9

Quarter 1
Lesson Exemplar Lesson

for Mathematics 2

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 9
Quarter 1: Lesson 2 (Week 2)
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:
• Renato V. Herrera Jr. (West Visayas State University)

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:

Standards a. simple geometric concepts and notations.
b. perpendicular and parallel lines

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

C. Learning The learners identify the relationships between angles formed by parallel lines cut by a transversal.
Competencies 1. The learners define the types of angle pairs: complementary angles, supplementary angles, adjacent angles, linear
and Objectives pair, and vertical angles.
2. The learners define congruent angles.
3. The learners identify the angle pairs formed by a transversal.
4. The learners identify the relationships between angles formed by parallel lines cut by a transversal.

D. Content Angles formed by parallel lines cut by a transversal

a. Pairs of Angles
b. Angle Pairs Formed by a Transversal
c. Parallel Lines and Transversal

E. Integration

II. LEARNING RESOURCES

CuddlyNest. (2020, September 25). The 31 Most Beautiful Buildings in the World. https://www.cuddlynest.com/blog/most-beautiful-
building-architecture/
Mommy Made That. (2023). Snakes and Ladders. https://attachments.convertkitcdnn2.com/956914/84887ba7-b5bc-4df6-a760-
db8b366af45a/Printable%20Snakes%20and%20Ladders.pdf
Serra, M. (2008). Discovering geometry: An investigative approach. USA: Key Curriculum Press.

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 The time frame for this activity is

Knowledge 1. Short Review 5 minutes.
Quick Brainstorming Session
Ask learners to list everything they remember about lines and angles and
properties of parallel lines.

Think-Pair-Share on Real-World Examples

Prompt students to think about where they have seen parallel lines in real life.
Then, have them pair up to discuss how these examples might relate to the day’s
topic.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose Time frame: 5-10 minutes

Lesson Purpose Connect to Real-World Applications
Architecture and Geometry: After discussing the practical
Begin by explaining that architecture is not just an art; it’s also a science relevance of the lesson, make it
that heavily relies on geometry. Architects use geometric principles to design clear also that mastering the
aesthetically pleasing, functional, and structurally sound buildings. Highlight relationships between angles
how architects often use parallel lines and transversals in designing various formed by parallel lines and
elements of a building, such as windows, staircases, and beams. For instance, transversal is foundational for
the parallel lines of the window frames cut by the transversal elements of the future topics in geometry such
panes create a pattern that are both pleasing to the eye and structurally as identifying measures of angles
necessary. formed by parallel lines and
transversal.

The image was obtained from:

https://www.cuddlynest.com/bl
og/most-beautiful-building-
architecture/

Can you see parallel lines in this photo of the Mactan-Cebu International Airport?

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 Carpentry and Geometry:
Start by emphasizing that carpentry and furniture making are not just about
cutting wood and assembling pieces. These crafts require a deep understanding
of geometry to create functional, durable, and aesthetically pleasing products.
The use of geometric principles, particularly the understanding of angles and
lines, is fundamental in ensuring that pieces fit together perfectly.
Explain how carpenters frequently use parallel lines and transversals in their
designs. For example, the frame of a chair might consist of parallel legs
connected by crossbeams (transversals), creating specific angles that ensure
stability and comfort.
Discuss how the precise
calculation and measurements of
angles formed by parallel lines and
transversals are crucial for both the
structural integrity and the visual
appeal of furniture. Incorrect angles
can lead to unstable furniture or Image taken by Renato Herrera,
pieces that do not align as intended, Jr.
compromising both function and form.

2. Unlocking Content Area Vocabulary

C. Developing and SUB-TOPIC 1.1: Pairs of Angles Time frame: 30 minutes

Deepening 1. Explicitation
Understanding In geometry, some pairs of angles have special names. These are: Inform students that the topics
a. Congruent Angles on Angle Pairs and Congruent
Angles are important in
understanding the relationship
between the angles formed by
parallel lines and transversal.

So, it is important that the

learners must master first the
concept of congruent, adjacent,
complementary, supplementary,
linear pair, and vertical angles

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b. Adjacent Angles before you discuss the angle
pairs formed by two lines and
transversal.

c. Complementary Angles

d. Supplementary Angles

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 e. Linear Pair

f. Vertical Angles

2. Lesson Activity Time frame: 30 minutes

Activity 1: Angle Pair Coloring Activity
The objective of the activity is to engage students in applying their knowledge of If the activity is given on the
angle pairs to identify them within a complex geometric figure. second day, review first the
different angle pairs before giving
Instructions: the activity.
1. Before handing out the worksheet, review the angle pairs with the class to
refresh their memory on how to identify each type. If time is not enough, learners
2. Give each student a copy of the worksheet. may accomplish the worksheet
3. Instruct students that each numbered section of the image corresponds to at home. Then, reflection
a particular type of angle pair. Their task is to identify the angle pairs and questions will be discussed the
color each section according to the angle pair color legend. next day.

