School TANAUAN NATIONAL HIGH SCHOOL Grade level 9

Learning
Teacher Jay Cañete
Area Math
SUBJECT
DAILY LESSON Schedule (Day/Time)
Teaching Dates Grade & Section
M T W Th F
LOG
9-D 8:40- 7:40-
8:40-
11:00A
Quarter Third
9:40AM 8:40AM
M
10- 10- 7:40- 10-
9-E 11AM 11AM 8:40AM 11AM

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC Code
for each)
SESSION 3-4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if need, additional lessons, exercises, and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate
and accurate representation.
The learner defines and identifies the pairs of angles formed when two parallel lines are cut by a transversal. (*M7GE-IIIc-1)
a. Determine the relationship of the pairs of angles formed when two parallel lines are cut by a transversal.
b. Show teamwork in a given activity.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled
in a week or two.
II. CONTENT Angle Relationship Between the Parallel Lines and Transversal

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp. 204 – 207
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources https://

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
cdn.kutasoftware.com/
Worksheets/Geo/3-
Parallel%20Lines%20and
%20Transversals.pdf
REVIEW Notes:
Which of these figures are parallelograms?

1) 2)

3)

B. Establishing a purpose for the Notes:

lesson Various pairs of congruent angles are formed when a transversal intersects two or more
parallel lines.
 Corresponding Angles:

Corresponding angles are the angles which are formed in matching corners or
corresponding corners with the transversal when two parallel lines and the transversal. 

∠1 and ∠6 ∠4 and ∠8

∠2 and ∠5  ∠3 and ∠7

--------------------------------------------------
Alternate interior angles:

Alternate interior angles are the angles formed when a transversal intersects two
coplanar lines.

∠4 and ∠5  ∠3 and ∠6

--------------------------------------------------
Alternate exterior angles:

Alternate exterior angles are the pair of angles that are formed on the outer side of two
lines but on the opposite side of the transversal. 

∠1 and ∠7 ∠2 and ∠8
--------------------------------------------------
Interior angles on the same side of the transversal:

Interior angles on the same side of the transversal are also referred to as consecutive
interior angles or allied angles or co-interior angles.

∠3 and ∠5  ∠4 and ∠6

--------------------------------------------------
Vertically opposite angles

When two lines intersect each other, then the opposite angles, formed due to
intersection, are called vertical angles or vertically opposite angles. Also, a pair of
vertical angles are always congruent.

∠1 = ∠3 ∠2 = ∠4

∠7 = ∠6 ∠8 = ∠5

C. Presenting examples/ instances Notes:

D. Discussing new concepts and Activity 1
practicing new skills #1 Identify each pair of angles as corresponding, alternate interior, alternate exterior, or
consecutive interior.

E. Discussing new concepts and

practicing new skills #2 Activity 2
Find the measure of each indicated angle.
F. Developing mastery
(Leads to Formative Assessment Activity 3
2) Solve for x:
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning

Name each pair of angles:

1) ∠ 1 and ∠ 8 _____________________________
2) ∠ 2 and ∠ 6 _____________________________
3) ∠ 3 and ∠6 _____________________________
4) ∠ 2 and ∠ 7 _____________________________
5) ∠5 and ∠ 8 _____________________________

J. Additional activities for

application
V. REMARKS
 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 help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
VI. REFLECTION Grade & Section

9-D 9-E

A. No. of learners who earned 80% in

the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below
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?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked: Noted:

JAY CAÑETE
________________________________ LINO V. ACERO
_________________________________ RICHARD N. LAURENTE
Teacher Department Head School Principal IV