Republic of the Philippines

Department of Education
Region V
Division of Camarines Sur
LAGANAC HIGH SCHOOL
Laganac, Balatan, Camarines Sur

Learning Area Mathematics

Learning Delivery Modality Limited Face-to-Face

School LAGANAC HIGH SCHOLL Grade Level 8

Teacher SALGIE P. SERNAL Learning Area Mathematics
LESSON Teaching Date Quarter Fourth
EXEMPLAR Teaching Time No. of Days 1

I. Objectives
A. Content The learner demonstrates understanding of key concepts of inequalities in a
Standards triangle, and parallel and perpendicular lines.
B. Performance The learner is able to is able to communicate mathematical thinking with
Standards coherence and clarity in formulating, investigating, analyzing, and solving real
life problems involving triangle inequalities, and parallelism and
perpendicularity of lines using appropriate and accurate representations.
C. Learning At the end of the lesson, students must be able to:
Competencies or a. Identify and name pairs of angles formed by parallel lines cut by a
Objectives transversal;
b. Find the measure of the angles formed by parallel lines cut by a
transversal
c. Reflect a variety of life experience regarding parallelism.

D. Most Essential Proves properties of parallel lines cut by a transversal (M8GE – IVd-1)
Learning
Competencies
(MELC)
E. Enabling
Competencies
Pairs of Angles formed by Parallel Lines cut by a Transversal, and
II. Content
Properties of Parallel Lines cut by a Transversal
III. Learning Resources
A. References
a. Teacher’s Guide K to 12 Basic Curriculum Guide page 144
Pages
b. Learner’s
Material Pages Geometry III. 2009 p. 73
c. Textbook Pages G8 Mathematics Patterns and Practicalities, Gladys C. Nivera
pp. 399-404

d. Additional
Materials from Internet ( www.ideagalaxyteacher.com)
Learning Road Map ( Engr. Joel D. Antonio, Mun. Planning and Devt. Coordinator)
Resources
B. List of Learning
Resources for Mathematics 8 Learner’s Packet (L’s P)
Development and
Engagement Activities Learner’s Material Mathematics Grade 8
IV. Procedure
A. Introduction
A. Routinary Matters
● Prayer
● Greetings
● Classroom Management
● Checking of Attendance
B. Review
Direction: Arrange the jumbled letters to answer the following.
N L A O P C A R 1. These are lines lying on the same
plane.

L E R A P A L L 2. These are lines that do not intersect.

I T E N R I E S C TG N 3. These are lines that have a point in

common.

R A C U I P R E E P D N L 4. These are lines that intersect at right

angles.

R L A S V E R A T N S 5. It is a line intersecting two or more

lines at different points.
C. Priming Activities
Cavite Road Map

Direction: Refer to the map to answer the questions below.

1. Which roads intersect?

2. Which roads are parallel?
3. Which roads are perpendicular?
4. Do lines really exist? How do you say so?
5. Why is it important for a road to have markings such as the white
parallel lines drawn in the center of the road?
Approach: Constructivist (The TGA Activity)
ACTIVITY 1: GEOMETRY CONSTRUCTION
Tell: The teacher will ask the class to bring out the necessary materials for the
activity. The procedures will be read by the teacher and the students must do it
on their working paper.
Procedures:
1. Draw a horizontal line and label it as line m.
 2. Draw another horizontal line parallel with the first line and label it as
line n.
3. Draw a diagonal line intersecting the two lines and name it as line o.
4. Name the points of intersection as x and y respectively.

Guide: While doing the activity, the teacher will facilitate the process.

Act: The teacher will let the student draw the figure on the board and another
student to discuss the figure being drawn.

GRADING RUBRIC:

Very Good Good Needs

(3) (2) Improvement
(1)
Accuracy The student The student The student
followed all the followed 2-3 followed 1
procedures procedures procedure only
correctly. correctly. correctly.
Neatness Erasures are well Erasures are Erasures are not
made. There is sometimes well well made. There is
little to no made. There is much evidence of
evidence of some evidence of original
original original construction marks.
construction construction
marks. marks.

Questioning:
1. What have you observed with the illustration on the board?
2. How many angles were formed?
3. Can you tell some angle pairs that you already know? Give example.
4. How do you see the importance of parallel and intersecting lines in real life
such as the road and in others?

B. Development A line that intersects two or more lines at different points is called transversal.

Examples:

Stair railings Antenna

When parallel lines cut by a transversal line, angles were formed.

