School COMMONWEALTH NHS Grade Level Grade 8

Teacher LEONEL T. MABANO Learning Area MATHEMATICS

Date/Time JUNE 11, 2021 Quarter FOURTH
Learning Modality BLENDED (Modular & Online)

I. OBJECTIVES
The learner demonstrates understanding of key concepts of inequalities in
A. Content Standard
a triangle, and parallel and perpendicular lines.
The learner is able to communicate mathematical thinking with coherence
B. Performance and clarity in formulating, investigating, analyzing, and solving real-life
Standard problems involving triangle inequalities, and parallelism and
perpendicularity of lines using appropriate and accurate representations.
C. Learning
Competencies/ The learner proves properties of parallel lines cut by a transversal.***
Objectives (Week 5)
(Write the LC code M8GE – IVd – 1
for each)
II. CONTENT GEOMETRY

A. Subject Matter Parallel Lines Cut by a Transversal

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
484 - 487
pages
2. Learners’ Materials
414 - 417
pages
3. Textbook pages a. Mathematics for the 21st Century
4. Additional Materials
from Learning
Resource (LR) portal
 Video presentation
B. Other Learning
 IM’s (PPT Presentation, visual aids, Bluetooth amplifier box)
Resource
 Parallel & transversal platform
IV. PROCEDURES
A. Reviewing previous Preliminary Activity
lesson or presenting the  Prayer
new lesson.  Checking of attendance
 Setting classroom standard
When I say 1 – Set properly/stop talking
2 – Clap once
3 – Tap your armchair
4 – Ha!
 Reviewing previous lesson
● Directions: Arrange the jumbled words in each box as a clue so
you could answer the following questions.

VANSRELTRAS LEIN
RALPLALE SINEL
WEKS NISEL
LACTIVER LANGES
NEARLI PIRA
1. A lines do not intersect each other and they lie on the
same plane.
2. These lines do not intersect but lie on the different planes.
3. A line that intersects two or more coplanar lines at two or
 more distinct points.
4. A pair of adjacent angles formed by two intersecting lines
that are supplementary.
5. Refers to two non-adjacent angles formed by two
intersecting lines.

ACTIVITY 1: “ EXPLORE AND DISCOVER!”

Directions:
1. You will be group into four(4) by picking different shapes in a box.
The same CHIP COLOR will be in one group.
2. Each group will be given a cut out materials to assemble and form a
figure.
3. The assembled materials will be paste in a manila paper and posted
on the board.
4. When you are done, say with action, “Clap, clap, clap Champion”!
The group which can finish first will be given additional 5 points
and will receive a secret prize.
5. Each group will have representative to discuss their output in 90
seconds using the clue questions:
● How did you formed the figure?
● Say something about the figure you have formed?
(of what picture is it)
● Locate some parts of the picture where parallel and transversal
lines are present.
6. You will be given 3 minutes to do the activity and will be rate using
the rubrics.

 Do you know class that parallel lines and transversal line have
something to do with our new lesson for today?
 Lesson objectives:
The learner will:
B. Establishing a purpose a) determine the different angle pairs formed when two parallel lines
for the lesson cut by a transversal.
b) illustrates the angles pairs formed when two parallel lines cut by a
transversal.
c) value the importance of parallel lines and transversal line in a real
world structures.
C. Presenting
examples/instances of the ACTIVITY 2: “DRAW ME!”
new lesson Directions:
1. With the same group in the first activity, do and follow the following
procedures:
a. Draw a horizontal line and label it as line l.
b. Draw another horizontal line below the line l and name it
as line k.
c. Draw a diagonal line, intersecting the two lines: line l and
line k and name it as line t.
d. Name the points of intersecting as point X and Y
respectively.
2. You will be given 4 minutes to do the activity.
3. When you are done, sing a song with action, “a song which there
are numbers in the lyrics”!
4. The group which can finish first will receive a prize.
Let one student draw and discuss the figure on the board

