School Poonapiagapo NHS Grade Level 8

Teacher Jasmin M. Tomanor Learning Area Mathematics

Teaching Date March 12, 2025 Quarter 4
I. OBJECTIVES At the end of the lesson, the learners are expected to:
1. Identify and name pairs of angles formed by parallel lines cut by a
transversal.
2. Determine the properties of parallel lines when cut by a
transversal.
illustrate a relation and a function;
C. determine if a given relation is a function using ordered pairs,
graphs and
equations.
illustrate a relation and a function;
C. determine if a given relation is a function using ordered pairs,
graphs and
equations.
3. Appreciate the importance of parallel lines and their relationships
in real-life applications.
A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a
triangle, parallel and perpendicular lines.
B. Performance Standards The learner is able to communicate mathematical thinking with coherence and
clarity in formulating, investigating, analyzing and solving real-life problems
involving triangle inequalities and parallelism and perpendicularity.
C. Learning Competencies / CODE The learner proves properties of parallel lines cut by a transversal. (M8GE-
IVd-1)
II. CONTENT Parallel lines cut by a transversal
III. LEARNING RESOURCES
A. References Mathematics 8 Learner’s Material, DepEd MELC Guide
1. Teacher’s Guide pages Pages 231-235
2. Learner’s Materials pages Pages 191-198
3. Textbook pages Pages 185-187
4. Additional Materials from Learning
www.edhelper.com,www.IXL.com,downloadedvideos
Resource (LR) portal
5. Other Learning Resources Self-Learning Module Quarter IV, Module 5
6. Integration English, Arts and Values and Araling Panlipunan,
Manila Paper, Pentel Pen, Protractor, ruler, Printed Images, PowerPoint, and
B. Materials
Printed worksheets.
IV. PROCEDURES
Teacher’s Activity Learner’s Activity
Introductory  Prayer
Activity  Greetings
 Checking of attendance
 Setting the mode of the classroom

Teacher’s Activity Student’s Activity

A. Elicit Drill:
Let the students read the following terms.

PARALLEL LINES ANGLES

The student will read the words presented.
SUPPLEMENTARY CONGRUENT

INTERIOR EXTERIOR

Review:
Activity 1: Identify the types of lines and Angles.
Directions: Recall and identify different types of lines
 and angles by analyzing pictures.

1. 2. 1. Straight Line
2. Intersecting Line
3. Interior Angles
4. Exterior Angles
5. Parallel Lines

3. 3.

5.

At this point in time, we will have another activity.

B. Engage
Activity 2: Image Analysis
Direction: Identify the lines each image and observe
their arrangement.
1. road
2. mosque
3. prayer mat
4. fence
5. bridge
6. window
7. stair railings
8. antenna

Questions:
1.What do you observe in these pictures? Do you 1. They have straight lines. They form
notice any similarities? patterns.
2. What about the fence? How are the bars arranged? 2. The bars of the fence are arranged parallel
to each other
3. Now, do you see any straight/diagonal lines crossing 3. Yes, I see straight/diagonal lines cutting
the parallel line in these pictures? through the parallel lines.
Very Good! The diagonal line crossing the parallel
 lines is what we call a transversal. Today, we will
explore the properties of parallel lines cut by a
transversal and its angle formed. Let see how they
apply to real-life. Now, keep these observations in
mind as we move forward.

Before we move on, let me share a quote with you. It could mean in a relationship, that no matter
“We are like parallel lines, close but never together”. how close you are, if you are not meant or
What do you think this means? destined to be each other then you could not
be together.

Very good! Now, let’s connect this to our role. Yes, because teachers guide students but
Do you think our relationship is just like parallel lines? don’t make choices for them.
We learn from teachers, but we must also do
things on our own.
Exactly, as your teacher, I am always here to guide and
support you. We walk side by side in this learning
journey, but you are the one must take charge of your
education. Like parallel lines, we remain close but my
goal is not to control your path, it is help you grow and
succeed on your own.
Differentiated Instruction: (5 minutes)
Group Activity:
C.Explore Divide the class into 3 groups and explore different
properties of angles formed by parallel lines cut by a
transversal. Each group will answer the given task/s for
5 minutes and let one representative to present their
work to the whole class.