Use the figure below to identify and name angle pairs formed by parallel lines
cut by transversal.
 line m ll line n cut by line o

1. Corresponding Angles – ∠ 1∧∠5 ; ∠ 3∧∠ 6 ;

pairs of angles that are ∠ 2∧∠8 ; ∠ 4∧∠7
found in the same relative
position on different
positions.
2. Alternate Interior Angles – ∠ 2∧∠ 6 ; ∠ 4∧∠ 5
pairs of angles that lie on the
inner side of the parallel
lines but on the opposite
side of the transversal.
3. Alternate Exterior Angles - ∠ 1∧∠7 ; ∠3∧∠ 8
pairs of angles that lie on the
outer side of the parallel
lines but on the opposite
side of the transversal.
4. Same-side Interior Angles – ∠ 2∧∠ 5 ; ∠ 4∧∠ 6
pairs of angles that are on
the interior (between) the
two lines and specifically on
the same side of the
transversal.
5. Same-side Exterior Angles - ∠ 1∧∠8 ; ∠ 3∧∠7
pairs of angles that are on
the exterior (between) the
two lines and specifically on
the same side of the
transversal.
6. Vertical Angles – pair of ∠ 1∧∠ 4; ∠ 3∧∠2 ;
opposite angles formed by ∠5∧∠7 ; ∠ 6∧∠ 8
intersecting lines.

Let us discuss the properties of parallel lines cut by a transversal. The teacher
will use the same figure to show whether the pairs of angles are congruent or
supplementary based on the postulate and theorems of parallel lines cut by a
transversal.

1. Corresponding Angles Postulate – If two parallel lines are cut by a

transversal then corresponding angles are congruent. Thus, ∠ 1 ≅ ∠ 5 ,
∠ 3 ≅ ∠6 , ∠2 ≅ ∠8 , and ∠4 ≅ ∠7
 2. Alternate Interior Angles Theorem - If two parallel lines are intersected
by a transversal, then alternate interior angles are congruent.
∠ 2 ≅ ∠6 ,∧∠ 4 ≅ ∠5

3. Alternate Exterior Angles Theorem - If two parallel lines are intersected

by a transversal, then alternate exterior angles are congruent. Thus,
∠ 1 ≅ ∠7 ,∧∠ 3∧∠8

4. Same-Side Interior of Angles Theorem – If two parallel lines are

intersected by a transversal, then same side interior angles are
supplementary. Thus, ∠ 2+∠5=180 ° ,∧∠ 4+∠6=180 °

5. Same-Side Exterior of Angles Theorem – If two parallel lines are

intersected by a transversal, then same side exterior angles are
supplementary. Thus, ∠ 1+∠8=180° ,∧¿ ∠3+∠7=180 °

6. Vertical Angles Theorem – vertical angles formed by intersecting lines

are congruent. Thus, ∠ 1 ≅ ∠4 ; ∠ 3 ≅ ∠ 2 ; ∠ 5 ≅ ∠ 7 ; ∠ 6 ≅ ∠ 8

Let the student discover the answer based on the given theorems.
Refer to the figure below. Giver: m ll n, m ∠ 2=85° .

Find:
1. m ∠1
2. m ∠3
3. m ∠4
4. m ∠5
5. m ∠6
6. m ∠7
7. m ∠8
To summarize the properties of parallel lines cut by a transversal…

Properties of Parallel lines cut by a Transversal.

Corresponding angles are congruent.
Alternate interior angles are congruent.
Alternate exterior angles are congruent.
Same-side interior angles are supplementary.
Same-side exterior angles are supplementary.

C. Engagement
ACTIVITY 2: ANSWER MO, SHOW MO!
 Direction: Write your answer on the show-me-board. When the time is up, you
will raise your answer to check whether your answer is correct or NOT.

Given: a ll b cut by c

Questions:

1. Corresponding angle of ∠ T
2. Same-side interior angle of ∠ E '
3. Alternate interior angle of ∠ O
4. Alternate exterior angle of ∠ R
5. Vertical angle of ∠ Y
6. Same-side exterior angle of ∠ Y

D. Assimilation Approach: Collaborative (The Think-Pair-Share Activity)

ACTIVITY 3: FIND ME
Direction: You will do this activity in pair. You have 2 minutes to answer the
activity. Then, another 2 minutes to discuss your answer with your partner.
Decide your final answer to be presented in front of your classmates.

Given: a ll b cut by c, ∠ G=72 °

Find the measure of the other angles. Explain your answer for each measure by
applying the properties of parallel lines cut by a transversal.

V. Assessment
Direction: Color the box (using any color) with the correct answer . Use the
figure below.
 Given: line r ll line s cut by line t ; m∠2=82° .

1. Corresponding ∠2 ∠3 ∠4
angle of ∠1

2. Alternate interior ∠3 ∠4 ∠7
angle of ∠ 6

3. Alternate exterior ∠1 ∠2 ∠5
angle of ∠ 4

4. Find m ∠ 3
82 ° 98° 108 °

5. Find m ∠ 7 82 ° 98° 108 °

∙ The learners communicate the explanation of their personal assessment as

indicated in the Learner’s Assessment Card.
∙ The learners will write their personal insights about the lesson in their
VI. Reflection notebook using the prompts below:
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

Study proving properties of parallel lines cut by a transversal using two-column

VII. Agreement proofs. Please refer to your LeAP for Week 3 MELCS.

VIII. Others
A. No. of learners who
earned 80% on the
formative assessment
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
it work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?

H. No. of learners who

earned 80% on the
formative assessment

Prepared and Submitted:

SALGIE P. SERNAL
Subject Teacher,Mathematics 8