Lesson plan
NAME OF SCHOOL
LUTHULI HIGH SCHOOL
STUDENT SURNAME AND NAME
CHILIZA SIPHESIHLE
STUDENT NUMBER
217030849
GRADE
10
SUBJECT
MATHEMATICS
TOPIC
EUCLIDEAN GEOMETRY
CONTENT/ CONCEPT AREA
CAPS PAGE NO.
THE INTERSECTING AND PARALLEL
LINES
239
DURATION OF LESSON
60 MINUTES
SPECIFIC AIMS:

To provide the opportunity to develop in learners the ability to be methodical,
to generalize, make conjectures and try to justify or prove them.

To promote accessibility of Mathematical content to all learners. It could be
achieved by catering for learners with different needs.
LESSON AIMS:
KNOWLEDGE
Learners should
knowledge
understanding
of
following:
SKILLS
VALUES/ATTITUDE
gain Learners should be able to Learners should acquire
and the following:
values
and
attitudes
the
conducive to promoting:
CHILIZA SIPHESIHLE
217030849
How to calculate distance To work algebraically Develop the ability to apply
between two points
using distance formula
distance
formula
appropriately
How to apply distance
formula
Workout
distance
solutions
problems using
formula to get
APPROACH/TEACHING STRATEGY:

Questioning

Explanation

Demonstration
RESOURCES:

Chalkboard

Chalk

Mathematics ruler

Chart
INTRODUCTION (13MINUTES)
I will ask them based on their own understanding. What is analytical geometry?
Analytical geometry is a method of representing and working with geometric objects
algebraically using a coordinate system. I will go on ask them about distance, then
tell them we going to work algebraically how to get distance between two points. Use
the chart done that has cartesian plane and as well as chalkboard to draw a
cartesian plane for demonstration. Make what I did on the chart with learners
meaningful. Working with learners to clarify how distance formula to be known was
invented. Construct triangle and Apply Pythagoras theorem to final arrive to the
distance formula.
1
𝐴𝐵 = √(𝑥𝐵 − 𝑥𝐴 )2 + (𝑦𝐵 − 𝑦𝐴 )2
CHILIZA SIPHESIHLE
217030849
DEVELOPMENT (40 MINUTES)
As I would already have my cartesian plane on the chalkboard. I will draw line AB
represented as A(;) and B(;) . Proceed to construct C(;) aligning x-coordinate and ycoordinate making it a right-angled triangle. It got suitable for Pythagoras theorem to
be applied (𝑟 2 = 𝑥 2 + 𝑦 2 ). Work algeberaically
Step 2
What is a Rectangle?
RECTANGLE

Define poster to show the drawing of the rectangle with all of it properties
included as symbols on the drawing.

Explain the properties of the rectangle by referring to the drawing on the poster
and write them on the chalkboard.
Step 3
What is a Rhombus?
RHOMBUS

define poster to show the drawing of the rhombus with all of it properties
included as symbols on the drawing.

Explain the properties of the rhombus by referring to the drawing on the poster
and write them on the chalkboard.
Step 4
What is a Kite?
KITE

Define poster to show the drawing of the kite with all of it properties included as
symbols on the drawing.
CHILIZA SIPHESIHLE
217030849

Explain the properties of the kite by referring to the drawing on the poster and
write them on the chalkboard.
Step 5
Write the following questions on the chalkboard for learners to complete:
1. Name the quadrilaterals which contain equal diagonals and has equal sides.
2. List the properties of proving that a quadrilateral is a parallelogram.
3. Compare the rhombus with the square by using their properties.
4. Explain by using properties why a kite is a parallelogram.
CONSOLIDATION/LESSON CONCLUSION(7 MINUTES)
Give learner the copy of the typed worksheet which will be structured as follows:
Quadrilaterals
Properties
Square
Who am I?
Rectangle
Who am I?
Rhombus
Who am I?
Kite
Who am I?
CHILIZA SIPHESIHLE
217030849
ASSESSMENT:
Assessment type
Class Activity
Assessment instruments/tools
Typed questions(worksheet)
Assessment method
Formative
EXTENDED/ENRICHMENT:
The learners who finish first will be given the small exercise which must be structure
as follows:
1) Differentiate the quadrilaterals from other shapes.
2) Draw the parallelogram and include all the properties.
PLANNED QUESTIONS:
1. What is a four-sided polygon with four angles?
2. What are the properties of proving that a quadrilateral is a parallelogram?
3. Which properties are used to compare the rhombus with the square?
4. why a kite is a parallelogram?
5. What are the quadrilaterals containing equal diagonals a
CHILIZA SIPHESIHLE
217030849