DETAILED LESSON PLAN IN MATHEMATICS 8

FOURTH QUARTER
Week : 4 No. of Session: 1

Content Standards: The learner demonstrates understanding of key concepts of inequalities in a

triangle, and parallel and perpendicular lines.

Performance Standards: is able to communicate mathematical thinking with coherence and

clarity informulating, investigating, analyzing, and solving real- life problems involving
triangle inequalities, and parallelism and perpendicularity of lines using appropriate and
accurate representations.

Learning Competency and Code: proves properties of parallel lines cut by a transversal.( M8GE-
IVd-1)

I. Objectives:
At the end of the 60 – minute session, learners with 80% competency level are expected to:
1. Define and identify corresponding angles, alternate interior angles,
and alternate exterior angles given two lines and a transversal;
2. Construct parallel lines;
3. Measure and solve for the angles created by any two lines and
the transversal between them.
II. Content
Subject Matter: Parallelism
Integration: Science
Strategies: Cooperative Learning
Materials: Protractor, worksheets, power point presentation, Laptop,
visual aids
References: Mathematics LM10 (pg.441-481), E-Math Worktext in Mathematics
III. Learning Task:
Preliminary Activity (2 minutes)
 Prayer, greetings and checking of attendance.
A. Elicit (5 minutes)
The teacher will give an activity by showing figures below and encourage students to
answer certain questions.

• Can you see straight lines in the pictures above? ___________________

• Do these lines meet/intersect? ___________________
• Are these lines parallel? Why? ___________________
• Are the segments on the faces of the prism below parallel? Why?_________

• Can you describe what parallel lines are? ___________________

• What can you say about the edges of the prism? ___________________
 • Are these lines perpendicular? Why? ___________________
• Can you describe what perpendicular lines are? ___________________

B. Engage (10 minutes)

Let the students do the activity: Construction of a line parallel to a given line:

1. Give: line l and 2.Draw AB through 3.Construct a 4. Draw AC

point A. any point B on l. corresponding angle
at A congruent
to 1.

C• •A
•A •A • •A

l l 1 l l 1
B B B

•How do you find the activity

• What can you say about parallel lines?

C. Explore (10 minutes)

The teacher will give an worksheets to be done by the students. Measure the angles
formed from
the figure 1 and 2 using a protractor.

Fig. 1 Fig. 2

1 2 1 2
3 4 3 4

5 6 5 6
7 8 7 8

•What is transversal?
•Can a transversal be perpendicular?
•Which angles are exterior angles? How about Interior angles?
•What are corresponding angles?
•Which angles are corresponding angles?
•What are alternate interior and alternate exterior angles?
•Which angles are alternate interior angles? How about alternate exterior angles?
•What are interior angles on the same side and exterior angles on the same side of the
transversal?
•Which angles are interior angles on the same side of the transversal? How about exterior
angles on the same side of the transversal?

Refer in figure 1.
•Which angles are congruent?
•Which angles are supplementary?
D. Explain (10 minutes)
The teacher will discussed The Parallel Postulate to the class
•Given a point and a line not containing it, there is exactly one line
through the given point parallel to the given line
• Given a point and a line not containing it, there is exactly one line
through the given point perpendicular to the given line.
E. Elaborate (10 minutes)
Generalization: Ask the following questions
1. When can you say that the two lines are parallel? perpendicular?
2. What can you say about the angles formed by parallel lines cut by
a transversal?
3. When a transversal is perpendicular to the parallel lines, what can you
say about the angles form?

IV. Evaluate (10 minutes)

I. Name the following pairs of angles from the figure at the right.
1. corresponding angles
2. alternate interior angles 1 3 5 7
3. alternate exterior angles 2 4 6 8
4. same side interior angles
5. same side exterior angles

II. If m 1 = 1050. Find the other measure of angles.

1. m 2 5. m 6
2. m 3 6. m 7
3. m 4 7. m 8
4. m 5
Answer: I.
1. 1 and 5, 3 and 7, 2 and 6, 4 and 8
2. 3 and 6, 4 and 5
3. 1 and 8, 2 and 7
4. 3 and 5, 4 and 6
5. 1 and 7, 2 and 8
II.
1. m 2 = 750 5. m 6 = 750
2. m 3 = 75 0
6. m 7 = 750
0
3. m 4 = 105 7. m 8 = 1050
4. m 5 = 1050