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 4. Work through the first few sections together as a class to demonstrate the
process. Angle Pair Color Legend:
5. Allow students to work independently, encouraging them to refer to their • Blue – Vertical angles
notes or textbooks if they get stuck. • Red – Complementary angles
6. Walk around the classroom to offer help, check for understanding, and • Yellow – Linear pair
provide guidance as needed.
• Pink – Adjacent
7. Once students have finished coloring, have them compare their images with
complementary angles
their peers to see if there are any discrepancies and to discuss any sections
they found challenging. • Violet – Supplementary
angles but not linear pair
DAY 2 • Green – Congruent angles
Reflection Questions: but not vertical
1. Which type of angle pair did you find most frequently in the image. Why do • Brown – Adjacent angles but
you think this type of angle pair is common in geometric figures? not linear pair
2. Were there any angle pairs that were difficult to identify? What strategy did
you use to figure them out?
3. How might learning about angle pairs help you in understanding more
complex geometric concepts in the future?

SUB-TOPIC 1.2: Angle Pairs Formed by a Transversal

1. Explicitation Time frame: 15-20 minutes
In geometry, a line, line segment, or ray that intersects two or more lines at
different points is called a transversal. The lines cut by a transversal may or may
not be parallel.

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2. Lesson Activity Time frame: 30 minutes
Activity 2: Snakes & Ladders Challenge: Transversal Angle Pairs
The objective of the activity is for students to identify corresponding, alternate If the activity is given on the next
interior, alternate exterior, same-side interior, and same-side exterior angles. day, review first the different
angle pairs formed by two lines
Before the activity: and a transversal before giving
1. Print a Snakes and Ladders board and the angle pairs cards (Cards with the activity.
diagrams of angles formed by a transversal and two lines).
2. Arrange desks or tables into stations with a game board, set of cards, die, Here's the link for the printable
and game pieces. angle pairs cards:

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 During the Activity: https://1drv.ms/f/s!Ai7qs8AgV7
1. Clearly explain how to play the game, emphasizing the need to correctly a7mWmruYR7W5dvhbGn?e=95D
identify an angle pair before rolling the die. Asb
2. Organize students into small groups of 3-4 players to encourage peer
interaction. Here are the links for Snakes
3. Give each group a game board, die, game pieces, a set of cards. and Ladder game board:
4. Instruct groups to begin playing. The first player draws a card and identifies https://attachments.convertkitc
the angle pair. dnn2.com/956914/84887ba7-
5. If using student checkers, instruct them on how to use the answer key. b5bc-4df6-a760-
6. Once a student correctly identifies an angle pair, they roll the die and move db8b366af45a/Printable%20Sna
their piece accordingly. kes%20and%20Ladders.pdf
7. Students continue playing, climbing ladders for shortcuts and sliding down
snakes for setbacks. https://1drv.ms/f/s!Ai7qs8AgV7
8. Walk around to ensure students are engaged and correctly applying their a7mWpQ-
knowledge. 2hboDy4zIRK?e=8gw3E8
9. Conclude the game after a set time or when a group reaches the end.
(Adjustments can be made for how exactly a player can enter the final You may assign a student to be
square, whether by exact roll or by any roll that moves past the last square.) checker of the player’s answer.
Provide a copy of the answer key
Reflection Questions: for quick verification of player’s
1. How did the game help improve your ability to identify different types of answer.
angle pairs, and which type did you find most challenging to recognize
during the game? Encourage groups to discuss
2. What strategies did you use during the game to help you remember the each angle pair before providing
properties of each type of angle pair, and how will you apply these strategies an answer to foster peer
to future geometry problems? learning.
3. How did working with your classmates during the game contribute to your
understanding of the angle pairs? Describe an instance where a discussion
with a peer helped clarify a concept for you.

DAY 3
SUB-TOPIC 1.3: Parallel Lines and Transversal
1. Lesson Activity Time frame: 20-30 minutes
Activity 3: Uncovering the Angle Relationship
Through the activity, the learners will embark on an exploration to uncover the
secrets of angle relationships. By observing the angles formed when a transversal

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crosses parallel lines, learners will discover the angle relationships between pairs
of corresponding angles, alternate interior angles, alternate exterior angles,
same-side interior angles, and same-side exterior angles.

Before the activity:

1. Prepare a handout or visual guide that shows an example of a transversal
cutting through parallel lines and the angles numbered.
2. Print the worksheets for students to fill in their conjectures and
observations.