For uniformity, let’s label together the angles being formed

by parallel lines cut by a transversal

D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
(Leads to Formative
Assessment 3)
 DISCUSSION
 The eight(8) angles formed are classified as INTERIOR and
EXTERIOR angles.
 Class, do you know the angle relationship formed by parallel lines
cut by a transversal?
THE ANGLE PAIRS FORMED WHEN PARALLEL LINES
CUT BY A TRANSVERSAL:
 Corresponding angles
 are two non-adjacent angles that lie on same side of the
transversal one interior and one exterior angle and
 corresponding angles are congruent.
 Alternate interior angles
 these are non-adjacent interior angles that lie on opposite
sides of the transversal.
 alternate interior angles are congruent.
 Alternate exterior angles
 these are non-adjacent exterior angles that lie on opposite
sides of the transversal.
 alternate exterior angles are congruent.
 Interior angles on the same side of the transversal
 these are adjacent interior angles that lie on the same side of
the transversal.
 interior angles on the same side of the transversal are
supplementary.
 Exterior angles on the same side of the transversal
 these are adjacent interior angles that lie on the same side of
the transversal.
 exterior angles on the same side of the transversal are
supplementary.
(Examples of each angle pairs will based on the illustration in activity 2).
Activity 3: “ ONE FOR ALL!”
Directions: Refer to the figure below to answer the questions that follows.
7 8
Angles 5 and 8 are ___________________.?
If the angle shown in pink is labelled 45 degrees,
what is the measure of angle 1?
Using the same data in # 2, what is the measure of ∠
2?
Angles 3 and 8 are ____________________?
What angle pairs formed by ∠4 and ∠7?
Activity 4: “DANCE! DANCE! TRANSVERSAL”
Directions: (With the same group in the previous activity).
1. Each group will perform the game, the remaining 3 groups will
serve as judges of the performing group.
2. Each group will be given 4 rounds for the game.
3. Group performance will be graded using the rubrics below.
 RUBRICS:
Correctness of execution - 10 points
Promptness - 10 points
Body movement - 10 points
30 points

 In our real world class, parallel lines are being applied in some
instances:
1. Example, like dress code. For an idealist perspective, whatever
G. Finding practical you wear in your top, it should match with your bottom, and
application of concepts and otherwise you’ll look weird.
skills in daily living 2. The consistency of your words, actions and even your philosophy in
life is essential to keep your good credibility.
3. The concept of parallel lines and transversal line is used in making
bridges, roads, buildings, houses, windows, doors, household
furniture and etc.
 How many angles are formed when two parallel lines cut by a
H. Making generalizations transversal?
and abstractions about the
 Name the angle pairs formed when two parallel lines cut by a
lesson
transversal?
I. Evaluating Learning
Directions: In a ¼ sheet of paper, answer the following. Choose the
letter of the correct answer.

1. Lines a and b are parallel cut by transversal m with ∠4 and ∠5 are

interior angles on same sides of the transversal. If m∠4 = 85, what is
the measure of ∠5?
A. 5 B. 65 C. 85 D. 115

2. Using the figure below, if a || b and c is a transversal which angles are

congruent to ∠5?
c
A. ∠1, ∠2 and ∠3 1 2
b
B. ∠1, ∠4 and ∠8 3 4
C. ∠1, ∠4 and ∠7
D. ∠1, ∠2 and ∠8 a 5 6
7 8

3. Using the figure below, if l1 || l2 and t is a transversal, which of the

following are corresponding angles? t
A. ∠4 and ∠6, ∠3 and ∠5
B. ∠1 and ∠7, ∠2 and ∠8 l1 1 2
C. ∠1 and ∠5, ∠2 and ∠6 4 3
D. ∠4 and ∠5, ∠3 and ∠6
l2 5 6
8 7
 4. Using the figure below, which of the following guarantees that m || n?
t
A. ∠1 ≅ ∠7 1 2
m
B. ∠3 ≅ ∠5 3 4
C. ∠4 ≅ ∠5
D. ∠4 ≅ ∠7 n 5 6
7 8

5. Given the figure at the right, which below is an alternate exterior

angle?

A. ∠3 and ∠6
B. ∠1 and ∠8
C. ∠2 and ∠5
D. ∠4 and ∠8

 Assignment: (Download this from our Class Group Chat).

In a long bond paper, download a copy of the worksheet and answer it
J. Additional activities or neatly.
application or remediation
(Note: Those who doesn’t have a messenger account please ask an
assistance to your classmate to create your account so that you will be
updated anytime).
V. REMARKS
VI. REFLECTION
A. No. of learners who
learned 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 cope
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: Checked by:

LEONEL T. MABANO RICHARD C. ABADIES
Teacher-III (Math) Date
Master Teacher-I/Cluster 2 Head

Noted by:
ERLINDA M. ROMARATE
Secondary School Principal-III Date