9

Quarter 1
Lesson Exemplar Lesson

for Mathematics 3

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 9
Quarter 1: Lesson 3 (Week 3)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer:
• Rener D. Daya (University of Mindanao)

Validator:
• Ysmael V. Caballas (Philippine Normal University – South Luzon)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
MATHEMATICS / QUARTER 1 / GRADE 9

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of perpendicular and parallel lines, and angles formed by
Standards parallel lines cut by a transversal.

B. Performance By the end of the lesson, the learners are able to determine the measure of the angles formed by parallel lines cut by a
Standards transversal.

C. Learning Learning Competency

Competencies By the end of the lesson, the learners are able to determine angle measures involving angle pairs, parallel and
and Objectives perpendicular lines, and parallel lines cut by a transversal.

Lesson Objectives
1. Accurately determine the angle measures involving angle pairs.
2. Accurately determine the angle measures involving parallel and perpendicular lines.
3. Accurately determine the angle measures involving parallel lines cut by a transversal.

D. Content Determining Angle Measures Involving Angle Pairs, Parallel and Perpendicular Lines, and Parallel Lines Cut by a
Transversal

E. Integration

II. LEARNING RESOURCES

Math Worksheets 4 Kids. (2024). Parallel, Perpendicular, and Intersecting Lines Worksheets. https://www.mathworksheets4kids.com/parallel-
perpendicular-intersecting-lines.php
Cuemath. (2023). Pairs of Angles. https://www.cuemath.com/geometry/pairs-of-angles/
Transversal. Byju’s The Learning App. https://byjus.com/maths/types-of-graphs/
Pierce, R. (2023). Frequency Distribution. Math is Fun. https://www.mathsisfun.com/geometry/parallel-lines.html

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review The teacher in this part will
Discuss the properties of parallel, perpendicular, and intersecting lines for the introduce the lesson by giving
learners to be able to activate their prior knowledge. The teacher may ask the learner a short review on
students to give real-life examples of parallel, perpendicular, and intersecting the first day of this lesson for
lines. After the short discussion, let this review activity be answered by the 10-15 minutes.
learners.
To guide the students in this
Parallel, Perpendicular, and Intersecting Lines review activity, the teacher may
A. Write each pair of lines as parallel, perpendicular, or intersecting. have a short discussion about
the properties of parallel,
perpendicular, and intersecting
lines.

B. Draw the following inside.

1. Parallel Lines For short review B (as the need
arises), the teacher may employ
group work to engage learners
in an interactive approach to
activating prior knowledge.

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 2. Perpendicular Lines The teacher may also use this
activity as a group presentation
of solutions.

3. Intersecting Lines

After giving activities to the

learners, the teacher should
give feedback to connect the
2. Feedback (Optional) main lesson.

B. Establishing 1. Lesson Purpose For the lesson purpose, the

Lesson Purpose Emphasize the purpose of the lesson. teacher will introduce the
lesson and discuss its
Essential Questions: importance using
1. How to determine the angle measures involving: essential/guide question/s.
a. angle pairs?
b. parallel and perpendicular lines? Time frame: 30-minute
c. parallel lines cut by a transversal? interactive discussion.

2. Unlocking Content Vocabulary Guide the learners to unlock

Define Me: Let the learners define each term in the table below. Guide them to content vocabulary using the
think of real-world examples to be able to relate the terms to their experiences. prepared activity.
Define the words in the table then provide two examples for each item.
Terms Definitions and Examples Wrap up for 10 minutes
Angle pairs
Parallel lines
Perpendicular lines
Intersecting lines

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C. Developing and DAY 2
Deepening SUB-TOPIC 1: Determining Angle Measures Involving Angle Pairs In this sub-topic, the teacher
Understanding 1. Explicitation can use the worked example as
When two angles are observed together to exhibit a specific geometric an individual or group activity
characteristic, they are referred to as angle pairs. These pairs of angles have and as a formative assessment
distinct relationships between them, encompassing concepts such as to let learners participate in an
complementary angles, supplementary angles, vertical angles, alternate interior interactive discussion.
angles, alternate exterior angles, corresponding angles, and adjacent angles.
Along with the discussion, the
For example, when two angles possess identical teacher may also use the
measurements, they are called congruent angles. In the activities/worksheets on the
illustration below, the angles depicted by the clock second day of the lesson as a
indicate two congruent angles. formative assessment.

The angle created by the hour hand and the second This lesson proper can also be
hand shares the identical measurement with the angle repeated in sub-topic 2.
formed by the minute hand and the second hand.

