School: San Isidro National High School Grade Level: Grade 8

Teacher: Vina T. Cudal Subject Area: MATHEMATICS

Date: March 10, 2025 Quarter: Fourth Quarter

I. OBJECTIVE
A. Content Standard
The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
B. Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-
Standard life problems involving triangle inequalities, and parallelism and perpendicularity of lines
using appropriate and accurate representations.
C. Learning
Competencies (LC Proves properties of parallel lines cut by a transversal. (M8GE-IVd-1)
Code)
1. identify the different angle pairs if parallel lines are cut by a transversal,
2. determine the properties of parallel lines when cut by a transversal,
D. Lesson Objectives
3. find the measures of angles using the properties of parallel lines cut by a transversal,
4. relate real-life problems involving parallel lines cut by a transversal.

II. CONTENT Properties of Parallel Lines Cut By a Transversal

III. Learning Resources

A. References
1. Teacher’s Guide Grade 8 4th Quarter Module
2. Learner’s Material Learner’s Module (LM) in Math 8
Pages
3. Textbook Pages Next Century Mathematics pp 574-583
4. Additional
Reference from
Learning Resources
B. Other Learning http://lrmds.deped.gov.ph/
Resources
IV. PROCEDURES
A. Review Previous ELICIT
Lesson or Daily Routine
Presenting the new
Lesson  Requesting everyone to observe silence for a prayer
 Checking of attendance
 Good Afternoon Class!

Activity 1: Uncover Me!

The students will be paired.
Directions: Perform the simple activity and answer the questions that follow.
Materials needed: Used a range of teaching strategies
 Broom Stick or Straws measuring 5 inches, 6 inches and 8 inches that enhance learner achievement
Steps: in literacy and numeracy skills.
1. Get the sticks or straws measuring 5 and 6 inches.
2. Position the sticks or straws horizontally (5-inch stick above the 6-inch stick). The teaching strategies used to
3. Place the remaining 8-inch stick or straw on top of the two horizontal sticks in slant position so enhance learner achievement in
that it intersects the two lines at two different points. numeracy skills are the discovery
approach, hands on learning, visual
learning and collaborative learning.
In the activity the students
manipulate the straws. This tactile
experience can help solidify their
understanding of concepts like
length, angles, and intersections.
The students were able to make
conjectures about parallel lines by
working together with their pairs.
The students also demonstrate
creativity by forming parallel lines
cut by a transversal using straws.

7. Design, adapt and implement

teaching strategies that are
responsive to learners with
disabilities, giftedness and talents

The student with disability was

paired with supportive peers who
can assist him during the activity.
This fosters collaboration and helps
build his confidence.

5. Maintains supportive learning

environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning.

The students are grouped into 2-3

 members. They create a model of
where students must use parallel lines,
This fosters teamwork and practical
application.
6. Apply a range of successful
strategies that maintain learning
environments that motivate learners
to work productively by assuming
responsibility for their own learning

The strategies used were Inquiry-Based

Learning and Reflection and discussion.
The students answer the questions
related to Activity 1. This encourages
ENGAGE their exploration about the activity and
Questions: critical thinking skill. The students also
1. How was the activity? share their observation and
conclusions. This reinforces learning
2. What was the activity about?
and allows students to articulate their
3. Did you find any difficulty/ies in performing the task given to you? understanding.
4. How would you describe the lines formed?
B. Establishing a 5. Do these lines meet or intersect? 4. Use effective verbal and non-verbal
Lesson 6. Are these lines parallel? Why or why not? classroom communication strategies to
7. How many angles are formed after the transversal cut the parallel lines? support learner understanding,
participation, engagement and
Let us now begin discovering the world of parallel lines, uncover its properties and how they play achievement.
an important role in our daily lives.
Our lesson for today is properties of parallel lines cut by a transversal. Encourages critical thinking by asking
open ended questions. Uses positive
reinforcement to motivate students and
acknowledge their efforts. The teacher
uses gestures, estures, facial
expressions, and eye contact to convey
enthusiasm and engagement. She also
move around the classroom to maintain
a presence and make students feel
more connected. Listening by nodding,
maintaining eye contact, and
responding appropriately.

C. Presenting 2. Ensure the positive use of ICT to

Examples/ instances Parallel Postulates: If there is a line and a point not on the line, then there is exactly one line facilitate the teaching and learning
of the new lesson through the point that is parallel to the given line. process.
 During the discussion, the teacher uses
the interactive television in the teaching
and learning process.

Given a line 𝒎 and a point 𝑷 not in 𝒎, there is only one line (𝑙𝑖𝑛𝑒 𝒔) that is parallel to line 𝒎
passing through point P. In symbol, 𝒔 ∥ 𝒎 (read as, line 𝒔 is parallel to line 𝒎). Lines 𝒕 and 𝒒
are not parallel to line 𝒎 through 𝑷.

Also, two or more lines are parallel.

s ∥ m is read as “line 𝒔 is parallel to line 𝒎.”

In geometry, the term parallel is denoted by ∥ which means “is parallel to”. Also, an arrow is used
in diagrams to
indicate that lines are parallel. Moreover, the term parallel is used for lines, segments, rays, and
planes.

A transversal is a line that intersects two or more coplanar lines at two or more distinct points.

When two parallel lines are cut by a transversal, different pairs of angles are formed. These pairs
of angles are named based on their locations concerning to the lines.

The angles 3,4,5,and 6 are the interior angles. Interior angles are the angles inside the parallel
lines whereas the angles outside parallel lines are the exterior angles. These are 1,2,7,and 8.

