Republic of the Philippines

Department of Education
Region X- Northern Mindanao
DIVISION OF MALAYBALAY CITY
District VI

School MALAYBALAY CITY NATIONAL SCIENCE HIGH SCHOOL Grade Level 7

DETAILED Teacher: MARINEL C. BAYRON Learning Area MATHEMATICS
LESSON
PLAN Allotted
1 hour Quarter THIRD
time

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships.
B. Performance Standards The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and
angles of a polygon
C. Learning Learning Competencies:
Competencies and • Derive relationships among angles formed by parallel lines cut by a transversal using measurement and by inductive
Objectives reasoning:(M7GE-IIIc-1)

Learning Objectives:
At the end of the lesson, 85% of the learners are expected to:
 Identify parallel lines;
 Illustrate parallel cut by transversal line; and
 Relate parallel lines cut by transversal into real life situation..
II. CONTENT Angles that are Formed by Parallel Lines Cut by Transversal
III. INTEGRATION Learning Area (English)
IV. REFERENCES Resources (1) Mathematics 7 – Learner’s Material, pages pp.209-211
Materials Laptop, TV, Visual Aids, measuring tools, activity sheets
Teaching  Discussion Method, Think-Pair-Share, and Collaborative Learning
Strategies
V. PROCEDURES
Learning Task: Teacher’s Activities Student’s Activities Materials/
Assessment
Tools
PRELIMINARY Prayer, Greetings, Checking of Attendance Students will lead the prayer and arrange
ACTIVITIES
their chairs properly.
ACTIVITY/ Group activity PowerPoint
STRATEG Presentation
Y The teacher will divide the class into 4 groups and give each group a
(6 minutes) tag board.

Each group will write in their tag board all the pairs of parallel lines
based on the given figure.

AB ll EF
DC ll HG
DH ll CG
AE ll BF
DA ll CB
HE ll GF

ANALYSIS The teacher will divide the class into 4 groups. Each group will PowerPoint
(10minutes) perform the activity by following the instruction given by the teacher. Presentation

Activity
Activity: Draw It
Sheets
Do the following in your groups.

Draw a horizontal line and label it as the line l. Below the first
line, draw another horizontal line parallel to line l and name it as
line k. Lastly, draw a diagonal line intersecting the two lines: line
l and k and name it as m.
 Each group will present and discuss their output in the class.

(Process Question).
1. What do you call line l and k? 1. Line l and k are two parallel lines
2. What about line m.? 2. Line m is a transversal line
ABSTRACTION The teacher will post a figure on the board and the students will PowerPoint
(10 minutes) observe the given figure. Presentation

(Process Question)
1. What do you observe in the figure? 1. Two parallel lines cut by a diagonal
2. Are there angles that are being formed in the figure? line.
3. How many angles being formed in the figure? 2.Yes
4. Name all the angles formed in the figure 3. 8 angles
4. ∠ A, ∠ B,∠C, ∠D, ∠ E, ∠ F, ∠G & ∠H
Line z is a line that intersect line x and y. Line z is a transversal line.
What is a transversal line?
A transversal is a line that intersects two
Angle C, D, E ,F lies between or inside the two parallel line. What do or more lines.
 you call these angles? Interior angles

What are interior angles?

The interior angles are the four angles
formed between the two parallel lines.
Angle A,B,G,H lies outside the two parallel lines. What do you call
these angles? Exterior angles

What are exterior angles?

The exterior angles are the four angles
formed that lie outside the two parallel
lines.
Angle A lies outside the two parallel lines, while angle E lies inside the
two parallel line, and angle A & E lies on the same side of transversal. Corresponding angle
What do you call these angles?

What are corresponding angles?

The corresponding angles are two
angles, one interior and the other exterior,
on the same side of the transversal
Angle A and H lies on the opposite side of transversal. What do you
call this angle? Alternate angles

What are alternate angles?

The alternate angles are the angles on the
opposite sides of the transversal.
APPLICATIO The teacher will divide the class into 4 groups. Different task will be Activity
N (10 minutes) assign in every group. Sheets
Group Activity: (Differentiated)
For group 1 and 2. Refer to the figure below:
 Group 1: Determine all the interior angles Interior angle: ∠2, ∠4, ∠5, ∠7

Group 2: Determine all the exterior angles Exterior angle: ∠6, ∠8, ∠3, ∠1

For group 3 and 4. Refer to the figure below.

Group 3: Determine all pairs of corresponding angles. Corresponding angles:

∠a &∠g
∠e &∠c
∠b &∠h
∠f &∠d

Group 4: Determine all pairs of alternate angles. Alternate angles:

∠c &∠b
∠a &∠d
∠e &∠h
∠g& ∠f

CONCLUDING Based on our lesson, how are interior, exterior, corresponding and Interior, exterior, corresponding and
STATEMENT alternate angle formed? alternate angles are formed when two
(5 minutes) parallel lines is cut a by a transversal line.

ASSESSMENT Direction: Students will find a pair and answer questions in the quizziz Students will answer. Quizziz
(10 minutes) game code given.
AGREEMENT 7 Students will answer on a piece of paper.
(3 minutes) 5 6 8
2

3
1 4
2

1. Name 2 interior angles

2. Name 2 exterior angles
3. Name 2 pairs of corresponding angle
4. Name 2 pairs alternate angles

VI.
REMARKS
VII.
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.

Prepared by: Checked by: Approved by:

MARINEL C. BAYRON LEAH JEAN R. DABA JOSE B. CRUZ, JR.

Teacher I Academic Coordinator Secondary School Principal II