Group 1 MATHSAYAHIN
Activity: Drawing Parallel Lines and a Transversal Possible Output:

Direction: Follow the steps below to create a diagram

of parallel lines cut by a transversal.

Procedure:
• Using a ruler, draw a horizontal line and label it
as line m
• Below line m, draw another horizontal line that is
parallel with the first line and label this as line n.
• Draw a diagonal line intersecting the two lines
and label it as line o.
•Identify the angles formed at the points where line
o intersects line m and line n. Then label these
angles accordingly (e.g., 1,2 3, etc.).
Rubrics:
Criteria Very Good Good Needs
(5) (3) Improvement
(1)
Accuracy The lines are The lines are The lines are not
precisely drawn, and mostly accurate, properly drawn,
the transversal but there are are not parallel,
correctly intersects slight or the transversal
the parallel lines at misalignments or does not intersect
distinct points. minor errors in correctly.
placement.
Neatness & The work is clean, The work is The work is
Presentation well-organized and somewhat neat messy, difficult to
visually clear, making but may have read or
it easy to understand minor smudges or disorganized.
unclear labeling. Angles Measurement
Teamwork All group members Some group Minimal
actively participated, members collaboration, ∠1 and ∠5
∠3 and ∠7
_______ & ________
collaborate contributed, but with little _______ & ________
∠2 and ∠6
effectively, and participation was teamwork or _______ & ________
∠4 and ∠8
completed the task unbalanced. effort from
_______ & ________
together. members.
∠3 and ∠6 _______ & ________
∠4 and ∠5
TOTAL 15 POINTS
_______ & ________
Group 2 MATHULUNGIN ∠1 and ∠8 _______ & ________
Direction: Use a protractor to measure the angles on the ∠2 and ∠7 _______ & ________
∠3 and ∠5 _______ & ________
∠4 and ∠6 _______ & ________
∠1 and ∠7 _______ & ________
∠2 and ∠8 _______ & ________
 printed image accurately, then record their measurements in
the table below.
Angles Measurement
∠1 and ∠5
∠3 and ∠7
_______ & ________

∠2 and ∠6
_______ & ________

∠4 and ∠8
_______ & ________
_______ & ________
∠3 and ∠6
∠4 and ∠5
_______ & ________

∠1 and ∠8
_______ & ________

∠2 and ∠7
_______ & ________

∠3 and ∠5
_______ & ________

∠4 and ∠6
_______ & ________

∠1 and ∠7
_______ & ________

∠2 and ∠8
_______ & ________
_______ & ________

Rubrics:
Criteria Very Good Good Needs
(5) (3) Improvement
(1)
Accuracy All angles are Most angles are Severe
correctly measured. measured measurements are
correctly, with incorrect,
minor errors. affecting the
analysis.
Neatness & The work is clean, The work is The work is
Presentation well-organized and somewhat neat messy, difficult
visually clear, but may have to read or
making it easy to minor smudges disorganized.
understand or unclear
labeling.
Teamwork All group members Some group Minimal
actively participated, members collaboration,
collaborate
effectively, and
contributed, but
participation was
with
teamwork
little
or
Output:
completed the task unbalanced. effort from
together. members.
1. Corresponding Angles- are two
TOTAL 15 POINTS nonadjacent angles, one interior, and one
Group 3 MATHALINO exterior on the same side of transversal.
Activity: Unscramble me and create sentences 2. Alternate Interior Angles- angles that are
Direction: The student must unscramble jumbled on opposite sides of the transversal and inside
words then arrange them into meaningful sentences. the parallel lines.
Rubrics: 3. Alternate Exterior Angles: angles that are
Criteria Very Good Good Needs on opposite sides of the transversal and
(5) (3) Improvement
(1) outside the parallel lines.
Accuracy All words are Some words are Words are not 4. Same-side Interior Angles- angles that
correctly arranged arranged arranged
into meaningful correctly, but correctly, making are on the same side of the transversal and
sentences with proper minor the sentence inside the parallel lines.
grammar. grammatical or unclear or
conceptual error incorrect. 5. Same-side Exterior Angles- angles that
exist. are on the same side of the transversal and
Neatness & The work is clean, The work is The work is
Presentation well-organized and somewhat neat messy, difficult to outside the parallel lines.
visually clear, making but may have read or
it easy to understand minor smudges or disorganized.
unclear labeling.
Teamwork All group members Some group Minimal
actively participated, members collaboration,
collaborate contributed, but with little
effectively, and participation was teamwork or
completed the task unbalanced. effort from
together. members.
TOTAL 15 POINTS

Good job everyone! Let us give a round of applause

for everybody.
When a parallel line cut by a transversal line, angles
D.Explain were formed. These angles can be grouped into pairs
based on their positions and relationship.

