School Manolo Fortich National High School Grade Level Grade 7-Gumamela

Teacher Glyde Ann Abriol Learning Area Mathematics

Teaching Dates March 3, 2023 Quarter Third
and Time 7:45-8:45 (Friday)

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives/Code
D. Teaching Strategy/ies
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
Preliminaries
At the end of the session, 80% of the students are expected to:
a. identify the relationships between angles forms when parallel lines cut
by a transversal;
b. cooperate and participate actively in discussing parallel lines cut by a
transversal; and
c. find the measures of angles formed by a parallel line cut by a
transversal.
The learner demonstrates understanding of key concepts of geometry of
shapes and sizes, and geometric relationships.
The learner is 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. (M7GEIIIc-1)
Discussion (chalk and talk), ICT Integration
Parallel Lines Cut by a Transversal
pp. 205-207
E-Math by Orlando A. Oronce and Marilyn O. Mendoza pp. 73-80
https://www.youtube.com/watch?v=6uhotssvJX4
PowerPoint presentation, printed materials, visual aids, protractor
Teacher’s Activity/ies
1. Prayer
2. Greetings
3. Checking of attendance
4. Presentation of the classroom rules and policies
Review:
1. How can we say that two angles are supplementary? Complementary?
2. What can you say about congruent angles?
Refer to the figures.
 Name the angles that are supplementary
 Name the angles that are complementary

A. Reviewing previous
lesson or presenting
the new lesson

B. Establishing a purpose We also learned during our past lesson the pairs of congruent angles, their
for the lesson relationship, and their measures when two lines intersect.
Vertical Angles – Pairs of opposite angles made by intersecting lines
 Adjacent Angles – Two angles that have a common side and a common
vertex (corner point) but do not overlap in any way. Two angles next to each
other
Linear Pair – Two adjacent angles whose sum is 180 ° (form a straight line)

From the given figure, identify the pairs of vertical angles, adjacent angle and
linear pair.

If angle 2 is 50 ° , what is the measure of angle 4? How about angle 1?

C. Presenting What can you say about the figure?
examples/instances of
the new lesson

PARALLEL LINES CUT BY A TRANSVERSAL

Parallel Lines – lines that do not intersect regardless of how far they are
extended on either side.

Transversal Line – is a line that intersects two lines on the same plane at two
different points.

INQUIRY-BASED APPROACH
Identify whether line z is transversal to line m and p.

Corresponding Angles – A pair of non-adjacent interior and exterior angles

on the same side of a transversal. If two lines are parallel, the corresponding
angles are equal.
Alternate Interior Angles – A pair of non-adjacent interior angles on opposite
side of the transversal. Alternate interior angles are congruent.
Alternate Exterior Angles – A pair of non-adjacent exterior angles on
opposite side of the transversal. Pairs of alternate exterior angles are
congruent.
Interior Angles on the same side – The same side interior angles are also
known as consecutive interior angles that are on the same side of the
transversal but inside the parallel lines. Interior angles on the same side are
 supplementary.
Exterior Angles on the same side – Two angles that are exterior of the
parallel lines and on the same side of the transversal line. Exterior angles on
the same side are supplementary.

ACTIVITY 1. LET’S INVESTIGATE

Direction: Find the measure of each angle using protractor.

