PROCOPIO MAILIG MEMORIAL

School INTEGRATED SCHOOL Grade Level Grade 7

Teacher KHENCHY F. FALOGME Learning Area Mathematics

Teaching Date and

February 24, 2022 Quarter THIRD
Time
DAY:
I. OBJECTIVES
Demonstrate understanding of key concepts of Geometry of shapes and sizes,
A. Content Standards and geometric relationships.
Able to create models of plane figures and formulate and solve accurately
B. Performance Standards  authentic problems involving sides and angles of polygon.
C. Competencies / Objectives  Identify the relationships between angles formed when parallel lines cut by a
  transversal.
 Cooperate and participate actively in discussing parallel lines cut by a
transversal
 Derives relationships among angles formed by a parallel line cut by a transversal
using measurement and by inductive reasoning.
 Find the measures of angles formed by a parallel line cut by a transversal

CODE: M7GE-IIIc-1

II. CONTENT PARALLEL LINES CUT BY A TRANSVERSAL

III. LEARNING RESOURCES

SLM- Division of San Jose Del Monte City
A. References https://www.youtube.com/watch?v=6uhotssvJX4
E-Math by Orlando A. Oronce and Marilyn O. Mendoza
B. Other Learning Resources PowerPoint presentation, printed materials, visual aids, protractor
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
 Daily Routine
-Prayer
-Greetings
-Checking of Attendance

INQUIRY-BASED APPROACH
 Review:
1. How can we say that two angles are supplementary? complementary?
2. What can you say about congruent angles?

Refer to the figures.

Name the angles that are supplementary
Name the angles that are complementary

B. Establishing a purpose for the lesson

We also learned during our past lesson the pairs of congruent angles, their relationship and, their measures when two lines intersect.
Vertical Angles – Pairs of opposite angles made by intersecting lines
Adjacent Angles – Two angles that have a common side and a common vertex (corner point) but do not
overlap in any way. Two angles next to each other
Linear pair – Two adjacent angles whose sum is 180o (form a straight line)

From the given figure, identify the pairs of vertical angles, adjacent angle and linear pair.

If angle 2 is 500, what is the measure of angle 4? How about angle 1?

Procopio Mailig Memorial Integrated School

Palindan, Ibaan, Batangas
(09)39-478-8315 [email protected]
C. Presenting examples/ instances of the new lesson

What can you say about the figure?

PARALLEL LINES CUT BY A TRANSVERSAL

Parallel Lines – lines that do not intersect regardless of how far they are extended on either side.

Transversal – is a line that intersects two lines on the same plane at two different points.

INQUIRY-BASED APPROACH
Identify whether line z is transversal to line m and p.

UNLOCKING DIFFICULTIES:

Corresponding Angles – A pair of non-adjacent interior and exterior angles on the same side of a transversal. If the two
lines are parallel, the corresponding angles are equal.

Alternate Interior Angles – a pair of non-adjacent interior angles on opposite side of the transversal. Alternate interior
angles are congruent.

Alternate Exterior Angles – a pair of non-adjacent exterior angles on opposite side of the transversal. Pairs of alternate
exterior angles are congruent.

Interior Angles on the same side – The same side interior angles are also known as consecutive interior angles that are on the
same side of the transversal but inside the parallel lines. Interior angles on the same side are supplementary.

Exterior Angles on the same side – Two angles that are exterior of the parallel lines and on the same side of the transversal line.
Exterior angles on the same side are supplementary.

Procopio Mailig Memorial Integrated School

Palindan, Ibaan, Batangas
(09)39-478-8315 [email protected]
ACTIVITY 1. “LET’S INVESTIGATE”
Direction: Find the measure of each angle using protractor.

Using the figure from your activity, and through analyzing the definition given a while ago, can you give the pairs of:
1. Corresponding Angles
2. Alternate Interior Angles
3. Alternate Exterior Angles
4. Interior Angles on the same side
5. Exterior Angles on the same side

D. Discussing new concepts and practicing new skills #1

TLE INTEGRATION

During TLE time, as one of the skills in carpentry, students were asked to build a fence for the plot. Each pole of the fence has the
same distance from each other, it means that they are parallel. But the students did not notice that the bamboo they put across was
not aligned.

Processing Questions: HOTs

1. What can you say about the measure of angle 1 and angle 4?

2. If the measure of ∠2 is 75o, what is the measure of angle 6? Why?

How about angle 8? Why?
3. What is the sum of the measure of ∠2 and ∠8?

4. Can we say that ∠2 and ∠8 formed a linear pair? Why?

E. Discussing new concepts and practicing new skills #2

Activity 2: “CONSTRUCTIVIST APPROACH”

Poultry raising is one of the occupations of people in Ibaan. Care takers always check the
conditions of the chickens. Mang Kanor noticed that there was a long stick of bamboo
leaning on the two parallel separators of the chickens. - Localization

Directions: Sketch the given situation. -ARTS INTEGRATION

a. Name the upper separator as line g, the lower separator as line h, and the transversal line as line k.
b. Label the angles formed by writing numbers 1-8 where the measure of ∠2 is smaller than ∠1. All odd numbers should be labelled
on the same side of ∠1 and all even numbers should be labelled on same side of ∠2.
QUIZ BEE

From the sketch that you did, find the measure of the following if the measure of ∠2 is 37o. Write your answer on the green board and
raise it when you are done.

