Republic of the Philippines

Department of Education
Region X

DETAILED LESSON PLAN IN MATHEMATICS 7

GRAD SCHOOL: ILIGAN CITY GRADE LEVEL: 7

E–7 NATIONAL SCHOOL
DLP OF FISHERIES
TEACHER: CHARELYN A. ANOYA LEARNING MATHEMATICS
AREA:
TEACHI Week 3 – Day 2 QUARTER: 3rd QUARTER
NG
DATES
I. OBJECTIVE
A. Content Standards: Demonstrates understanding of key concepts of geometry of shapes and sizes
and geometric relationships.
B. Performance Is able to create models of plane figure and formulate and solve accurately
Standards: authentic problems involving sides and angles of a polygon.

C. Learning 1.) To derive relationships among angles formed by a parallel lines cut by
Competencies/ Objectives: a transversal lines using measurement and by inductive reasoning.
2.) To solve real life situations among angles formed by a parallel lines
cut by a transversal lines.
M7GE-IIIC-1)

II. CONTENT GEOMETRY

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.
Pages
2. Learner’s Materials pp. 205-207
Pages
3. Text book Pages Geometry III by Soledad Jose Dilao pp. 73-80
4. Additional Materials Ppt. laptop, T.V. set
from Learning
Resources(LR)Portal
B. Other Learning Grade 8 Learners Materials
Resources
IV PROCEDURES
A. Reviewing Previous >What are parallel lines? A transversal lines?
Lesson or Presenting >Name it! A recall. Students will identify the angle pairs according to its
New Lesson placement. Refer figure below.

B. Establishing a >Supposing if one of the angles in the figure is 30˚ (degree). What are the
Purpose for the measures of the seven (7) remaining angles?
Lesson >Present lessons objectives
C. Presenting Group Activity: Let’s Investigates.
Examples/Instances Group class in 3. Let them derive relationship if parallel was cut by a
of the Lesson transversal by measuring angles using protractor. Each group will
report their findings.
D. Discussing New Illustrative Example: Derive the relationship when two parallel lines cut by a
Concepts and transversal line. If measure of angle 1= 115˚. Find the 7 remaining angles?
Practicing New
Skills#1

E. Discussing New Group Activity:

Concepts and Divide the class into 4. Find the indicated parts. Let them derive the
Practicing New relationship of two parallel lines cut by a transversal.. Let them report their
Skills#2 output.

P 133˚
D
75˚
104˚
H
Group I
F. Developing Mastery Group Activity: ( the same grouping). Determine the 7 remaining angles when
(Leads To Formative two lines were cut by a transversal line.
Assessment 3) A game! The group who can give the correct answer will earn points.

G. Finding Practical Problem

Application of A zip line is a very strong cable between two points with a pulley attached to
Concepts and Skills in it. This could be used as a means of transportation. The zip line in the figure
Daily Living goes from a 20-foot tall tower to a 15-foot tower 150 meters apart in a slightly
inclined ground as shown in the sketch. (Note: Tension of the rope is
excluded.)

1.) What kind of angles are angle A and angle M ? What about angle H and
angle T?
2.) Find the measure of angle A and angle M.
H. Making Generalization COMPLETE THE SENTENCE:
and Abstractions about When a parallel lines was cut by a transversal lines,
the lesson
1.) corresponding angles are supplementary.
2.) all the alternate interior angles are congruent.
3.) all the alternate exterior angles are
congruent.
4.) angles on the same side of the interior supplementary.
 I. Evaluating Learning >Find the 7 remaining angles when a parallel lines was cut by a
transversal

135˚

1 48˚

2
J. Additional Activities for
Application or
Remediation

Prepared by:
CHARELYN A. ANOYA