2. Worked Example
Example 1: Find values of a, b, and c in the given figure below. The teacher may also add more
activities for further elaboration
of the lesson. (Optional/As the
need arises)

Time frame: 10 minutes for

explicitation, 10 minutes for
interactive discussion, 20
Solution: Notice that 78o and a are linear pair. Hence, their sum is 180o. minutes for lesson activity, and
a = 180o – 78o 10 minutes wrap-up.
a = 102o

In addition, 78o and b are vertical angle angles. Thus, they have equal
measures.
a and c are vertical angles and they are also equal.
Therefore, a = 102o, b = 78o, c = 102o.

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3. Lesson Activity
A. Match Column A to its best description in Column B. Write the letter of the Answer Key:
correct answer on the space provided. A.
a. two angles that have the same 1. b
______1. Vertical Angles
measure 2. a
b. nonadjacent and equal angles that are 3. e
______2. Congruent Angles
formed by the intersection of two lines 4. d
c. the line that divides the angle into two 5. c
______3. Linear Pair
congruent parts
d. two angles that have the same vertex B.
______4. Adjacent Angles
and a common side between them a. 80o
e. a pair of angles that are adjacent and b. 160o
______5. Angle Bisector
supplementary c. 60o

B. Find the value of x of the following.

a. Solution:

b. Solution:

c. Solution:

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DAY 3
SUB-TOPIC 2: Determining angle measures involving parallel lines cut by a
transversal Discuss the concept by defining
1. Explicitation parallel lines cut by a
The angles formed by a transversal can be classified into various types, transversal line and give real-
including interior angles, exterior angles, corresponding angle pairs, alternate world examples. Real-world
interior angle pairs, alternate exterior angle pairs, and interior angle pairs on the examples will help learners to
same side of the transversal. These angles are observable in both scenarios, have a better understanding of
whether lines are parallel or non-parallel. the lesson.
To determine the angle measures involving parallel lines cut by a transversal
we use the properties of angles formed from it.

Properties of Angles Formed by Parallel Lines Cut by a Transversal

a. Corresponding angles are congruent.
b. Alternate interior angles are congruent.
c. Alternate exterior angles are congruent.
d. Each pair of interior angles on the same side of the transversal is
supplementary.
e. Each pair of exterior angles on the same side of the transversal is
supplementary.

2. Worked Example
Example 1: Find the following given in the figure.
a. The alternate exterior angle of angle 8
b. The alternate interior angle of angle 6
c. The corresponding angle of angle 5

Solution:
a. The alternate exterior angle of angle 8 is angle 1
b. The alternate interior angle of angle 6 is angle 3
c. The corresponding angle of angle 5 is angle 1

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 Example 2: Find the measure of angle x in the given figure.

Solution:
Analyze the figure.
Angle x and the given 135o form a pair of alternate
exterior angles.
From the list of properties, it states that alternate
exterior angles are congruent.
Therefore, m∠x = 135o

3. Lesson Activity
A. Give the figure below, determine the value of x and the angle measures.
Solution: Answer Key:
A. x = 30

Angles:
1. 100o
2. 100o
3. 80o
4. 80o
5. 80o
6.100o

B. 12 degrees

1. m∠1 = ______________ 4. m∠4 = ______________

2. m∠2 = ______________ 5. m∠5 = ______________
3. m∠3 = ______________ 6. m∠6 = ______________

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 B. In a parking garage, a ramp ascends to link two parking levels that are
parallel to each other. The ramp inclines at a 12-degree angle from the lower
horizontal. What is the angle the ramp forms with the upper horizontal?
1. Draw a figure that would illustrate the problem.
2. Write your solution inside the box below.

Solution:

D. Making DAY 4 To identify the learners'

Generalizations 1. Learners’ Takeaways takeaways, let them answer
1. How are angles related when two parallel lines are cut by a transversal? essential questions.
2. How are interior angles related to exterior angles?
The teacher may use essay
2. Reflection on Learning writing to share their
Essay experience about the lesson.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning 1. In the given figure, AB and CD are parallel lines intersected by a transversal Formative Assessment
PQ at L and M, respectively. If ∠CMQ = 60°, find all other angles. Answer Key:
1.m∠L = 120o
m∠M = 120o

2.
a. x = 15o
b. x = 65o

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 2. Find the value of x in each figure below.
a. b.

2. Homework (Optional)

B. Teacher’s Note observations on any of The teacher may take note of

Effective Practices Problems Encountered
Remarks the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used
engagement, and other related
stuff.
learner engagement/
interaction Teachers may also suggest
ways to improve the different
others activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
• students
the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?
• ways forward
What could I have done differently?
What can I explore in the next lesson?