1. Corresponding Angles- are two nonadjacent Sample illustration:

angles, one interior, and one exterior on the same side
of transversal.
2. Alternate Interior Angles- angles that are on
opposite sides of the transversal and inside the parallel
lines.
3. Alternate Exterior Angles: angles that are on
opposite sides of the transversal and outside the
parallel lines.
4. Same-side Interior Angles- angles that are on the
same side of the transversal and inside the parallel
lines.
5. Same-side Exterior Angles- angles that are on the
same side of the transversal and outside the parallel
 lines.

Properties of Parallel lines cut by transversal:

1. Corresponding Angles are congruent.
2. Alternate Interior Angles are congruent.
3. Alternate Exterior Angles are congruent.
4. Same-side Interior Angles are supplementary.
5. Same-side Exterior Angles are supplementary.
E. Elaborate Now that we have identified and measured angles Yes ma’am. We can see parallel lines and
formed by parallel lines cut by a transversal, let’s transversal in the streets, in our house, even
connect this to real-life applications. Look around— in our school, simply anywhere?
where do you see parallel lines and transversals in the
world around you?

Can you give another real-life example of parallel lines

and transversals? Railroad tracks with a road crossing them.
Electric wires on poles with a supporting
diagonal wire.
Windows with bars that are cut by diagonal
designs.
Tiles on the floor where some designs create
a transversal.
How about inside/outside the classroom? Do you see
any parallel lines cut by a transversal? Yes ma’am, the window, black board,
bulletin board.
Very good! Parallel lines and transversals are
everywhere. Engineers, architects, and designers use
these properties when creating structures. Now, let’s
think about why these properties matter?

How do these properties help in constructing buildings

and roads? They ensure stability and symmetry in
buildings.
Road markings use parallel lines to guide
traffic properly.
Exactly! If we didn’t follow these properties, what
could go wrong? Engineers use these properties to make sure
bridges are balanced.
Without these rules, structures might be
uneven and unsafe.
What happens if the lines are not parallel?
Buildings or bridges might collapse due to
instability.

Roads could become confusing without

proper markings.

Railway tracks that are not parallel might

lead to accidents.
Designs in tiles or fabrics would look uneven
Great insights! This is why learning about parallel and unstructured.
lines and transversals is important, not just in
mathematics but in real-life applications. Engineers,
architects, and designers all rely on these concepts to
create safe and functional structures.

Do you understand class?

Yes ma’am.
Again, what pairs of angles formed when a transversal
cuts parallel lines? The pairs of angles are formed are:
Corresponding Angles, Alternate Interior
Angles, Alternate Exterior Angles, Same-side
Interior Angles and same-side exterior
angles.
How about their properties?
1. Corresponding Angles are congruent.
2. Alternate Interior Angles are congruent.
 3. Alternate Exterior Angles are congruent.
4. Same-side Interior Angles are
supplementary.
5. Same-side Exterior Angles are
supplementary.
F. EVALUATE Quiz #1: ½ crosswise
Direction: Identify the pair of angles formed by
parallel lines cut by a
1. Corresponding angles ∠a ∠
transversal.
2. Alternate Interior ∠c ∠
angles
3. Alternate Exterior ∠b ∠
Angles
∠d ∠

∠a ∠e
4. Same-side Interior
Angles
∠g ∠

∠c ∠f
5. Same-side Exterior 1. Corresponding angles
Angles

∠b ∠g
2. Alternate Interior angles

∠d ∠f
3. Alternate Exterior Angles

∠g ∠a
4. Same-side Interior Angles
5. Same-side Exterior Angles

Assignment:
G. Extend

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 lesson
work?
No. of learners
who have caught
up the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these 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
discover which I
wish to share with
other teachers?

Prepared by:

JASMIN M. TOMANOR
Teacher III

Noted by:

AKIZAH B. CAUNTONGAN
School Head