Using the figure from your activity, and through analyzing the definition
given a while ago, can you give the pairs of:
1. Corresponding Angles
2. Alternate Interior Angles
3. Alternate Exterior Angles
4. Interior Angles on the same side
5. Exterior Angles on the same side
During TLE time, as one of the skills in carpentry, students were asked to build
a fence for the plot. Each pole of the fence has the same distance from each
other, it means that they are parallel. But the students did not notice that the
D. Discussing new bamboo they put across was not aligned.
concepts and Process Questions:
practicing new skills # 1. What can you say about the measure of angle 1 and angle 4?
1 2. If the measure of ∠ 2 is 75 ° , what is the measure of ∠ 6 ? Why?
How about ∠ 8 ? Why?
3. What is the sum of the measure of ∠ 2 and ∠ 8 ?
4. Can we say that ∠ 2 and ∠ 8 formed a linear pair? Why?
ACTIVITY 2. CONSTRUCTIVIST APPROACH
Poultry raising is one of the occupations of people in Ibaan. Cate takers always
check the conditions of the chickens. Mang Kanor noticed that there was a long
stick of bamboo leaning on the two parallel separators of the chickens.
Direction: Sketch the given situation.
a. Name the upper separator as line g, the lower separator as line h, and
the transversal line as line k.
b. Label the angles formed by writing numbers 1-8 where the measure of
E. Discussing new ∠ 2 is smaller than ∠ 1. All odd numbers should be labeled on the same
concepts and side of ∠ 1 and all even numbers should be labelled on the same side
practicing new skills # of ∠ 2.
2 QUIZ BEE
From the sketch that you did, find the measure of the following if the measure
of ∠ 2 is 37 ° . Write your answer on the illustration board and raise it when you
are done.
1. m ∠ 1
2. m ∠ 5
3. m ∠ 3
4. m ∠ 4
5. m ∠ 8
F. Developing Mastery Electrical cables play a crucial role in making sure that the conductance in an
electrical circuit stays at optimum level. The electrical wires also ensure that
the electric circuit in residential and commercial properties is not overheated
 and there is no underlying risk factor of fire. In this context, it is essential to
note that a high-quality electrical wire would always offer less resistance to the
flow of current, thereby making it an excellent conductor of electricity.

It just so happened that a wire was crossed on the parallel wire on the post. If
we are going to sketch that, it looks like this.

Processing Questions:
What is the relationship of:
a. ∠ 1 and ∠ 3? Can you
give another pairs of
vertical angles?
b. ∠ 4 and ∠ 6 ? Give
another pair of alternate
interior angles.
c. ∠ 3 and ∠ 8? Give the
other pairs of
corresponding angles.
d. How will you describe
the measure of ∠ 2 and
∠ 7?

Directions: Answer the following. Write your answer on the illustration board
and raise it once you’re done.

HOTs
1. Why Cathy’s Coffee and
Darn’s Doughnuts have the
G. Finding practical same measure? Can you give
applications of another place in the figure
concepts and skills in that are vertical?
daily living 2. How about Beverly’s Burgers
(APPLICATION) and Bob’s Burgers?
3. What is the relationship of
Beverly’s Burgers and Ivan’s
Ice Cream?
4. How can you prove that
Isabel’s Ice Cream and
Connie’s Coffee is
supplementary? Can we say that they are also linear pair? Why?
Let us generalize our lesson today using the concept map.

H. Making
generalizations and
abstractions about the
lesson
(ABSTRACTION)

I. Evaluating Learning Direction: Write the letter of your answer on the space before the number.
(ASSESSMENT) 1. Which of the following statement is CORRECT when parallel lines are
cut by transversal?
a. The sum of the degree measure of complementary angles is 180 ° .
 b. The sum of the degree measure of corresponding angles is 180 ° .
c. The angles in linear pair are supplementary.
d. Corresponding angles are not congruent.
2. Which of the statements below is CORRECT?
a. Any two acute angles are supplementary.
b. Alternate exterior angles from a linear pair.
c. Corresponding angles are complementary.
d. Same-side interior angles are supplementary.
For items 3-5, refer to the figure at the right.
3. Which of the following
guarantees that a ∥ b ?
a. ∠ 1 ≅ ∠ 7
b. ∠ 3 ≅ ∠ 5
c. ∠ 4 ≅ ∠5
d. ∠ 4 ≅ ∠7
4. If the measure of ∠ 3 is
75 °, what is the measure
of ∠ 8 ?
a. 180 °
b. 15 °
c. 90 °
d. 105 °
5. If the measure of ∠ 1 is 115 ° , what angles have the same measure with
∠ 1?
a. ∠ 5 , ∠ 3 ,∠ 8
b. ∠ 4 , ∠ 5.∠8
c. ∠ 4 , ∠ 7 ,∠ 3
d. ∠ 3 , ∠ 5.∠ 7
J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the formative
assessment.
B. No. of learners who
require additional activities
for remediation.
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 these 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:

GLYDE ANN ABRIOL

Student Teacher