Topic/Title: Transversal Lines and Angles

Grade Level/Section: Grade 7 – Sampaguita

Date: March 29, 2021
Time: 10:00AM – 11:00AM

Learning Competencies and Objectives

Content Standard: The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and
geometric relationships.

Performance Standard: The learner is able to create models of plane figures and formulate and solve accurately
authentic problems involving sides and angles of a polygon.

MELC: The learner derives relationships of geometric figures using measurements and by inductive reasoning;
supplementary angles, complementary angles, congruent angles, vertical angles, adjacent angles, linear pairs,
perpendicular lines, and parallel lines. (M7GE – IIIb – 1)

Objectives: At the end of the lesson, the students will be able to:
1. illustrate parallel lines cut by a transversal
2. state the relationship of the angles formed by lines and its transversal, and
3. appreciate the importance of transversal lines and angles in real life.

Description of Localization/Indigenization
Use of real-life situation
Using the surroundings (school buildings, tables, chairs)

Materials
PowerPoint Presentation, Video Clip, Manila Paper, Ruler, Markers, Activity Sheet, Score Sheets, Score
Board, Rubrics

References
Grade 7 Mathematics Learning Activity Sheet
Grade 7 Mathematics Learning Module
https://www.mathsisfun.com/geometry/transversal.html

Related Subjects/Topics
TLE (Carpentry) – inspecting tables, chairs, etc.
EsP – valuing teamwork/cooperation, time awareness on tasks.
PE and Health – importance of exercise in one’s health.
English – forming and describing words.

Procedure

A. Preliminary Activities
1. Prayer
2. Greetings
 3. Checking of Attendance
For those students who have chronic illness and cannot attend classes because their health condition
may worsen due to the danger brought by COVID 19/20, activity sheets/modules will be send to
them by the teacher which will be collected after they accomplished the tasks. (Indicator 2 is
demonstrated /accomplished here as the teacher considers students who have chronic illness and
their special needs when the teacher still gives them the chance to accomplish academic tasks
without putting their health condition in danger.)
4. House Rules – Focus on the Tasks Given, Show Respect to Everybody, Follow Safety Health
Protocols (wearing of masks, using alcohol to clean hands/surfaces, follow social distancing)
(Indicator 2 is also accomplished here as the teacher emphasizes on showing respect and being fair
to everybody no matter their social status, struggles and experiences such as those who are victim
of child labor and child abuse.)

B. Lesson Proper

1. Elicit
The teacher will ask students to stand up and show their best moves of the “Lemon Tree” song.
Then, these questions will be asked:
Indicator 1 is achieved here as knowledge/skills on
How do you feel after dancing?
other areas – PE and Health – are applied here when
Why is spending time for exercise important?
the teacher asked students to dance and when
Recall the actions of your arms while dancing. students explained the benefit/importance of exercise
What concept in Mathematics do they represent? in one’s health. And from the dance moves, lines and
Describe lines and parallel lines. parallel lines were represented.

2. Engage
Jumbled Letters: Using the computer program/application for jumbled letters and a PowerPoint
presentation, the teacher will show jumbled letters and students in their group will form a
mathematical word from the letters. The group to from the word first will then describe the word.
Points will be given to the group who can answer. From the words form, ask students to define
transversal line. Then, ask them to illustrate it.
trnsaverlas - transversal
pnraaocl - coplanar Indicator 3 is achieved here since the teacher used a computer
treinsctes - intersects application/program and a PowerPoint presentation in delivering the
lesson.
inesl - lines
owt - two Indicator 1 is also evident here as the teacher applied knowledge in
ealst - least English when the students were asked to form a word and describe it
ilne - line after. When students were asked to define transversal line, knowledge in
using articles (English) were also integrated.

3. Explore
Group Activity: Ask students to look around and explain where transversal lines can be found. Let
them cite one instance where transversal lines are applied. Then, they should illustrate and label the
angles form. Manila paper, ruler, pens, activity sheet, score sheets and rubrics will be distributed to
each group. Rubrics will be used to rate their output. Sharing of outputs will be done after 4
minutes. (Indicator 3 is accomplished here when the teacher distributed Manila paper, ruler, pens,
activity sheets, score sheets, and rubrics for students’ activity and output.)

