Republic of the Philippines

DEPARTMENT OF EDUCATION
Caraga Administrative Region
Butuan City Division
AMPAYON NATIONAL HIGH SCHOOL
Ampayon, Butuan City

DETAILED LESSON PLAN IN MATHEMATICS 8

Teacher Brenda Czarizza Joy T. Torres Grade Level 8

No. of
45 minutes Quarter Second Quarter
hours
Time and
Date September 16, 2025
Section
The learners demonstrate knowledge and understanding of plotting points and
Content Standard finding distance and the midpoint of line segments on the Cartesian coordinate
plane.
By the end of the quarter, the learners are able to plot points, find the distance
Performance
between two points, and find the midpoint of line segments, on the Cartesian
Standard
coordinate plane. (NA)
Learning
Illustrate and describe the Cartesian coordinate plane.
Competency
I. OBJECTIVES
At the end of the lesson, the learners are able to:
1. Define and describe the parts of the Cartesian Plane and relate them to real-life grids.
2. Appreciate the value of the Cartesian Plane in locating objects in real-life situations.
3. Illustrate a Cartesian Plane neatly and label its parts correctly.
II. SUBJECT MATTER
Topic THE CARTESIAN PLANE AND ITS PARTS
Materials TV with visuals, board and chalk, masking tape, worksheets
Constructivist Approach, Inquiry-based Learning, Collaborative Learning,
Teaching Strategies
Experiential Learning, ICT integration, Differentiated Instruction
Curiosity, Teamwork & Respect, Critical Thinking, Collaboration & Responsibility,
Values
Honesty & Confidence
Pasahol (2024). Illustrate the Cartesian Coordinate Plane Including its Parts.
References
[Lesson exemplar]. Department of Education.
III. PROCEDURE
Teacher’s Activity Students’ Activity
A. Preliminary Activities
1. Preparatory
Activities
Everybody, please stand. Will you lead us in
A. Prayer (prayer)
a prayer?
B. Greetings Good afternoon class. “Good afternoon ma’am.”
C. Classroom Kindly arrange your chairs properly and pick
Management up the pieces of papers on the floor.
May I know who’s absent today?
D. Checking of
“None ma’am.”
Attendance Okay, very good! It’s nice to know that all are
here and are willing to learn.
B. Development of the Lesson
1. ENGAGE (Projects Google Earth with grid lines turned
(5 mins) on. Zooms in and out to show how the Earth (Watch Google Earth grid
can be divided into smaller grids (latitude & demonstration.)
longitude).)

Have you ever searched your house or (Share experiences using

 school on Google Earth?

Why do you think the Earth is divided into

grid lines like this? Google Earth or map apps.)

(Respond about why grids help

(Transitions to a screenshot of the Mobile in locating places.)
Legends Bang Bang minimap)

When you play Mobile Legends, how do you

know if you are in the top lane, mid lane, or
bottom lane? (Look at the MLBB minimap and
explain how they recognize
What if we imagine dividing this map into four positions in the game (lanes,
parts—how could that help us describe base areas, middle))
locations better?
“It would be easier to say which
In mathematics, we use a system of lines to side or area something is in.”
locate positions. Before we explore that
system, let’s recall something you already
know — the number line.
Apply knowledge of content: Connects geography, gaming, and math to
illustrate location systems.
Annotations: Positive use of ICT: Uses Google Earth to enhance understanding of grids.
Maintain learning environment: Engages students’ interests respectfully,
promoting curiosity.
2. EXPLORE Short Review – Number Line
(10 mins)
(Teacher draws a horizontal number line on (Recall prior knowledge from
the board.) earlier lessons.)

Questions:
What do we call this line with numbers? “That’s a number line.”

If we have a horizontal line, what happens if “It will look like a cross./ It will
we add a vertical one that also passes form two lines that meet at zero.”
through zero?

Activity: Human Coordinate Plane

(Kinesthetic + Collaborative)

 Prepares the floor with masking tape

forming a large “plus sign” (X-axis and Y-
axis).
 Calls for volunteers: Actively take their place on the
 Some students stand along the taped lines.
horizontal tape.
 Some stand along the vertical tape.
 One student stands at the
intersection.
Observe and respond using their
Asks guiding questions: own words.

1. What can you say about this line “horizontal line”/ “number line”
going sideways?

2. What about this line going up and “up-and-down line” “vertical line”
down?
 3. Where is your classmate standing “That’s the middle.”
when he is at the center?

4. When these two lines cross, how “It makes four parts.”
many parts are formed?

5. If you look at the whole figure, what “It looks like a cross.”
shape or sign does it remind you of?

(Ask one student to take two steps to the

right and three steps up from the center)

6. If we wanted to describe exactly “That student is at two steps

where this student is standing, what right and three steps up.”/ “We
could we call his position? can count his position.”

Note: Write students responses on the board

as “Student Words” in one column.

“Great observations! You noticed the

sideways line, the up-and-down line, the
middle, the four parts, and even how we can
describe a student’s exact position. In a
while, we will learn the exact math terms for
all of these—and the name of this whole
system.”

“Thank you, volunteers, and you may return

to your seats.”

(Keeps the “Student Words” column on the

board visible for the Explain phase.)

Differentiated learning experiences: Kinesthetic and collaborative activity

accommodates diverse learners’ strengths and interests.
Maintain learning environment: Encourages fairness and respect during
Annotations:
participation.
Apply knowledge of content: Connects number line to coordinate plane
exploration.
3. EXPLAIN (Draws a two-column chart on the board
(10 mins) (left: Student Words, right: blank).)

