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Teacher's Activity Student's Activity A. Preparatory Activity

The document provides a detailed lesson plan on teaching students about parallel lines cut by a transversal. The objectives are to describe parallel lines and their relationship to angles formed when cut by a transversal using models. The lesson plan outlines preparatory activities, a review of perpendicular lines, motivation through an activity, a presentation of key concepts, discussion of angle types formed - exterior, interior, corresponding, alternate interior and exterior angles. Students then practice identifying these angles in an activity and examples are provided for evaluation.

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Jomer Kryle Maglinte
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65 views6 pages

Teacher's Activity Student's Activity A. Preparatory Activity

The document provides a detailed lesson plan on teaching students about parallel lines cut by a transversal. The objectives are to describe parallel lines and their relationship to angles formed when cut by a transversal using models. The lesson plan outlines preparatory activities, a review of perpendicular lines, motivation through an activity, a presentation of key concepts, discussion of angle types formed - exterior, interior, corresponding, alternate interior and exterior angles. Students then practice identifying these angles in an activity and examples are provided for evaluation.

Uploaded by

Jomer Kryle Maglinte
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Applicant Name: Jerremie C.

Gary Subject: Math


Detailed Lesson Plan in Mathematics
I. OBJECTIVES
At the end of the lesson, the students will be able to:
1. Describe a parallel line cut by a transversal
2. Represent parallel lines using concrete and pictorial models
3. Explore the angles form by a parallel line cut by a transversal.
II. Subject Matter:
Topic : Parallel Lines cut by a Transversal
References : High School Geometry by Julieta G. Bernabe and Soledad Jose – Dilao Ed.D.
Materials : Visual aid, chalk and blackboard
III. Instructional Procedure

Teacher’s Activity Student’s Activity


A. Preparatory Activity
 Prayer/Greetings
Please rise everyone for the prayer. Requesting one of
you to lead.
Okay thank you.
Good Morning class.
Before taking your seats, kindly pick up the pieces of
papers on the floor.
 Checking the attendance
Requesting the secretary to take note of the names of
your classmate who are absent this morning and give
me the list after the lesson, okay? Yes sir.
 Giving rules and regulation
Allow me to introduce our classroom rules, class. Our
first rule is that during our discussion, no one is
allowed to talk unless you are told to do so. Next if
you have some questions, or clarification just raise
your right hand and I will entertain you.
Is that clear, class? Yes sir.

B. Review
Let’s have a sort of review
What was your last topic all about? Our last topic was all about perpendicular lines.

Okay, do you have any clarification or questions about


that?

If that so, then let’s procced.

C. Motivation
Are you ready to learn, class?
Okay. That’s good
Let’s have an activity 1.
Now, I will group you into three groups.
Each group I will give you a picture then you have 2
minutes to observe. The students will give their observation/ideas
What did you observe on the tree pictures class? about the picture.

The three picture have different design. There a


What you’ve that there are line in the picture that are line that’s straight line and it cut by a line.
parallel lines cut by a transversal.

D. Presentation
Our topic is about Parallel Lines cut by a
transversal.
None sir!
Is there any question class?

E. Discussion
When two lines on the same plane do not
intersect, they are called parallel lines. And a
line that intersect two or more lines at
different points is called transversal.

Example:

E
1 2 B
A 3 4

5 6 D
C 7 8

F
In the given figure, three coplanar lines AB,CD and EF. Line EF is intersecting two lines, the AB and CD.
What did you notice to the line EF class?

Very Good!
The EF intersect AB and CD at two different point and
form angles. EF is transversal of AB and CD.
Now, there are angles formed by the transversal with
the two other lines can be identified as fallow:

1. Exterior angles- an angle that forms a linear


pair with one of the angles of a polygon.

Example: in a given figure above:

Angle 1 and 2
Angle 7 and 8
2. Interior angles – an angle that forms inside.
Example:
Angle 3 and 4
Angle 5 and 6

3. Corresponding angles – an interior angle and


an exterior angle that are non-adjacent and on
the same side of the transversal.
Example:
Angle 1 and 5
2 and 6
3 and 7
4 and 8
4. Alternate interior angle – a pair of non-
adjacent interior angle that are on opposite
sides of a transversal.
Example:
Angle 3 and 5
4 and 6
5. Alternate exterior angle – a pair of non-
adjacent exterior angle that are on opposite
sides of a transversal.
Example:
Angle 1 ang 7
2 and 8

Any question of the five angle form by a None sir


transversal?

F. Generalization -line that intersect two or more lines at different


1. What is Transversal? points is called transversal.

- an angle that forms a linear pair with one of


2. What is Exterior angle? the angles of a polygon.

– an interior angle and an exterior angle that are


3. What is corresponding angle? non-adjacent and on the same side of the
transversal.

-a pair of non-adjacent interior angle that are on


4. What is alternate interior angle? opposite sides of a transversal.
Example:
G. Application
Activity 2. ( the same group )

n
4 5 B
X 6 7

8 10 D
Y 9 11

In the given figure shown x II y with n as transversal.


Name the indicated angle.

Group 1.
a. 2 pairs of exterior angle
b. 2 pairs of interior angle

Group 2.
a. 4 pairs of corresponding angle

Group 3.
a. 2 pairs of alternate interior angle
b. 2 pairs of alternate exterior angle

IV. Evaluation:

E
8 7 B
A 5 6

4 3 D
C 1 2

In the given figure shown M II N with L as


transversal. Name the indicated angle.

1. 2 pairs of exterior angle


2. 2 pairs of interior angles
3. 4 pairs of corresponding angle
4. 2 pairs of alternate interior angle
5. 2 pairs of alternate exterior angle

V. Assignment:
Advance research of polygon.

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