Face to Face Learning

School Dayap National Integrated High School Grade Level Seven

Student Teacher Julianne M. Cartena Learning Area Mathematics
Teaching Date February 27- March 3, 2023 Quarter Third
Lesson
Exemplar Teaching Time 6:00am- 11:45am No. of Days 4 days

I. OBJECTIVES At the end of the lesson, learners are expected to:

1. Identify the different angles formed by a transversal line

A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies(MELC)
D. Enabling Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
a.Teacher’s Guide Pages
b. Learner’s Material
Pages
c. Textbook Pages
d. Additional Material
from Learning
Resources
B. List of Learning
Resources for
Development and
Engagement
Activities
IV. PROCEDURES
intersecting two parallel lines, including corresponding,
alternate interior, alternate exterior, consecutive, and vertical
angles.
2. Apply angle relationships to find missing angle measures
3. Encouraging teamwork and collaboration by engaging in
group activities and discussions related to parallel and
transversal lines.
The learner demonstrates an understanding of key concepts
of geometry shapes and sizes and geometric relationships.
The learners are able to create models of plane figures and
formulate and solve accurately authentic problems involving
sides and angles of a polygon.
Derives relationships among angles formed by parallel lines
cut by a transversal using measurement and by inductive
reasoning.
1. The ability to identify the different types of angles formed by
a transversal line intersecting two parallel lines
2. The ability to work effectively with others in a team, to share
information and ideas, and to support and learn from each
other.
Parallel Lines Cut by a Transversal Line
Mathematics 7 Quarter 3- Module 3
A. Daily Routine
● Greetings
● Checking of attendance
● Prayer
 ● Classroom Rules
● Review the past lesson
A. Introduction Task 1: Tell me what you know!

Direction: The teacher will post a question about angles to

know the idea of the students, and the students will answer by
raising their hands.

A student's scheme and prerequisite skills must be checked.

This will assist the teacher in determining how much
knowledge his or her pupil possesses. The teacher will be able
to measure and analyze what she has to do to close the
knowledge gap and convey knowledge to her pupils through
active discussion as a result of this activity.
B. Development What I Know?
Task 2: (Motivation): Mathematics Bingo!

The teacher will provide bingo cards and the students will play
with a partner, the pattern for bingo winner are shown below,
in this game they will be introduced to what the topic will be.

The bingo pattern shows what the topic will

be, the students who will win this motivational game will
receive a prize.

Lesson 1: Angles Formed by a Parallel Lines Cut by a

Transversal Line (DAY 1)

Parallel Lines
- Two coplanar lines that do not intersect.

line a ll line b “line a is parallel to line b”

line p ll line q “line p is parallel to line q”

∥- Parallel sign
∦- Not Parallel sign

Transversal Lines
- A line intersects two or more coplanar lines at different
points.

line c is the transversal line, because it

intersects line a and b.

line l is the transversal line, because it

intersects line m and n.

Skew lines- lines that are non-coplanar and do not intersect

Oblique lines- lines that intersect but are not perpendicular

Example 1:
A chocolate company is designing a new chocolate box. The
shape is half of a cube as shown on the right. Describe each
pair of edges as perpendicular, parallel, skew, or oblique.

a. FR and FQ
b. ME and QE
c. FY and QE
d. QE and MR

Solution:
a. Since the given figure is half of a cube, FRMQ is a square.
FR and FQ are perpendicular since they are sides of a square.
b. ME and QE intersect but do not form a right angle. Thus,
they are oblique.
c. FY and QE are coplanar and would never intersect. Thus,
they are parallel.
d. QE and MR do not lie on the same plane. Thus, they are
skew.
Example 2:
a. Name all segments oblique to HO
b. Name all segments parallel to HY
c. Name all segments that are skew to SM.

Solution:
a.SH, EO, YH, and NO
b. SM and NO
c. HO, NO, NY, EO, and XN

The angles formed by two different lines and a transversal

have special names.

Interior and Exterior angles

Interior Angles Exterior angles

∠3, ∠4, ∠5, and ∠6 ∠1, ∠2, ∠7, and ∠8

Corresponding angles
- A pair of non-adjacent interior and exterior angles on
the same side of a transversal
∠2 and ∠5 ∠1 and ∠6 ∠3 and ∠7 ∠4 and ∠8

Alternate exterior angles

- A pair of non-adjacent exterior angles on opposite sides
of a transversal
∠2 and ∠8 ∠1 and ∠7

Alternate interior angles

- A pair of non-adjacent interior angles on the opposite
sides of a transversal.
∠3 and ∠6 ∠4 and ∠5

Same-side interior angles

- Interior angles on the same side of a transversal
∠3 and ∠5 ∠4 and ∠6

Same-side exterior angles

- Exterior angles on the same side of a transversal
∠2 and ∠7 ∠1 and ∠8
EXAMPLE:
#1
Identify each pair of angles as alternate interior,
corresponding, alternate exterior, interior angles on the same
side of the transversal, or none of these.

a. ∠a and ∠e
b. ∠g and ∠c
c. ∠b and ∠c
d. ∠b and ∠d
e. ∠c and ∠a

Answer:
a. Alternate exterior
b. Alternate interior
c. Interior angles on the same side of the transversal
d. Corresponding angles
e. Corresponding angles

