Grade

School 7
Level
Learnin
Teacher MATH
g Area
DAILY LESSON Teaching Date &
PLAN Week 3 (4th Day) Quarter 3
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. determine the relationship between pair of angles formed
by parallel lines cut by a transversal;
b. find the measure of the pairs of angles formed by parallel
lines cut by a transversal; and
c. appreciate the importance of pairs of angles formed by
parallel lines cut by a transversal in real life situations.

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

III. LEARNING
RESOURCES
A. References
1. Teacher's
Teacher’s Guide, pp. 249 – 254
Guide pages
2. Learner's
Materials Learner’s Module, 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: Here We Go Again!
(5 minutes)
Directions: Using the figure below, name the pairs of
angles formed by parallel lines cut by a transversal.

a. Corre
sponding
angles
b. Altern
ate interior
angles
c. Altern
ate exterior
angles
d. Same side Interior angles
e. Same side exterior angles

(Multistructural)

ENGAGE Activity 2: Count Me In! (Multistructural)

(5 minutes)
Directions: Fill in the blanks with the correct measurement
of each angle. You may refer to the statement and
illustration below,
Draw parallel lines g and k. Draw a transversal j so
that it forms a 500-angle as shown. Also, draw a transversal
h so that it forms an 800-angle as shown.
j

k 800 A B C
D E F G
H I J 50 0 g
K L M N
h

∠A = ______ ∠E = ______ ∠B = ______

∠C = _______ ∠D = _____ ∠H = ______
∠G = ______ ∠F = _______ ∠I = ______
∠L = _______ ∠J = ______ ∠M = _______
∠K = ______ ∠N = _______
 EXPLORE Activity 3: Compare Me!
(10 minutes)
Direction: Answer the following questions.
1. Based on the previous activity, compare the measures of
the following pairs of angles:
a. Corresponding angles
b. Alternate interior angles
c. Alternate exterior angles
d. Opposite Interior angles
e. Opposite exterior angles

2. What have you observed on the measurement of each

pair of angles?
(Multistructural)
EXPLAIN Activity 4: Complete Me!
(5 minutes)
Directions: Supply the missing words to complete the
sentences on the table below which shows the relationship
among angles formed by parallel lines cut by a transversal.

 Truth About their

 Pairs of Angles
Measurement
The pair of corresponding
Corresponding angles
angles are _________.
The pair of alternate
Alternate interior angles interior angles
are__________.
The pair of alternate
Alternate exterior angles exterior angles are
__________.
The interior angles on the
Interior angles on the same same side of the
side of the transversal transversal are
____________.
Exterior angles on the The exterior angles on the
same side of the same side of the
transversal transversal are ______.

Possible Answers:
Corresponding angles are congruent.
Alternate interior angles are congruent.
Alternate exterior angles are congruent.
Interior angles on the same side are supplementary.
Exterior angles on the same side are supplementary.
(Unistructural)
ELABORATE Activity 5: Compute My Angle
(10 minutes) Directions: Using the figure below, solve for the measure of
each angles.

(Multistructural)
EVALUATE Directions: Read each question carefully. Encircle the letter
(10 minutes) of the correct answer.

For numbers 1 – 4, refer to the figure above. Lines m and n

are cut by transversal q. Assume that m║n.
1. If m∠3=70°, what is the m∠7? (Unistructural)
A. 70° B. 80° C. 90° D. 110°
2. If m∠4 =125°, what is the m∠7? (Unistructural)
A. 125° B. 115° C. 65° D. 55°
3. If m∠6=105°, what is the m∠4? (Unistructural)
A. 65° B. 75° C. 105° D. 110°
4. If m∠3 = (2x+5)°, what is the value of x if m∠8 =75°?
(Multistructural)
A. 25° B. 35° C. 65° D. 75°
 5. Imagine a real-life scenario where parallel lines
represent the train tracks, and a transversal cuts across
them, forming various angles at the intersection points. In
this context, what relationships exist between the pairs of
angles? (Relational)
A. The angles at the intersection points mimic a
consistent pattern: corresponding angles are equal, and
alternate interior angles are supplementary.
B. The angles at the intersection points mimic a consistent
pattern: corresponding angles are supplementary, and
alternate interior angles are equal.
C. The angles at the intersection points mimic a consistent
pattern: corresponding angles are equal, and alternate
interior angles are equal.
D. The angles at the intersection points mimic a consistent
pattern: corresponding angles are supplementary, and
alternate interior angles are supplementary.
EXTEND Direction: Given the figure below, give what is being asked.
(15 minutes)
Lines a and b are cut by transversal d. Assume a ∥ b .

1. What is the value of x if m ∠ 5=( 2 x+ 10 ) ° and

m ∠ 1=( 4 x−2 ) ° ?

2. Given m ∠ 1=( 2 y−10 ) ° and m ∠ 6=( 3 y +5 ) ° , what is the

value of ∠ 1?

(Extended Abstract)

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?

Prepared by: SOLO Model Integration Writers:

PAUL C. DE LEON JYPTSCL T. ICAO

Teacher I, Pres. Manuel A. Roxas NHS

MARIA LIEZL A. LAPUT

Teacher III, Pres. Manuel A. Roxas NHS

Quality Assured by:

 MERCEDITA E. GAHISAN EVELYN J. ROCHA
Master Teacher I, Sergio Osmeña NHS Master Teacher II, Tampilisan NHS

ROXANNE V. MORENO
Master Teacher I, Katipunan NHS

Approved by:

JALDERITA A. DUBLICO EdD

Education Program Supervisor, Mathematics