7- Skinner

Grade Level & 7- Erickson

School Pambujan National High School
Section 7- Pavlov
DETAILED 7-Thorndike
Learning Area MATHEMATICS
LESSON PLAN Teacher LUCILLE ATENCIO MORALES
Date and December 4, 2018 Quarter THIRD
Time 8:15-9:15/9:30-10:30
10:30-11:30/2:00-3:00

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Derives relationships among angles formed by parallel lines cut by a transversal
Objectives using measurement and by inductive reasoning.
1.Identify the pairs of angles formed when two parallel lines are cut by a
transversal.
2. Determine the relationship of the pairs of angles formed when two parallel
lines are cut by a transversal.
3. Show appreciation of the topic by applying the given relationship in real life
situation.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s materials
Pages
3. Textbooks pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources /
Materials
IV. PROCEDURES
A. Reviewing previous lesson The teacher prepares 5 pictures of the things in the PNHS Campus to which is
or presenting the new related to the previous topic in which the task of the learner is to identify it whether
lesson it shows a PARALLEL or PERPENDECULAR LINE.

Picture 1 Picture 2 Picture 3

Picture 4 Picture 5
B. Establishing a purpose for Jigsaw Puzzle and Text Twist Activity
the lesson ( Group Activity)
The class will be divided into two groups (boys and girls). Each group will be given a
pieces of puzzle picture to which they need to assemble the said pieces. Afterwards,
both groups will identify the assembled puzzle picture by using the rumbled text.
The first group to guess the said text will be given a plus points. A time of 5 minutes
will be given to do the said activity.

A T R N S E V R S L A

C. Presenting examples/ “PM Me” – Pattern and Measure Activity

instances of the lesson Directions: The class will be divided into four (4) groups. Five (5) minutes will be given
to finish the task and two (2) minutes to present their work in the class. Each group
will be working on their assigned task based on the given pattern below. Measure
each pair and draw a conclusion.
Given line 1 is parallel to line 2 and line T intersects line 1 and line 2.

1 2
l1
3 4

5 6
l2
7 8

Group 1 Pattern: Group 2 Pattern:

CORRESPONDING ANGLES ALTERNATE INTERIOR ANGLES

Group 3 Pattern: Group 4 Pattern:

ALTERNATE EXTERIOR ANGLES SAME SIDE INTERIOR ANGLES

Group 5 Pattern:
SAME SIDE EXTERIOR ANGLES
 D. Discussing new concepts 1. Looking at the pattern, can you describe the angles that form a pair of
and practicing new skills #1 corresponding angles?
2. Identify the first pair using the first pattern.
3. What can you conclude about pairs of corresponding angles?
4. How many pairs of alternate interior and exterior angles, and same side interior
and exterior angles were formed?
5. What are the measurements of these angles?
6. What can you conclude from the activity?
E. Discussing new concepts “Angle-Relationship Activity”
and practicing new skills #2 Instructions: Write the angle relationship for each pair of angles.

E F

G H

I J

K L

CORRESPONDING
ALTERNATE INTERIOR
ALTERNATE EXTERIOR
SAME SIDE INTERIOR
SAME SIDE EXTERIOR
a. are _________________ angle
b. are _________________ angle
c. are _________________ angle
d. are _________________ angle
e. are _________________ angle

F. Developing mastery Directions: Identify what kind of angle pair does angles 1 and 2 form and their
(Leads to Formative Assessment 3) relationship.
A. B.

C. D.
 E.

G. Finding practical “Perfect Match Tayo”

applications of concepts Directions: Given a map of the Poblacion of Pambujan where Colon Street is
and skills in daily living parallel to Taft Street and Del Rosario Street is the transversal. In this illustration,
the angles are represented by the places/establishments in Pambujan.
The class will be divided into two (2) groups. The groups should diverse in
terms of gender, ethnicity, race, and ability. Each member of the group will
participate and will be receiving a half heart colored paper. In every half of the
heart are the names of different location in Pambujan Poblacion. Learners need
to find the other half of their heart. If they are able to find the other half, they need
to identify if their match is a pair of “CORRESPONDING ANGLE”, “ALTERNATE
INTERIOR ANGLE”, “ALTERNATE EXTERIOR ANGLE”, “SAME SIDE INTERIOR
ANGLE”, or “SAME SIDE EXTERIOR ANGLE”. Then, they need to post it on the
board. They will be given eight (8) minutes to perform the task.

H. Making generalizations and Linear Pair of Angles

abstractions about the a. Corresponding Angles – a pair of nonadjacent interior and exterior
lesson angles on the same side of a transversal
 b. Alternate Interior Angles – a pair of nonadjacent interior angles on
opposite sides of a transversal
c. Alternate Exterior Angles – a pair of nonadjacent exterior angles on
opposite sides of a transversal
d. Same Side Interior Angles – interior angles on the same side of a
transversal
e. Same Side Exterior Angles – exterior angles on the same side of a
transversal

I. Evaluating learning Direction: Identify the lines, angles and pairs of angles below, and write your
answers in the box/table.
B

E F
C
G H

I J
D
K L

Consecutive
Transversal Line

Exterior Angles

Interior Angles

Corresponding
Alternate
Parallel Lines

(Same)

Angle
Exterior

Exterior
Interior

Interior
Angles

Angles

Angles
Angle

1. Assignment/Agreement 1. Follow-up
( 5 minutes) a. Directions: Draw a picture of two or more parallel lines cut by transversal and
indicate the angles formed. Write a description of your drawing and do it as
creative as you can.
b. Journal Writing: Write a letter intended to a friend who is absent in Math
class. Include in your letter the things that you have learned today. Observe
letter writing format.
2. Study
Study the geometric construction and bring compass.
V. REMARKS
VI. REFLECTION
1. No. of learners who earned Out of 35 learners, 28 earned 80% on the formative assessment.
80% on the formative
assessment
2. No. of learners who require Out of 35 learners, 7 required additional activities for remediation.
additional activities for
remediation.
3. Did the remedial lessons Yes. 7 learners caught up with the lesson.
work? No. of learners who
have caught up with the
lesson.
4. No. of learners who None
continue to require
remediation
5. Which of my teaching The teaching strategy that works well is the part G (Finding practical
strategies worked well? applications of concepts and skills in daily living) students get involved or
Why did these work? actively participated in the said activity.
6. What difficulties did I None
encounter which my
principal or supervisor can
help me solve?
7. What innovation or In part A. (Reviewing previous lesson or presenting the new lesson) and Part
localized materials did I G. (Finding practical applications of concepts and skills in daily living) I used
use/discover which I wish to the things that can be seen or found in the school campus and the
share with other teachers?
places/establishments located in Pambujan.