Appendix 12.

Lesson plan in Mathematics for the experimental group-Day 3

I. Learning objectives

At the end of the lesson, the students will be able to:

1. define a transversal.
2. describe the angles formed by parallel lines cut by a transversal.
3. work harmoniously in groups.

II. Subject Matter

a. Topic: Parallel Lines Cut by a Transversal

b. Materials: Visual aids, worksheets, chalk and board
c. References: Mathematics- Grade 7 Learner’s Materials First edition, 2013 ISBN: 978-
971-9990-60-4, pp. 204-206
d. Values Integration: Working harmoniously in groups.

III. Lesson Procedure

Teacher’s Activity Students’ Activity

A. Preparation

Good morning class! Good morning, Ma'am.

Before we start our lesson, may I request (one student volunteer to lead a prayer)
everyone to please stand for the prayer. Who
will volunteer?

Now I want you to arrange your seats and

make sure you are in line with the seats in front
of you.

B. Motivation
(Student’s is picking a picture)
Now, I want you to pick a picture of an object
here in the box.

All students who pick a ball will be the group 1.

Students who pick a flower will be the group 2.
Students who pick an airplane will be the group
3. Students who have a book will be the group
4. Students who have a house will be the group
5. Students who have a phone will be the group
6. Students who have a slipper will be the
group 7 and those who have shoes will be the
group 8. Now, go to your respective groups.
Yes, Ma’am.
Are you now in your respective group class?

In your group, choose your engineer, facilitator,

timekeeper, scribe and judge. Write your
names in ¼ sheet of paper with designated
roles. Pass the paper if you’re done.

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Appendix 12. Lesson plan in Mathematics for the experimental group-Day 3 (continued)

C. Review

Yesterday, we were done discussing about (Students’ answers vary)

angle pairs. Who can give some examples of
angle pairs?

Very good!
So, let us now proceed to our topic for today.

D. Presentation

Our lesson for today is all angles formed when

parallel lines cut by a transversal.

Before we start our discussion, I’m going to

give you a group activity. Encourages all the
members in the group to share their ideas.
Choose one representative to present the
outcomes of your group.

Do you understand class? Yes, Ma’am.

Okay, here’s the activity.

L
(Each group doing the activity)

a b
M The engineer defines, analyzes and designs
c d solutions to problems.

The facilitator keeps group on task and verifies

that all contribute.

e f The timekeeper monitors time and helps to

N keep the group on task.
g h
The scribe takes notes on important thoughts
expressed in the group.

The judge listens and evaluates ideas and

Study the figure above. In the figure, line L suggestions about the problem from group
is the transversal. Give your own definition members.
of a transversal.

After 10 minutes, the representative of each

group will present their outcomes in front of the
class.

Based in your activity, did you have any idea A transversal is a line that intersects that two
about our lesson for today? parallel lines.

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Okay, very good!
Appendix 12. Lesson plan in Mathematics for the experimental group-Day 3 (continued)

Let’s now start our discussion.

Transversal a line which intersects two

coplanar lines two different points.

a b
M
c d

e f
N
g h

➢ ALTERNATIVE INTERIOR ANGLES-

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

Example:

In the figure above, the alternate interior angles

are: <c and <f and <d and e.

➢ ALTERNATE EXTERIOR ANGLES- a

pair of non-adjacent exterior angles on
opposite sides of the transversal.

Example:

In the figure above, the alternate exterior

angles are: <a and <h. <b and <g.

➢ CORRESPONDING ANGLES- a pair

of non- adjacent interior and exterior
angles on the same side of a
transversal.

Example:

In the figure above, the corresponding angles

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are: <a and <e, <b and <f, <c and <g and <d
and <h.

Appendix 12. Lesson plan in Mathematics for the experimental group-Day 3 (continued)

➢ SAME-SIDE INTERIOR ANGLES-

interior angles on the same side of the
transversal.

Example:
In the figure above, the same-side exterior
angles are: <c and <e and <d and <f.

➢ SAME-SIDE EXTERIOR ANGLES-

exterior angles on the same side of
the transversal.

Example:

In the figure above, the same-side exterior

angles are: <a and <g and <b and <h.

Did you understand about angles formed

when two parallel lines are cut by a
transversal class?

E. Generalization

The angles formed when two parallel lines are

cut by a transversal are: alternate interior
angles, alternate exterior angles,
corresponding angles, same-side interior
angles and same-side exterior angles. Yes, Ma’am.

Do you now understand the lesson class?

Now, I want you to be with your group and

study what we had discussed earlier. I will
give a quiz later. Yes, Ma’am.

Is that clear class?

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IV. Evaluation

Answer the following in a 1/2 sheet of paper.

Instruction: Identify each special angle as alternate interior angles, alternate exterior angles,
corresponding angles, same-side interior angles, same-side exterior angles or none of
these.

Refers to the figure below:

m n
A
o p

q r
B
s t

1. <n and <s

2. <o and <r
3. <p and <r
4. <p and <t
5. <n and <r

V. Assignment

Study all those lessons we tackled for our long quiz next meeting.

Prepared by:

JUNALYN A. MUGOT

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