During the activity: Possible Answers in Reflection:

1. Begin with a brief review of parallel lines, transversals, and names of 1. I discovered that when two
different angle pairs formed by two lines cut by a transversal. parallel lines are cut by a
2. Introduce the activity and its objectives to the class. transversal, certain angles have
3. Distribute the materials to each student. specific relationships.
4. Walk students through the steps of the activity, demonstrating on the Corresponding angles are equal,
board. alternate interior angles are
5. Emphasize the importance of labeling lines and angles correctly. equal, as are alternate exterior
6. Circulate the room to assist students as they work through the activity. angles. Same-side interior and
7. Encourage students to discuss their findings with their peers (or the person same-side exterior angles are
seated next to them). supplementary, adding up to
180 degrees. These relationships
Reflection Questions: are consistent throughout any
1. What did you discover about the relationship between different types of instance of parallel lines being
angle pairs formed by parallel lines and transversal? intersected by a transversal.
2. How did your conjectures hold up when you tested them with non-parallel
lines? 2. When I tested the conjectures
3. How does understanding the relationships between angle pairs help in with non-parallel lines, the
studying lines? relationships did not hold. The
corresponding angles were not
The conjectures that the students must discover through the activity: equal, nor were the alternate
interior or exterior angles. This
showed that the parallel nature
of the lines is crucial for these
specific angle relationships to
exist.

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 3. Understanding these angle
relationships is foundational for
solving many geometric
problems. For instance, knowing
that corresponding angles are
equal allows us to determine
unknown angle measures, which
is essential in proving two lines
are parallel or not. It also helps
in constructing geometric shapes
and understanding the
properties of polygons.

D. Making Learners’ Takeaways and Reflection on Learning Time frame: 20-30 minutes
Generalizations 1. Reflect on and summarize how the concepts of congruent, vertical,
complementary, supplementary, linear pair, and adjacent angles are
interconnected. What does this interconnectedness imply?

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 The interconnectedness of these pairs of angles imply that some angles may
be classified to more than one angle pair type.

2. What specific characteristics define each type of angle pair (corresponding,

alternate interior, alternate exterior, same-side interior, and same-side
exterior) formed by a transversal intersecting two lines, and how can these
characteristics be applied to solve geometric problems or interpret real-world
structures?

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

A. Evaluating DAY 4
Learning 1. Formative Assessment Time frame: 30 minutes
I. Classify the pair of angles as: (Note that a pair of
angles may be classified to more than one type)

A. Congruent Angles E. Linear Pair

B. Adjacent Angles F. Vertical Angles
C. Complementary Angles
D. Supplementary Angles

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 1. ∠𝐵𝐷𝐶 and ∠𝐺𝐷𝐶
2. ∠𝐵𝐷𝐶 and ∠𝐴𝐸𝐷 Answer for I:
3. ∠𝐵𝐷𝐴 and ∠𝐶𝐸𝐴 1. E, B, D
4. ∠𝐸𝐹𝐻 and ∠𝐶𝐼𝐹 2. A
5. ∠𝐼𝐹𝐻 and ∠𝐴𝐹𝐸 3. C
4. D
II. Identify the given pair of angles whether they are: 5. F, A
A. Corresponding Angles
B. Alternate Interior Angles
C. Alternate Exterior Angles
D. Same-side Interior Angles Answer for II:
E. Same-side Exterior Angles 1. D
2. C
1. ∠𝐴𝐵𝐹 and ∠𝐺𝐹𝐵 3. A
2. ∠𝐵𝐶𝐷 and ∠𝐻𝐹𝐸 4. B
3. ∠𝐶𝐸𝐹 and ∠𝐵𝐹𝐺 5. E
4. ∠𝐵𝐶𝐹 and ∠𝐸𝐶𝐹
5. ∠𝐵𝐶𝐷 and ∠𝐺𝐹𝐻

III. Determine whether the following statement is TRUE or FALSE. (Refer

to the figure in II.) Answer for III:
1. 𝑚∠𝐴𝐵𝐹 + 𝑚∠𝐺𝐹𝐵 = 180 0 1. True
2. 𝑚∠𝐶𝐵𝐹 + 𝑚∠𝐵𝐹𝐸 = 1800 2.True
3. 𝑚∠𝐵𝐶𝐹 + 𝑚∠𝐺𝐹𝐻 = 180 0 3. False
4. ∠𝐷𝐶𝐸 ≅ ∠𝐻𝐹𝐵 4. True
5. ∠𝐺𝐹𝐶 ≅ ∠𝐵𝐶𝐹 5. False

2. Homework (Optional)

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

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
used, learner engagement, and
materials used other related stuff.

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 learner engagement/ Teachers may also suggest ways
interaction to improve the different activities
explored/lesson exemplar.
others

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 the
• students 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?

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