape on the left side of the broken line similar to the shape on the
right side? The broken line is called the line of symmetry.
The imaginary line which you can fold a figure to obtain the
symmetrical halves is called the line of symmetry. An object is said to
have symmetry if it can be divided into two identical halves.

The shapes are called symmetrical shapes or symmetrical designs. In a

symmetrical design, the shape on one side of the line of symmetry is a
mirror reflection of the shape on the opposite side of the line of symmetry.
We can form simple symmetrical designs out of a given shape.

Example #1: Show to the students a picture frame. Draw a line of

symmetry and ask them if the object is symmetrical.

Example #2: Show to the students a banana. Draw a line of symmetry and
ask them if the object is symmetrical.

Tell whether
D. Discussing new
concepts and
practicing new
skills. #1
(Guided
Practice) the design is
symmetrical or
 not. Write YES
if
the design is
symmetrical
and NO if it is
not.
Directions: Tell whether the design is symmetrical or not. Write YES if
the design is symmetrical and NO if it is not.

1.
4.

5.
2.

3.

E. Discussing new Group Activity:

concepts and
practicing new Give differentiated activities to set of learners. (A modified group
skills #2 work where in learners will do the same task but will work individually.)

Group 1: Tell whether the design is symmetrical or not. Put a / on the

blank for symmetrical designs and x for not.
 1.___________

2.___________

3.___________

4. ___________

5.____________

Group 2: Is the given figure symmetric? Write Yes or No on the line.

If yes, draw a line of symmetry to illustrate.

1. ______________

2. ______________

3. ______________

4. ______________

5. ______________

After the activity. The pupils will paste their work on the board.
F. Developing
mastery (Leads Draw a line of symmetry in each symmetrical shape.
to Formative
Assessment)
1. 3. 5.

2. 4.

G. Finding Application:
practical Make symmetrical figures by drawing the other half.
applications of
concepts and
1. 4.
 skills in daily
living

2. 5.

3.

H. Making Generalization:
generalizations What is a symmetrical line?
and Look at the picture. Encircle the line of symmetry and draw a box for the
abstractions
symmetrical design.
about the
lesson

I. Evaluating Evaluation:
learning Direction: Choose the figure symmetrical to the given design on the left.
Write the letter of the correct answer.

1. a. b. c.

2. a. b. c.

3. a. b. c.

4. a. b. c.

5. a. b. c.

J. Additional
activities for Directions: Illustrate the half
application or part of the given picture.
remediation

V. REMARKS
[Link]
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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 this work?
F. What difficulties
did I encountered
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:

STANLEY B. PEREZ
Elementary Teacher I Applicant