(Prepares the set of formal math terms:

Origin, X-axis, Y-axis, Quadrants,
Cartesian Plane, Ordered
Pair/Coordinates)

“Let’s match your own words with the correct (Volunteers match terms to
math terms.” student words via word cards)

Class confirms answers.

Expected Matches:
 Zero / Middle / Starting Point
→ Origin
 Sideways line / Number Line
→ X-axis
“The first number, x, is the Abscissa  Up-and-down line / Vertical
(movement left or right). The second number, Line → Y-axis
 y, is the Ordinate (movement up or down).”  Four parts / Four boxes →
Quadrants
 Cross / Plus sign →
Cartesian Plane
 Two steps right and three
steps up → Ordered Pair (x, y)
or Coordinates
Teacher’s Wrap Up:
Finalizes the chart with correct terms.

“The whole system is the Cartesian Plane. It

has two axes: the horizontal X-axis and the
vertical Y-axis. They meet at the Origin (0,0)
and divide the plane into four Quadrants. To
describe a location, we use an Ordered Pair
(x, y) or Coordinates, where the first number
is the Abscissa (horizontal movement) and
the second is the Ordinate (vertical
movement).”
Apply knowledge of content across curriculum: Relates prior observations to
formal mathematical concepts.
Annotations: Select and use resources: Uses chart and student responses to organize
learning.
Positive use of ICT: Could include visual examples to reinforce learning.
4. ELABORATE “Now that we know the formal names of the
(10 mins) parts, let’s see how these connect to things
around us.”

(Shows a chessboard image.)

“If I want to describe where this chess piece “No, because there are many
is, can I just say ‘here’? Why not?” squares.” / “It’s not clear where
you mean.”

“What two things do we need to describe its “The row and the column.” / “The
exact position?” number and the letter.”

“That’s right—two directions working

together. One is horizontal, one is vertical—
just like in the Cartesian Plane.”

(Shows a city grid map image.)

“Look at these streets. How does this street “It goes side to side.” / “It’s going
move?” (pointing to east–west street) left and right.”

“How about this one?” (pointing to north– “It goes up and down.” / “It’s
south street) going straight.”

“What do you call the place where the two “The center.” / “The crossing.” /
streets meet?” “The plaza.” / “The middle.”

“When these two streets cross, into how “Four.” / “Four parts.” / “Four
many parts is the city cut?” areas.”

“Excellent observations! You’ve noticed two

directions, a starting point, and the divided
areas — just like the parts of a Cartesian
 Plane. Now, let’s explore these ideas more
deeply. I’m going to give each pair a
worksheet so you can think about why
these examples relate to the Cartesian
Plane and write your reasoning.

Think-Pair-Share (4-5 mins)

The teacher distributes the Think-Pair-Share

worksheet with the rubric (See Annex 1)

Guide questions: (Discuss with a partner (2

1. Why do the chessboard rows and mins).)
columns remind you of the X-axis and “Rows go side to side, just like
Y-axis? the X-axis. Columns go up and
down, just like the Y-axis. They
help locate a specific square on
the chessboard.
2. Why is the plaza or crossing in the ” It is the “zero point” or
city like the Origin? reference for the whole area.

3. How do the four areas in the city help “Makes it easier to find places
us, like quadrants? quickly without confusion.”

4. Reflection: How does knowing these “Helps us describe exact

parts help us find positions in real life? locations clearly, like on a map
or game grid. Makes it easier to
navigate, give directions, or plan
moves.”
(Calls a couple of pairs to share insights with
the class.)

The teacher orally summarizes key points,

connecting their ideas to the Cartesian Plane:
 Rows → X-axis
 Columns → Y-axis
 Plaza → Origin
 Four areas → Quadrants

“Great work! You’ve connected the Cartesian

Plane to real-life examples.”
Differentiated learning experiences: Think-Pair-Share accommodates different
learning styles and developmental levels.
Annotations: Apply knowledge across curriculum: Links mathematics to real-life examples
(chess, city maps).
Select and use resources: Visuals, worksheets, and discussion guide learning.
5. EVALUATE “Now that we’ve explored how the Cartesian (Students complete the
(5 mins) Plane relates to real-life examples, it’s time to worksheet individually.)
check how well you can identify its parts on
your own.”

The teacher distributes the Evaluation

worksheet (See Annex 2)

This worksheet includes:

1. Labeling a blank Cartesian Plane
(X-axis, Y-axis, Origin, Quadrants I–
IV, Abscissa, Ordinate).
2. Matching parts to real-life
examples (e.g., X-axis → east–west
 street).
Differentiated learning experiences: Provides structured assessment for all
learners.
Annotations: Apply knowledge of content: Checks understanding of concepts and real-
world applications.
Select and use resources: Worksheets allow students to demonstrate mastery.
Directions: Draw a simple map of your school
using a grid like the Cartesian plane. Label
axes and mark important objects (e.g.
classroom, canteen, exit, entrance, etc.). And
6. ASSIGNMENT/ answer the question below. Use the provided
ENRICHMENT rubric as your guide (Annex 3).

Question: How does the Cartesian plane help

in locating objects in real life?

Differentiated learning experiences: Allows creativity and extension based on

learners’ interests and strengths.
Annotations: Apply knowledge across curriculum: Reinforces math concepts in real-life
context.
Select and use resources: Encourages use of ICT or drawing tools if available.

IV. Remarks

V. Reflection
A. No. of learners
who earned 80% in
the evaluation
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 this 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?

Prepared by:
BRENDA CZARIZZA JOY T. TORRES
Math Teacher