Grade

School 7
Level
Learnin
Teacher MATH
g Area
DAILY LESSON Teaching
PLAN Week 3 (3rd Day) Quarter 3
Date & Time

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standards Geometry of shapes and sizes, and geometric relationships.
The learner is able to create models of plane figures and
B. Performance formulate and solve accurately authentic problems
Standards involving sides and angles of a polygon.

The learner derives relationships among angles formed by

C. Learning parallel lines cut by a transversal using measurement and by
Competency inductive reasoning. M7GE-IIIc-1

D. Learning At the end of the lesson, students are expected to:

Objectives a. identify the angles formed by parallel lines cut by a
transversal;
b. show cooperation in the different activities; and
c. appreciate the importance of angle pairs in real life
situations.

II. CONTENT Angles Formed by Parallel Lines Cut by a Transversal.

III. LEARNING
RESOURCES
A. References
1. Teacher's
Math 7; pp. 250 - 254
Guide pages
2. Learner's
Materials Math 7; pp. 204 - 207
pages
3. Textbook
pages
4. Additional
Materials from
Learning
meter stick, chalk, illustrations, laptop
Resource (LR)
Portal

B. Other Learning
Resources
C. Teaching
Approach
IV. PROCEDURES
ELICIT Activity 1: Remember me?
(5 minutes)
Directions: Used the figure below and name the following
angles:

1. 4 angles formed between the lines m and n

2. 4 angles that lie outside the lines m and n.
(Multi-structural)

ENGAGE Activity 2: Match It Up!

(5 minutes)
Directions: Match column A, where you can find the pairs
of angles formed by parallel lines cut by a transversal that
corresponds to the figures found in Column B. Write only
the letter on the space provided before each number.
Column A Column B
___1. corresponding angles a.

___2. alternate interior angles b.

___3. alternate exterior angles c.

___4. same side interior angles d.

 ___5. same side exterior angles e.

Answers:
1. c 2. a 3. d 4. b 5. e
(Unistructural)
EXPLORE Activity 3: Identify Me!
(10 minutes) Directions: Identify the following using the given figure.
m

1 2
a
3 4

5 6
b 7 8

a. the transversal
b. 4 pairs of corresponding angles
c. 2 pairs of alternate interior angles
d. 2 pairs of alternate exterior angles
e. 2 pairs of same side interior angles
f. 2 pairs of same side exterior angles

(Multistructural)
EXPLAIN
(10 minutes) ANGLES FORMED BY PARALLEL LINES CUT BY A
TRANSVERSAL
f

1 2 p
3 4
5 6 q
7 8

1. A line that intersects two or more lines is called a

transversal.

2. The angle formed by the transversal with the two other

lines are called:
 Exterior angles (∠1, ∠2, ∠7, and ∠8)
 Interior angles (∠3, ∠4, ∠5, and ∠6)
 3. The pairs of angles formed by the transversal with the
other two parallel lines are called:
 Corresponding angles (∠1 and ∠5, ∠2 and ∠6, ∠3
and ∠7, ∠4 and ∠8)
 Alternate interior angles (∠3 and ∠6, ∠4 and ∠5)
 Alternate exterior angles (∠1 and ∠8, ∠2 and ∠7)
 Interior angles on the same side of the transversal (∠
3 and ∠5, ∠4 and ∠6)
 Exterior angles on the same side of the transversal (
∠1 and ∠7, ∠2 and ∠8)
ELABORATE Activity 4:
(15 minutes) Recognize Me!
Directions:
Assume that j║k. Find
the following given
the figure below.
a. the transversal
b. interior angles
c. exterior angles
d. pairs of alternate exterior angles
e. pairs of alternate interior angles
f. pairs of same side interior angles
g. pairs of same side exterior angles
h. pairs of corresponding angles

(Multistructural)
EVALUATE Directions: Read each question carefully. Encircle the letter
(10 minutes) of the correct answer.
1. When parallel lines are cut by transversal, same side
interior angles are______. (Unistructural)
A. supplementary angles
B. complementary angles
 C. congruent angles
D. unequal angles
2. What do you call a line that intersects two or more
coplanar lines in different points? (Unistructural)
A. perpendicular line B. parallel line
C. skew line D. transversal
For questions 3-4, refer to the figure below.

3. Which of the following angle pairs illustrates

corresponding angles? (Unistructural)
A. ∠1 and ∠3 B. ∠2 and ∠3
C. ∠3 and ∠5 D. ∠3 and ∠7

4. Which of the following statements is true about the pairs

of in angles formed by parallel lines cut by a transversal?
(Multistructural)
A. ∠1 and ∠2 are congruent.
B. ∠1 and ∠4 are congruent.
C. ∠1 and ∠3 are congruent.
D. ∠2 and ∠4 are congruent.
5. Consider a city grid with parallel streets and avenues
intersected by a transversal. In this which description
accurately defines the angle pairs formed by this urban
layout? (Relational)
 A) Angles formed by a street and an avenue on opposite
sides of the transversal are called corresponding angles.
B) Angles formed by two intersecting streets on opposite
sides of the transversal are known as alternate interior
angles.
C) Angles formed by an avenue and a street on the
same side of the transversal and on different sides of
the parallel roads represents alternate exterior angles.
D) Angles formed by two intersecting streets on the same
side of the transversal and on the same side of the parallel
roads are referred to as consecutive interior angles.
EXTEND Assume that m║l and n is
(5 minutes) the transversal. Find the
measures of the other
angles, given m∠3 =135°.
Justify your answer.

(Relational)

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
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 or discover
which I wish to
share with other
teachers?