1. m∠1 3. m∠3 5. m∠8

2. m∠5 4. m∠4
F. Developing Mastery (Leads to Formative Assessment)
SCIENCE INTEGRATION

Procopio Mailig Memorial Integrated School

Palindan, Ibaan, Batangas
(09)39-478-8315 [email protected]
 Electrical cables play a crucial role in making sure that the conductance in an electrical circuit
stays at the optimum level. The electrical wires also ensure that the electric circuit in residential
and commercial properties is not overheated and there is no underlying risk factor of fire. In this
context, it is essential to note that a high-quality electrical wire would always offer less resistance
to the flow of current, thereby making it an excellent conductor of electricity.

It just so happened that a wire was crossed on the parallel wire on the post.
It we are going the sketch that, it looks like this.

Processing Questions: INQUIRY-BASED APPROACH

What is the relationship of:
a. ∠1 and ∠3? Can you give another pairs of vertical angles?

b. ∠4 and ∠6? Give another pair of alternate interior angles.

c. ∠3 and ∠8? Give the other pairs of corresponding angles.

d. How will you describe the measure of ∠2 and ∠7?

G. Finding practical applications of concepts and skills in daily living.

COOPERATIVE APPROACH

DIFFERENTIATED ACTVITY
A square tile path walk in marina’s garden can create parallel lines between edges of each tile. Once a piece of stick lies down on the
ground slightly diagonal, it forms a transversal line.

Group 1: ROLE PLAYING – The relationships of the angles

formed.
Group 2: SINGING - The relationships of the angles formed.
Group 3: INTERVIEW - The relationships of the angles formed.

For LIMITED FACE-TO-FACE

Directions: Answer the following. Write your answer on the green board
and raise it once you’re done.
HOTs
1. Why Cathy’s coffee and Darrin’s Doughnuts have the measure? Can
you give another place in the figure that are vertical?

2. How about Beverly’s burgers and Bob’s Burgers?

3. What is the relationship of Beverly’s Burgers and Ivan’s Ice Cream?

4. How you prove that Isabel’s Ice Cream and Connie’s Coffee is supplementary? Can we say that they are also linear pair? Why?

H. Making generalizations abstractions about the lesson

ENGLISH INTEGRATION

Procopio Mailig Memorial Integrated School

Palindan, Ibaan, Batangas
(09)39-478-8315 [email protected]
 Let us generalize our lesson today using the concept map.

I. Evaluating Learning
Direction: Write the letter of your answer on the space before the number.
E-games for checking – ICT INTEGRATION

1. Which of the following statements is CORRECT when parallel lines are cut by a transversal?
A. The sum of the degree measure of complementary angles is 180O.
B. The sum of the degree measure of corresponding angles is 180O.
C. The angles in linear pair are supplementary.
D. Corresponding angles are not congruent.
2. Which of the statements below is CORRECT?
A. Any two acute angles are supplementary. C. Corresponding angles are complementary
B. Alternate exterior angles form a linear pair. D. Same-side interior angles are supplementary.
For items 3-5, refer to the figure at the right.
3. Which of the following guarantees that a║b?
A. ∠1 ≅ ∠7 C. ∠4 ≅ ∠5
B. ∠3 ≅ ∠5 D. ∠4 ≅ ∠7
4. If the measure of ∠3 is 75o, what is the measure of ∠8?
A. 180o C. 900
B. 15 0
D. 105o
5. If the measure of ∠1 is 1150, what angles have the same measure with ∠1?
A. ∠5, ∠3, ∠8 C. ∠4, ∠7, ∠3
B. ∠4, ∠5, ∠8 D. ∠3, ∠5, ∠7

VALUING:
Sometimes, we can relate to parallel lines and parallel
lines cut by a transversal.

But don’t worry, God’s love cannot explain by any theory

J. Additional activities for application and remediation

Your task is to investigate the quality of the layout of the concrete section of the sidewalk surrounding your school. The breaks

Procopio Mailig Memorial Integrated School

Palindan, Ibaan, Batangas
(09)39-478-8315 [email protected]
 between each concrete cement creates parallel lines. You need to prove that those sections are indeed parallel.
Investigation process:
1. Find a section of sidewalk that contains at least three adjacent rectangular sections.
2. Draw a line transversal through all the sections.

3. Measure at least three angles to help you prove the relation of each angle. Record your findings.
4. Measure the width of the outside edge of each rectangular section.
5. How are the outside width of the rectangular cement related? How do those measurements prove that the line segment formed are
parallel?

RUBRICS ON COMPLETING THE TABLE

Scores 10 7 5 3 0
Some
Most
Correct solutions
solutions
solutions and and
and One or more
appropriate appropriate
appropriate incorrect No work or
strategies are strategies
strategies approaches solution is
Criteria shown or are shown
are shown are shown or
explained or explained
or explained attempted or explained.
with correct but some
but not explained.
label or key
labeled
description. elements
correctly.
are missing.

V. REMARKS
A. No. of learners who earned 80% in the
evaluation
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 encounter which
my principal or supervisor can help me
  solve?
What innovation or localized materials
G. did I Use or discover which I wish to
  share with other teachers? 
 

Prepared by: Checked:

KHENCHY F. FALOGME LUCILA M. CARINGAL

Teacher 1 Principal 1

Procopio Mailig Memorial Integrated School

Palindan, Ibaan, Batangas
(09)39-478-8315 [email protected]