V. Extend (3 minutes)
Cite a real life situations or objects that are in parallel forms where you can see in the real
word.
Reflection:
1. No. of learners achieve 80%:______
2. No. of learners who requires additional activities for remediation:_____
3. Did the remedial lessons work?______
4. No. of learners who have caught up the lesson:_______
5. No. of learners who continue to require remediation:_________
6. Which of my teaching strategies worked well? Why did these work?______
7. What difficulties did I encounter which my principal or supervisor help me solve?____
8. What innovation or localized materials did I used/discover which I wish to share with other
teacher?_______
 DETAILED LESSON PLAN IN MATHEMATICS 8
FOURTH QUARTER
Week : 4 No. of Session/s: 1

Content Standards: The learner demonstrates understanding of key concepts of inequalities in a

triangle, and parallel and perpendicular lines.

Performance Standards: is able to communicate mathematical thinking with coherence and

clarity informulating, investigating, analyzing, and solving real- life problems involving
triangle inequalities, and parallelism and perpendicularity of lines using appropriate and
accurate representations.
Learning Competency and Code: proves properties of parallel lines cut by a transversal.( M8GE-
IVd-1)

I. Objectives:
At the end of the 60 – minute session, learners with 80% competency level are expected to:
1. Use properties of parallel lines to solve problems involving parallel linescut by a
transversal;
2. Use algebra to find angle measurements.
II. Content
Subject Matter: Parallelism
Integration: Science
Strategies: Problem Solving, Cooperative Learning
Materials: worksheets, power point presentation, Laptop, visual aids
References: Mathematics LM10 (pg.441-481), E-Math Worktext in Mathematics

III. Learning Task:

Preliminary Activity (2 minutes)
 Prayer, greetings and checking of attendance.

A. Elicit (3 minutes)
Complete each statement
a. Given two lines cut by a transversal, if alternate interior angles are congruent, then
the two lines are _____________.
b. Given two lines cut by a transversal, if corresponding angles are congruent, then the
lines are _____________.
c. Given two lines cut by a transversal, if same side interior angles are supplementary,
thenthe lines are ________.

Answers:
a. Parallel b. Parallel c. Parallel

B. Engage (10 minutes)

What will be the value of x that will make the equation equal?
1. 3x + 2 = 5x - 8
2. 9x – 1 = 2x + 13

Answer:
1. x = 5 2. x = 2

C. Explore (10 minutes)

Let the students answer the problems:
Lines p and q are cut by transversal r. Find the value of x mak p q.

a. 1 and 5 are alternate interior angles, m 1 = 5x – 11 and

m 5 = 3x + 7.
 b. 4 and 7 are same side interior angles, m 4 = 6x + 3 and
m 7 = 4x + 7.

Solution:
a. For the lines to be parallel, the given angles must be congruent.
5x – 11 = 3x + 7 AICP Postulate
2x = 18 Solve for x
x=9
b. For the lines to be parallel, the given angles must be supplementary.
6x + 3 + 4x + 7 = 180 SSIS Theorem
10x + 10 = 180 Solve for x
10x = 170
x = 17
• How did you arrive at your answer?
• Is there other solutions for the problems? show it to the class.
Let the students explain and state the steps in solving the problems.

D. Explain (10 minutes)

The teacher will give another activity to be answered
by the students.
9
8
5
6 5

• How will you arrive at your answer?

• What postulate or theorem you used in each item?
E. Elaborate (10 minutes)
Generalization:
Ask the following questions:
1. How do you solve problems involving angles on parallel lines cut by a transversal?
2. What mathematical concepts you use in solving problems on angles involving
algebraic expressions?
3. Is there a basis that you use in justifying your answer? What are these basis?

IV. Evaluate (12 minutes)

If m a = x + 70 and m c = 3x, find the indicated measures.
a. m a
b. m b
c. m c
d. m d
e. m e c d
f. m f a b f e
g. m g g
h. m h h

Answer:
a. 105 e. 105
b. 75 f. 75
c. 105 g. 105
d. 75 h. 75
 V. Extend (3 minutes)
What value of x will make quadrilateral a parallelogram?

