DETAILED LESSON PLAN

DLP No.: 6 Learning Area: Math Grade Level: 7 Quarter: 3 Duration: 60mins
Learning
Derives relationships among angles formed by parallel lines cut by
Competency/ Code: M7GE-llIc-1
a transversal using measurement and by inductive reasoning.
ies:
Key A transversal is a line that intersects or cuts two or more coplanar lines in different points.
Concepts / The following angles are formed when a transversal intersects the two lines:
Understandin  Interior Angles – angles formed inside two parallel lines cut by a transversal.
gs to be  Exterior Angles – angles formed outside two parallel lines cut a by a transversal.
Developed:  Alternate Interior Angles – two interior angles that lie on opposite sides of a transversal.
 Alternate Exterior Angles – two exterior angles that lie on opposite sides of the
transversal.
 Corresponding Angles – two angles, one interior and other exterior, on the same side of
the transversal.
 Linear Pairs – two angles which are adjacent and supplementary.
 Vertical Angles – two opposites angles which are formed by the intersection of two
lines.
 Same-side Interior Angles – two interior angles that lie on the same side of the
transversal.
 Same-side Exterior Angles – two exterior angles that lie on the same side of the
transversal.
1. Objectives
Knowledge Define a transversal line.
Skills Distinguish the different angles formed when parallel lines cut by a transversal.
Attitudes Identify the different angles formed when parallel lines cut by a transversal with accuracy.
Values Improve one’s mathematical ability by actively participating in the teaching-learning process.
2. Content Angles Formed by Parallel Lines Cut by a Transversal
3. Learning
Resources/ LM in Math 7, Workbook in Math Grade 7, powerpoint presentation, projector/TV,
Materials/E laptop/netbook
quipment
4. Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each
step will consume)
Preparation
5 minutes 1. Prayer
2. Attendance and Physical Arrangement Check
3. Checking of Assignment

ACTIVITY:
1. In a sheet of paper, let the students draw parallel lines and label it as line x and line y.
2. Instruct them to draw another line which intersects the two parallel lines and label it as
line z. (Tell them to draw this line in any part of the parallel lines.)
3. Tell them to label all the angles that are being formed. (They can label using numbers
or small letters.)
e.g. Illustration:

ASK:
1. What have you observed when two parallel lines are cut or intersected by another line?
2. Is there an angle formed? How many angles?
3. By observing the different angles formed, what relationships among the angles can you
make?

ANSWERS:
1. The intersection of parallel lines form angles in which four are exterior angles and
another four are interior angles. (Answers may vary)
2. Yes. Eight angles.
3. Answers may vary
 Let’s get started:
1. Illustrate on the board the two parallel lines cut by a transversal.
2. Discuss the definition of transversal line.
3. List all the angles formed when two parallel lines are cut by a transversal.
4. Explain the different angles formed when two parallel lines are cut by a transversal.

ASK:
1. How many angles are formed when two parallel lines are cut by a transversal?
Presentation
2. What are the different angles formed when two parallel lines are cut by a transversal?
30 minutes
3. What do you think are the relationships among the angles formed?

ABSTRACTION:
1. What is a transversal?
2. How a transversal line is formed?
3. How many types of angles formed when two parallel lines are cut by a transversal?

1. Ask the students to illustrate an object or things that they have seen or found in their
surroundings which represent two parallel lines cut by a transversal.
Practice 2. Tell them to label the lines and the angles that are being formed.
8 minutes 3. Inform them to list down all the angles formed (Interior, Exterior, Alternate Interior, Alternate
Exterior, Corresponding Angles, Linear Pairs, Vertical Angles, Same-side Interior and
Same-side Exterior Angles).

5. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners and/or

Analysis of Learner’s Products and/or Tests)

Written Answer Worksheet 27.0 - Test A , Numbers 1 to 5 in Workbook in Math 7 pp. 93

Test Teacher may provide additional numbers if necessary.
15 minutes
6. Assignment (indicate whether it is for Reinforcement and/or Enrichment and/or Enhancement of the
day’s lesson or Preparation for a new lesson)
Enrichment
1 minute Answer Worksheet 27.0 - Test A , Numbers 6 to 10 in Workbook in Math 7 pp. 94

7. Wrap-
up/ “Close the period by wrapping – up the day’s lesson.
Concluding
Activity
1 minute

Prepared by:

Name: Joseph P. Mangubat School: Malapoc Integrated School

Position/Designation: Teacher I Division: Danao City

Contact Number: 09434371942 Email address: jmangubat95@gmail.com