6. Apply a range of successful

Activity 2: Locate Me! strategies that maintain learning
The teacher will give the description and the students will color the arcs that corresponds to the environments that motivate learners
description of the angle. to work productively by assuming
The students with correct answer will be given 10 A+.
responsibility for their own learning
Angles Formed by Parallel Lines Cut by a Transversal
 Use the Socratic method to ask guiding
questions that lead students to discover
the properties of parallel lines
themselves. In this activity the students
will name the angle based on the
description given by the teacher.

1. Alternate Interior Angles (Blue)

A pair of nonadjacent interior angles that are on the opposite sides of a transversal.

2. Alternate Exterior Angles (Red)

A pair of nonadjacent exterior angles that are on the opposite sides of a transversal.

3. Same Side Interior Angles(Yellow)

A pair of two non-adjacent interior angles on the same side of the transversal

4. Same Side Exterior Angles (Green)

A pair of two non-adjacent exterior angles on the same side of the transversal.

5. Corresponding Angles (Pink)

A pair of non-adjacent angles, an interior and an exterior angle on the same side of the transversal.

D. Discussing New Now, let us examine these pair of angles concerning to parallel lines. The properties below will help 2. Ensure the positive use of ICT to
concepts and practicing us determine whether the lines are parallel. facilitate the teaching and learning
new skill #1 process.
Activity 3: “The Measure Completes Me!”
Let us investigate the property by measuring the angles formed in your Activity 1 using a protractor.
The teacher uses the protractor in the
intercative television to show the
I will assign the angle that you will measure and complete the sentence.
measurement of the angle. The
students will be able to derived the
1. Alternate Interior Angles
properties based on the measurements
2. Alternate Exterior Angles
of the angles.
3. Same Side Interior Angles
4. Same Side Exterior Angles
5. Corresponding Angles

1. Parallel-Alternate Interior Angle Postulate

If two parallel lines are cut by a transversal, then any pair of alternate interior angles are
______________.

2. Parallel-Alternate Exterior Angle Theorem

If two parallel lines are cut by a transversal, then any pair of alternate exterior angles are
 ______________.

3. Parallel-Interior Angle-Same Side Theorem

If two parallel lines are cut by a transversal, then the interior angles on the same side of the
transversal are _______________.

4. Parallel-Exterior Angle-Same Side Theorem

If two parallel lines are cut by a transversal, then the exterior angles on the same side of the
transversal are _________________.

5. Parallel-Corresponding Angles Theorem

If two parallel lines are cut by a transversal, then the corresponding angles are
_________________.

E Finding Practical ELABORATE 1. Apply knowledge of content within

Application of concepts It’s summer season and it means that the temperature is and across curriculum teaching areas
and skills in daily living getting hotter. The electric bill in our households is also
increasing. The given problem can be integrated to
Did you know that electrical cables play a crucial role in Science and AP. For Science (Physics),
making sure that the conductance in an electrical circuit
it explains how electrical cables work,
stays at the optimum level. The electrical wires also
focusing on concepts like resistance,
ensure that the electric circuit in residential and
conductance, and the role of high-
commercial properties is not overheated and there is no
quality wires in preventing overheating
underlying risk factor of fire. In this context, it is essential
and fire hazards.
to note that a high-quality electrical wire would always
For AP(Economics), analyze the cost
offer less resistance to the flow of current, thereby making
implications of using high-quality
it an excellent conductor of electricity. It just so happened that a wire was crossed on the parallel
electrical wires versus cheaper
wire on the post. If we are going the sketch that, it looks like this.
alternatives in terms of long-term
savings and safety.
May I ask Prince to sketch the cable wires on the board.

If m∠ 5=55°,find m∠ 1?Why?
How about m∠ 8? Why? 8. Plan and deliver teaching strategies
that are responsive to the special
educational needs of learners in difficult
circumstances, including: geographic
isolation; chronic illness; displacement
due to armed conflict, urban
resettlement or disasters; child abuse
and child labor practices

The student with dwarfism will sketch

the sketch a scenario where a wire is
 crossed on a parallel wire on a post.
This will help him boost his confidence
and share his idea to the class.
F. Making Activity 5- Stop Danceversal! 1. Apply knowledge of content within
Generalizations and There will be 4 pairs of representatives from the girls and the boys. and across curriculum teaching areas
Abstraction about the A name of an angle pair will appear. When the music stops they will place their feet on the angle
lesson that will be shown on the screen. The activity can be integrated in
MAPEH. There are parallel lines cut by
transversal on the floor. The students
who are good in dancing are paired.
The students will copy the dance and
when the music stops they will move to
the location of the given angle.

5. Maintains supportive learning

environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning.
This activity foster cooperation to the
students.

G. Evaluating Learners EVALUATION

Given the figure at the right, 𝑥 ∥ 𝑦, and transversal

Activity 1: Fill Me!

𝑤
A. Name the following:
1. two pairs of alternate interior angles
2. four pairs of corresponding angles
3. two pairs of same side interior angles
4. two pairs of alternate exterior angles
5. two pairs of same side exterior angles

B. Complete each statement.

6. Any pair of alternate interior angles are ____________.
7. Any pair of corresponding angles are _____________.
8. Same side exterior angles are ___________.
9. Same side interior angles are ______________.
10. Any pair of corresponding angles are __________.
 EXTEND
Assignment

1. Name all the angles that would be congruent to ∠ 1 if 𝑚∥ 𝑛.

Using the figure at the right:

2. Name all the angles that would be congruent to ∠ 11 if 𝑟∥ n

H. Making
Generalization

IV. REMARKS

Prepared by: Checked by:

_______VINA T. CUDAL______ IMELDA S. FELIX

Name and Signature of Teacher MATH Departrment Head

Date:
___________________________________