(3x – 70)0

(2x + 5)0

Answer: 75

Reflection:
9. No. of learners achieve 80%:______
10. No. of learners who requires additional activities for remediation:_____
11. Did the remedial lessons work?______
12. No. of learners who have caught up the lesson:_______
13. No. of learners who continue to require remediation:_________
14. Which of my teaching strategies worked well? Why did these work?______
15. What difficulties did I encounter which my principal or supervisor help me solve?
____
16. What innovation or localized materials did I used/discover which I wish to share
with other teacher?_______
 DETAILED LESSON PLAN IN MATHEMATICS 8
FOURTH QUARTER
Week : 4 No. of Session/s: 1

Content Standards: The learner demonstrates understanding of key concepts of inequalities in a

triangle, and parallel and perpendicular lines.

Performance Standards: is able to communicate mathematical thinking with coherence and

clarity informulating, investigating, analyzing, and solving real- life problems involving
triangle inequalities, and parallelism and perpendicularity of lines using appropriate and
accurate representations.

Learning Competency and Code: proves properties of parallel lines cut by a transversal.( M8GE-
IVd-1)

I. Objectives:
At the end of the 60 – minute session, learners with 80% competency level are expected to:
1. Use theorems to prove two lines are parallel;
2. Write proofs on parallel lines cut by a transversal
II. Content
Subject Matter: Parallelism
Integration: Science
Strategies: Cooperative learning
Materials: worksheets, power point presentation, Laptop,visual aids
References: Mathematics LM10 (pg.441-481), E-Math Worktext in Mathematics

III. Learning Task:

Preliminary Activity (2 minutes)

 Prayer, greetings and checking of attendance.

A. Elicit (5 minutes)
Use the figure on the right to name the following l1 l2
pairs of angles:
1. Corresponding Angles a b c d
2. Alternate Interior Angles h g f c
3. Same Side Interior Angles

Answers:
1. a and c, b and d, h and f, g and c
2. b and f, g and c
3. b and c, g and f

B. Engage (5 minutes)
The teacher will present the following postulates and theorems to the class and give an
illustrative example.
 t
a b If a e, then
CACP Postulate m
Given two lines cut by a d c m n
transversal, if corresponding
angles are congruent, then
e f
the two lines are parallel.
n
h g

t
AICP Theorem a b If d f, then
Given two lines cut by a m
transversal, if alternate d c m n
interior angles are
congruent, then the lines are
e f n
parallel.
h g

t
a b If d and e, are
SSIAS Theorem m supplementary, then
Given two lines cut by a d c
transversal, if the same side m n
interior angles are
e f
supplementary, then the
n
lines are parallel.
h g

t
The Perpendicular to a l1 If l1 t and l2 t, then
Third Line Theorem l1 l2.
If two coplanar lines are
perpendicular to a third line,
then they are parallel to each l2
other.

C. Explore (15 minutes)

The teacher will give an activity to be
to be answered by group. t
I. Given: a b
Prove:m n c m
a
 b
n

II. Given: a and b are supplementary c m

Prove: m n a

b n

III. Given: Line t intersects l1 and l2 such

That 1 2. l1 l2
Prove: l1 l2
2
t 1
3

Possible answer:I.
Statements Reasons
1. a b 1. Given
2. a c 2. Vertical angle theorem
3. b c 3. Transitive Property
4. m n 4. CACP
II.
Statements Reasons
1. a and b are supplementary angles 1. Given
2. m a+m b = 180 2. Definition of a Supplementary
3. a and c form a linear pair. 3. Definition of Linear Pair
4. a and c are supplementary angles 4. Supplement Postulate
5. m a+m c = 180 5. Definition of Supplementary
6. m a+m b=m a+m c 6. TPE
7. m b=m c 7. SPE
8. b c 8. Definition of
9. m n 9. AICP

III.
Statements Reasons
1. 1 2 1. Given
2. 3 4 2. Vertical angles are congruent
3. 3 2 3. Transitive property of congruence
4. l1 l2 4. Converse of Alternate Interior Angles
Theorem

D. Explain (10 minutes)

•The groups will present their output on the board from the activity.
• The teacher will introduce the different form of writing proofs/proving:
 a. Paragraph form
b. Two-Column form
c. Flow Chart form

F. Elaborate (10 minutes)

Generalization: Ask the following questions:
1. What are the theorems or postulates that we used in proving two or more lines are parallel?
2. State the theorems or postulates on proving lines parallel.
If 2 parallel lines are cut by a transversal, then:
• corresponding angles are congruent.
• alternate interior angles are congruent.
•alternate exterior angles are congruent.
•consecutive interior angles are supplementary.