4. Explain
The teacher will show a video presentation about transversal lines. After the video, students will be
asked what they learn from it. (Indicator 3 is achieved here since the teacher used a video
presentation to aid in the lesson and discussion.)
 5. Elaborate
Solve the following problems: (By Pair) Question A Question B
A. For what value of x will lines l and j be parallel?
B. Lines P and V are parallel, what is the value of x?
After solving the problems, ask students to share their answers.

(Note: Rewards are given to students who will answer not only in this portion but throughout the
whole lesson. Indicator 2 is also achieved here as the teacher uses Giving of Rewards Strategy to
students who will answer. This will motivate students in difficult circumstances to really come and
participate in classes.)
6.
Evaluate
Quiz: Encircle the letter of the correct answer.
1. Which of the statements below define parallel lines?
A. They are coplanar, have common vertex and a common side.
B. Coplanar lines that do not intersect.
C. The angles are congruent
D. The sum of the two angles is 180o.
2. Which of the statements below tells the truth about angles formed when parallel lines are cut by a
transversal?
A. The interior angles on the same side of the transversal are congruent.
B. The exterior angles on the same side of the transversal are congruent.
C. The vertical angles are congruent.
D. The adjacent angles are congruent.
3. What kind of angle pairs are ∠M and ∠A and ∠MHT and ∠ATH?
A. Corresponding angles
B. Vertical Angle
C. Interior angles on the same side of the transversal
D. Exterior angles on the same side of the transversal
4. What is the measure of ∠1, if m ∠2 = 700 and m∠8 =
1100?
A. 500
3 4 q
B. 600
C. 700 5 6
r
D. 1100 7 8

5. Which of the following shows application of transversal in real-life?

A. Roadways and tracks: the opposite tracks and roads will share the same direction, but they will
never meet at one point.
B. Lines on a writing pad: all lines are found on the same plane, but they will never meet.
C. Pedestrian crossings: all painted lines lie along the same direction and road, but these lines will
never meet. 
D. All of the above

7. Extend (Assignment)
Activity: CLIMBING UP!

There are parts in the country today were hit by typhoons, more properties destroyed
by the flood. One of those is schools, so authorities are now securing tools and gadgets
needed for safety. As a senior scout of your school you serve as a design engineer and
your outfit advisor will be the company head. Your outfit advisor asks you to submit a
miniature model of a folding ladder and justify the design. This folded ladder could
reach as high as 10 feet, long enough for the people to gain access to their ceiling or
their roof.
 Directions: Create a Folded Ladder Miniature, use any materials available in your home and follow the
scale below.
5 cm
20 cm
1 cm
1 cm
Materials Dimension
10 footsteps 1cm x 5 cm
4 beams 1cm x 20 cm
Additional
materials will be
on the designers
will.
Task: To design and create a
miniature model of a folding
ladder
Role: A design engineer
Audience: Company head

Standards: accurate, creative, efficient, and well-explained/well-justified.

RUBRICS

CRITERIA Outstanding Satisfactory Developing Beginning Rating

At least 90 to At least 80 to 89 At least 70 to The
100 percent percent accurate 79 percent measurement
accurate in in measuring accurate in are erroneous
measuring angles and show measuring and do not show
Accuracy angles and show a wide use of angles and a wide use of
a wide use of angle pairs and show a wide angle pairs and
angle pairs and parallel lines. use of angle parallel lines.
parallel lines. pairs and
parallel lines.
The overall The overall The overall The overall
impact of the impact of the impact of the impact of the
project is highly project is project is fair project is poor
impressive and impressive and and the use of and the use of
Creativity
the use of the use of technology is technology is
technology is technology is evident. not evident
highly commendable
commendable
The miniature is The miniature is The miniature The miniature is
90% -100% 80%-89% is 70%-79% 50%-69%
Efficiency
functional and functional and functional. functional.
flawlessly done flawless.
Justification is Justification is Justification is Justification is
logically clear, clear, not so clear. ambiguous. The
convincing, and convincing, and The concepts concepts of
Mathematical
the concepts of the concepts of of angle pairs angle pairs and
Justification
angle pairs and angle pairs and and parallel parallel lines are
parallel lines are parallel lines are lines are 50% below 49%
applied applied applied applied