School PIODURAN NATIONAL HIGH SCHOOL Grade Level 8

DAILY
LESSON
Teacher Jan Andrae Ate Learning MATHEMATIC
Area S
LOG
Date Quarter 4TH Quarter

I. OBJECTIVES
The learner demonstrates understanding of key concepts of inequalities
Content Standard in a triangle, and parallel and perpendicular lines.

Performance Standard 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 of
lines using appropriate and accurate representations.

Learning
Competency/Objectives At the end of the lesson the learner is able to:
Write the LC code for each.
I. Determine the conditions under which lines and segment are parallel
or perpendicular.
II. Identify if the lines are parallel or perpendicular

Conditions Under which lines and segment are Parallel

II. CONTENT
or Perpendicular
III. LEARNING RESOURCES
A. References
Teacher’s Guide pages
Learner’s Materials
pages
Textbook pages
Additional Materials from Laptop,Power Point presentation, TV/projector
Learning Resource
(LR)portal
Other Learning Resources
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
The teacher will present video The students will watch and listen in
A. Reviewing previous lesson
clip about kitchen items for to the video clip.
or presenting the new
kids(8mins).
lesson
Follow Up Questions:

Based from the video clip what

did you observed at the items in
the kitchen? (the student will raise hands)
Yes,___? The kitchen item have different
shapes.
Since they have different
shapes what kind of lines that
can be created into the
shapes? (The students will raise hands)
Yes,___? Parallel Lines
Perpendicular Lines
 Straight Lines
(Answer may vary)
Very good! All of your answers
are correct.

Some kitchen items create

Straight Line, Parallel Line and
Perpendicular Line, etc.
B. Establishing a purpose for Since we’ve discuss the parallel
the lesson lines and perpendicular. Try to
look inside our class room.
What did you see that can (Answer may vary)
represent a parallel lines and
perpendicular lines. Things that can represent parallel
lines:
Table, window, notebook, black
board, door, etc.
Things that can represent
pewrpendicular lines:
Edge of table, edge of window, edge
of blackboard, edge of door, etc
Very Good! All of your answer
are correct.

C. Presenting Lets have an example:

examples/Instances of the
new lesson Try to observe your plot in your
garden and your plot for
planting tree?

What do you observe about the

distance of it? The students raise hands
Yes,___? The distance are equal to each other.
Very good! As we observe the
distance are equal to each other.
Since it is equal it can represent a
parallelism.

How about the plies you’re using

to wires?
What do you observe?
What do you think the line can
that be create? The students raise hands
Yes,__? The line can be create to the plies are
intersecting lines.
Very good! It can create
intersecting lines.
D. Discussing new concepts Lesson Objectives:
and practicing new skills At the end of discussion the
learners will be able to:

 Determine the conditions

under which lines and
segment are parallel or
perpendicular.
 Identify if the lines are
parallel or perpendicular

Our topic is all about Conditions

Under which lines and segment
are Parallel or Perpendicular.

First let us define parallel lines,

Parallel Lines - Two lines are
coplanar and do not intersect.

Based from our discussion what

is coplanar lines?
(Student will raise their hands)
Yes,___?
Coplanar lines are lines in the same
plain.
Very Good! Thank you.

Parallel Postulate - if there is

a line and a point not on the
line, then there is exactly one
line through the point that is
parallel to the given line.

This means that there’s always

a line that is parallel to a given
line.

Do you understand?
Yes, sir!
Let us now proceed to the
Converse of theorem involving
parallel lines cut by a
transversal.

Everyone please read!

If two lines are cut by a transversal
and a pair of alternate interior angles
are congruent, then the lines are
parallel.
Thank you!
Based form the illustration the
measure of the alternate interior
angle are congruent which
means that the a and b are
parallel to each other.
Do you understand?
Yes, sir!

Next, Everyone please read! If two lines are cut by a transversal

and a pair of alternate exterior angles
are congruent, then the lines are
parallel.

Thank you!
Based form the illustration the
measure of the alternate
exterior angle are congruent
which means that the q and r
are parallel to each other.
Do you understand?
Yes, sir!

If two lines are cut by a

transversal and a pair of same-
side interior angles are
supplementary, then the lines
are parallel.

This means that the pair of

same side interior angle are
supplementary which means
that their sum is equal to 180°.

Do you understand?
Yes, sir!
Next!, If two lines are cut by a
transversal and a pair of same-
side exterior angles are
supplementary, then the lines
are parallel.
This means that the pair of
Yes, sir!
same side exterior angle are
supplementary which means
that their sum is equal to 180°.

Do you get me?

Next is the Perpendicular lines.

Perpendicular Lines - lines,
segments, or rays that intersect
form right angles.

This means that when two lines

intersect to each other and form Yes, sir!
a right angle, it mean that the
angle is equal to 90°.

Do you understand?

Perpendicular Postulate - if
there is a line and a point not
on the line, then there is exactly
one line through the point that
is perpendicular to the given
line.

Thank you!

This means that there’s always

a line that is perpendicular to a
given line.
If the angles in a linear pair are
Let’s now proceed to the congruent, then the lines containing
theorem involving their sides are perpendicular.
Perpendicular Lines.

Everyone please read!

 Thank you!

This means that if the angle in a

Yes, sir!
linear pair are congruent then
the j and k & j and l are
perpendicular to each other.

Do you understand?

If two angles are adjacent and

complementary, then the non-
common sides are
perpendicular.

This means that the sum of the

Yes, sir!
two adjacent angle is 90°, since
it says that it is complementary,
so we can say that the DA ⊥
DC

Do you understand?
E. Developing mastery (Leads Identify if it is parallel and
to formative assessment 3) perpendicular.

F. Finding practical applications 1. what are the examples of

of concepts and skills in daily perpendicular and parallel line Answer may vary.
living that you can see in your
 community.
G. Making generalizations and
abstractions about the Based from our discussion how We can say that the line are parallel if
lesson can we know that the lines the line didn’t intersect and has
represent a parallel line and equidistant line. We can say that the
perpendicular line? line are perpendicular if the line
intersect and form a right angle of 90
degree.
Very Good! Thank you.
H. Evaluating learning Identify if the lines are parallel Answer:
or perpendicular.
1.⊥
2.⊥
3.∥

I. Additional activities for Find the parallel and

application or remediation perpendicular line in the figure.

V. REMARKS
VI. REFLECTION
No. of learners who earned
in the evaluation

No. of learners who require

additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?