IV. Evaluate (10 minutes)

Prove the given statements below using any form of writing proofs.
1. Given: t
m n and t is a transversal.
Prove: 1 2
1 and 7 are supplementary. 3 4

5 6
7 8
Answer:
Students may use the corresponding angles 1 and 5, then angles 5
and 7 which form linear pair or the alternate exterior angles 1 and 8, then
angles 7 and 8 which also form linear pair. By substitution, they can already
prove that angles 1 and 7 are supplementary.

V. Extend (3 minutes)
In the figure, if m 1 = 3x + 15 and m 2 = 4x – 10, prove that CT is

perpendicular to UE.

1 2
U E

T
Reflection:
17. No. of learners achieve 80%:______
18. No. of learners who requires additional activities for remediation:_____
19. Did the remedial lessons work?______
20. No. of learners who have caught up the lesson:_______
21. No. of learners who continue to require remediation:_________
 22. Which of my teaching strategies worked well? Why did these work?______
23. What difficulties did I encounter which my principal or supervisor help me solve?____
24. What innovation or localized materials did I used/discover which I wish to share with other
teacher?_______

DETAILED LESSON PLAN IN MATHEMATICS 8

FOURTH QUARTER
Week : 4 No. of Session/s: 1

Content Standards: The learner demonstrates understanding of key concepts of inequalities in a

triangle, and parallel and perpendicular lines.
Performance Standards: 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 and Code: proves properties of parallel lines cut by a transversal.( M8GE-
IVd-1)

I. Objectives:
At the end of the 60 – minute session, learners with 80% competency level are expected to:
1. Identify the theorems or postulates that satisfy parallel lines;
2. Justify two lines parallel.

II. Content
Subject Matter: Parallelism
Integration: Science
Strategies: Cooperative Learning
Materials: Protractor, worksheets, power point presentation, Laptop, visual aids
References: Mathematics LM10 (pg.441-481), E-Math Worktext in Mathematics
III. Learning Task:

Preliminary Activity (2 minutes)

 Prayer, greetings and checking of attendance.

A. Elicit (3 minutes)
How many angles in the diagram have a measure of 1000?

100 0

B. Engage (8 minutes)
Name the postulate or theorem that allows you to conclude that a b.
1. 2. a b 3. 4.
a
a 1100
550 1250

b 1100 b

a b

Answer:
1. Same side interior angles are supplementary
2. Alternate exterior angles are congruent
3. Corresponding angles are congruent
4. Alternate interior angles are congruent

B. Explore (15 minutes)

Group activity
Which lines are parallel if given the a b
following conditions? c
 1. m 6 = 37 and m 11 = 37
2. m 5 = 45 and m 10 = 45 1 2 3 d
3. m 10 + m 11 = 94 and m 7 = 86 8 7 6 4
4.m 5+m 6=75andm 7=105 5
5. m 1 = 52 and m 3 = 52
10
9 11 12 13 e

16 15 14

D. Explain (10 minutes)

Process the group activity. In each item, let the students state the
postulate or theorem that satisfies their conclusions.

F. Elaborate (10 minutes)

The teacher will ask the following questions:

1. How will you justify that the two lines are parallel?
2. What are the theorems or postulates you used to satisfy two lines
are parallel?

IV. Evaluate (10 minutes) a b

Explain why a b if:
1. m 1 = 40 and m 3 = 40
2. m 2 = 85 and m 3 = 95 1 2 3 4
3. m 3 = 55 and m 7 = 55 8 7 6 5

Answer:
1. 1 and 3 are corrsponding angles
2. 2 and 3 are supplementary angles
3. 3 and 7 are alternate interior angles

V. Extend (2 minutes)

Ifl1 ||l2 ,findx.

Reflection:
25. No. of learners achieve 80%:______
26. No. of learners who requires additional activities for remediation:_____
27. Did the remedial lessons work?______
28. No. of learners who have caught up the lesson:_______
29. No. of learners who continue to require remediation:_________
30. Which of my teaching strategies worked well? Why did these work?______
31. What difficulties did I encounter which my principal or supervisor help me solve?
____
32. What innovation or localized materials did I used/discover which I wish to share
with other teacher?_______