1. What do you call by a pair of angles you found in the activity?

LESSON PLAN 2. What will be our topic for today?

Teacher: MICHAEL F. AGDEPPA Learning Area: MATHEMATICS 8 Quarter: IV D. Presentation of the Lesson/Objectives
I.
Teaching Date February 5, 2020 To guide us, these are our objectives for today:
1:01-2:00 8-RDC 2:01-3:00 8-AJAA C
and Time: Wednesday 1. Identify the supplementary angles formed by parallel lines cut by a transversal
ONTENT STANDARD 2. Find the value of the variable using the supplementary angles formed by parallel lines cut by a transversal
The learners demonstrate understanding of key concepts of inequalities in a triangle, and parallel and 3. Apply the supplementary angles real life situations
perpendicular lines.
E. Abstraction
II. PERFORMANCE STANDARD s
The learners are able to communicate mathematical thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems involving triangle inequalities, and parallelism and a = 13x b = 5x
perpendicularity of lines using appropriate and accurate representations. c d q

III. LEARNING OBJECTIVES e f

At the end of the lesson, the students should be able to: g h r
1. Identify the supplementary angles formed by parallel lines cut by a transversal
2. Find the value of the variable using the supplementary angles formed by parallel lines cut by a transversal
3. Apply the supplementary angles real life situations 1. What are the supplementary pairs of angles?
M8GE-IVd-1 2. Find the value of x.
3. Find the measure of ∠b and ∠e.
IV. SUBJECT MATTER 4. Find the measure of other angles.
a. Topic: Parallelism and Perpendicularity
b. Subtopic Application of Congruent Angles F. Application (Quiz Bee Solve for the Variable Edition)
c. References: Math LM pages 211-216 The class will be group into 4. They will answer each problem for 1 minute using the illustration board.
Mathematics II pages 118-123 Solve for x or y and find the measure of angles.
d. Instructional materials: visual aids, chalk, flash cards
e. Subject integration: Physics and Arts The following supplementary angles will be illustrated through parallel lines cut by a transversal:
f. Values Integration: cooperation, discipline and patience 1. ∠a = (8x + 12)0 and ∠b = (4x + 24) 0 x = 12, ∠a = 1080, ∠b = 720
2. ∠c = (20y - 50)0 and ∠d = (10y + 80)0 y = 5, ∠c = 500, ∠d = 1300
V. PROCEDURES 3. ∠e = (55z - 15)0 and ∠f = (5z + 15)0 z = 3, ∠e = 1500, ∠f = 300
A. Daily Routine 4. ∠g = 1200 and ∠h = (7x + 53)0 x = 1, ∠g = 1200, ∠h = 600
1. Prayer 5. ∠d = (17y + 23) and ∠f = (13y + 7) y = 5, ∠d = 1080, ∠f = 720
0 0

2. Greetings
3. Classroom Management G. Generalization
4. Checking of Attendance 1. What are the supplementary angles formed by parallel lines cut by a transversal?
5. Review 2. When do you say that two angles are supplementary?
What are the pairs of congruent angles?
How can you say that two angles are congruent? H. Valuing
Give a situation where you can apply the supplementary angles formed by parallel lines cut by a transversal.
B. Activity 1 – Finding Value of x (Motivation)
The teacher will present supplementary angles with variables. The students will find the value of the variable to
prove that two angles are supplementary.

C. Analysis 1
VI. ASSESSMENT Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress
this week. What works? What else needs to be done to help the students learn? Identify what
VIII. REFLECTION help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
l a A. No. of learners who earned 80% in the
c b = (45x -16) 0 evaluation.
d B. No. of learners who require additional
0 activities for remediation who scored
e = (35x + 36) below 80%.
j g f C. Did the remedial lessons work? No. of
h learners who have caught up with the
lesson.
D. No. of learners who continue to require
k remediation
E. Which of my teaching strategies
A. Find the value of x. x=2 worked well? Why did these work?
B. Find the measure of all angles:
∠b = 740
∠e = 1060
∠a = 1060
∠c = 740 Prepared by: Checked by:
∠d = 1060
∠f = 740 MICHAEL F. AGDEPPA RYAN JAY F. RAMOS
∠g = 740 Student Teacher Teacher III
∠h = 1060

VII. ASSIGNMENT Noted:

DENNIS T. DELA TORRE

Principal I
a b = (33x – 4) 0 e f
z c d = (17x + 34)0 g h = (y + 13)0

r s

A. Find the value of x.

B. Find the value of y.
C. Find the measure of ∠a, ∠b, ∠c, ∠d, ∠e, ∠f, ∠g, and ∠h.