#2

a. ∠4 and ∠6
b. ∠2 and ∠6
c. ∠1 and ∠7
d. ∠4 and ∠5
e. ∠3 and ∠5

Answer:
a. Alternate interior
b. Corresponding angles
c. Alternate exterior
d. Same side interior
e. Alternate interior
Remember! (Properties of Parallel Lines)

Corresponding angles are congruent (=)

Alternate exterior angles are congruent (=)
Alternate interior angles are congruent (=)
Same-side exterior angles are supplementary (180°)
Same-side interior angles are supplementary (180°)

Example: (The students will try to answer)

In figure, a ll b. Complete the following statements.

a. If m∠1= 100°, then the m∠5=__________

b. If m∠2= 80°, then the m∠6=__________
c. If m∠3= 105°, then the m∠7=__________
d. If m∠4= 75°, then the m∠8=__________

Answer:
a. 100°
b. 80°
c. 105°
d. 75°

LESSON 2: Solving Problems Involving Parallel Lines Cut

by a Transversal Line

Example:
Lines p and q are cut by transversal r and m∠3 is 125°.
Assume that p is parallel to q. Find the measurements of all
the other angles.
a.

Solution:
m∠1 = 125° since ∠1 and ∠3 are vertical angles
m∠2 = 55° since ∠3 and ∠2 are supplementary angles
m∠4 = 55° since ∠2 and ∠4 are vertical angles
m∠5 = 125° since ∠1 and ∠5 are corresponding angles
m∠6 = 55° since ∠2 and ∠6 are corresponding angles
m∠7 = 55° since ∠4 and ∠7 are corresponding angles
m∠8 = 125° since ∠3 and ∠8 are corresponding angles
 b. Find the value of ∠1 and ∠2.

Solution:
10x-20=2x+60
8x=80 (Subtract 2x and add 20 on both sides)
x=10 (Divide both sides by 8)

2x+60=2(10)+60= 80 (Substitute 10 in the place of x)

m∠2=180°-80°= 100°
Therefore, m∠1=100°

c. Find the value of x, y and z.

Solution:
Since a ll b is cut by a transversal line n, y=48 by the property
of corresponding angles formed by a parallel line cut by a
transversal.

Since m ll n is cut by a transversal line a, then x+y=180° by the

property of same-side interior angles formed by parallel lines
cut by a transversal.

If y= 48° and
x+y= 180°, then
x+48°= 180°
x= 132°

Since m ll n cut by a transversal b, 3z=48° by the property of

alternate interior angles formed by parallel lines cut by a
transversal.

3z= 48°
z= 16°
C. Engagement What more?
After every lesson, the learners will answer the Activities and
seatwork that the teacher will provide.
 Activity for LESSON 1
I. Describe each pair of edges as parallel, skew, or
oblique. Use the figure below.

1. DF and FI
2. EF and GH
3. EH and CD

II. Identify the following using the given figure

b. 4 interior angles
c. 4 exterior angles
d. 4 pairs of corresponding angles
e. 2 pairs of alternate interior angles
f. 2 pairs of alternate exterior angles
g. 2 pairs of same-side interior angles

Activity for LESSON 2

Calculate the measure of the angles containing the variables
a, and b.

1. 2. 3. 4.

5.

(Additional Activities)
D. Assimilation What I have learned?
Learners will give their own examples of parallel lines cut by a
transversal, and identify the different angles formed.

What I can do? (Assessment)

The students will answer a 15-item quiz, that will cover the
topic that is being discussed.

I. Multiple Choice. Write the letter of the correct answer.

1. What do you call a line that intersects two or more lines?

a. Transversal
b. Intersection
c. Perpendicular
d. Parallel

2. These are pair of angles formed by parallel lines cut by a

transversal that are congruent.
a. Corresponding angles
b. Alternate Interior angles
c. Alternate Exterior angles
d. All of the above

3. How many pairs of corresponding angles are there when

two parallel lines are but by a transversal?
a. 1
b. 2
c. 3
d. 4

4. What is the sum of the measure of the angles of same-side

interior angles formed by parallel lines cut by a transversal?
a. 360°
b. 180°
c. 90°
d. 45°

5. These are lines that are non-coplanar and do not intersect

a. Skew
b. Parallel
c. Oblique
d. Perpendicular

6. These are lines that are coplanar and do not intersect

a. Skew
b. Parallel
c. Oblique
d. Perpendicular

7. These are lines that intersect but are not perpendicular

a. Skew
b. Parallel
c. Oblique
 d. Perpendicular

8. A pair of non-adjacent interior angles on opposite sides of a

transversal.
a. Corresponding angles
b. Same side interior angles
c. Alternate interior angles
d. Same-side exterior angles

9. A pair of non-adjacent interior and exterior angles on the

same side of a transversal.
a. Corresponding angles
b. Alternate exterior angles
c. Alternate interior angles
d. Same-side exterior angles

10. A pair of non-adjacent exterior on the opposite side of a

transversal.

a. Corresponding angles
b. Alternate exterior angles
c. Alternate interior angles
d. Same-side exterior angles

II. Find my missing parts.

In the diagram, a ll b. Complete the following statements.

a. If m∠1 =100°, then m∠5 = ______________________.

b. If m∠2 =85°, then m∠6 = ______________________.
c. If m∠3 =105°, then m∠7 = ______________________.
d. If m∠4 =73°, then m∠8= ______________________.
e. If m∠5 =67°, then m∠8= ______________________.

V. REFLECTION The learners will write a short reflection about what they have
learned on the topic of parallel lines cut by a transversal line.

Prepared by :
Julianne M. Cartena