DETAILED LESSON PLAN IN MATHEMATICS 8

FOURTH QUARTER
Week : 5 No. of Session/s: 2

Content Standards: The learner demonstrates understanding of key concepts of

inequalities in a triangles, and parallel and perpendicular lines.

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 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 60 minutes, 80% of the learners are expected to:
1. Proves a properties of parallel lines cut by a transversal

II. CONTENT:
Subject Matter: Parallelism
Integration: Values Education: ACCEPTANCE
Strategies: Collaborative Learning
Materials: Laptop, Projector
References: Grade 8 Mathematics Learning Module ( Page 448 )

III. LEARNING TASK:

Preliminary Activity
 Prayer, checking of attendance

A. ELICIT

ANO BATO PICK ( Banana Sundae Game )

The teacher will divide the house in two. Its boys versus girls in a game called
Ano Bato Pick. Each group must have an ¼ illustration size of pictures of Bato bato pick
( stone, scissor, paper ) it should be place in a table upside down so that players won’t
have an idea to what picture is to be use. The teacher will ask a question and will give
the cue “ ANO BATO PICK “ players now will choose the picture and reveal. The lucky
players who are going to win the ano bato pick will have the chance to answer the
question or pass the question and let the losing team to answer. If the player will decide
to answer the question and answer it correctly the group will earn a point and if can’t
answer correctly the teacher will move to the next question and do the Ano Bato Pick.. If
the player will decide to pass, the losing team will going to answer the question and will
earn point if they can answer it correctly and if not the point will be given to the
opponent every wrong answer made.
Teacher will ask question base on this illustration:

1 2

3 4

5 6

7 8

CORRSPONDIN ALTERNATE ALTERNATE SAME SIDE SAME SIDE

G ANGLES INTERIOR EXTERIOR INTERIOR EXTERIOR
ANGLES ANGLES ANGLES ANGLES

Answer: angles Answer: angles Answer: Answer: Answer:

1 and 5 , 2 and 6 3 and 6 angles angles angles
3 and 7, 4 and 8 4 and 5 1 and 8 3 and 5 1 and 7
2 and 7 4 and 6 2 and 8

B. ENGAGE

After the activity, let the group perform another task which will help them to
investigate the relationship between and among the 8 angles formed when a parallel
lines are cut by a transversal.
MEASURE THE 8 ANGLES USING PROCTRACTOR

1 2

3 4

5 6

7 8
 ANSWER
( answer may vary on actual figure/drawing )

mL1 = ______ possible answer only : mL1 = 115o

mL2 = ______ mL2 = 65o
mL3 = ______ mL3 = 65o
mL4 = ______ mL4 = 115o
mL5 = ______ mL5 = 115o
mL6 = ______ mL6 = 65o
mL7 = ______ mL7 = 65o
mL8 = ______ mL8 = 115o

C. EXPLORE
Study the problem situation below and answer the succeeding questions:

GROUP ACTIVITY
A zip line is a very strong cable between two points with a pulley attached to it.
This could be used as a means of transformation. The zip line in the figure goes from a
20 – foot tall tower to a 15-foot tower 150 meters apart in a slightly inclined ground as
shown in the sketch. ( note: tension of the rope is excluded )

M
2z + 15

A
A 3z

H y + 18
y T

1. What kind of angles pairs are angle M and angle A? angle MHT and angle ATH?
( answer: supplementary angles )

2. In the figure above, what are the measures of four angles?

( measure of angle M = 81 )
( measure of angle A = 99 )
( measure of angle T = 81 )
( measure of angle H = 99 )
 3. Are the two towers parallel? Why do you say so?
( YES : Definition of Parallel Line )
4. Is the zip line parallel to the ground? Why do you say so?
( YES : Definition of Parallel Line )
D. EXPLAIN
Process the activity, call each representative of the group to discuss and explain
their answers on the activity above. During the reporting facilitate the students, do some
corrections, additions on some concepts that would help students to further understand
the subject matter.

E. ELABORATE
GENERALIZATION:
1. What is parallelism?
2. What is a transversal?
3. What are the angles formed when parallel lines are cut by a
transversal?
4. What are the pair of angles formed when parallel lines are
cut by a transversal?

Allow learners to relate and apply the concept of parallelism.

Parallelism implies that some things are not meant to be so the best thing to do is to
ACCEPT.

ANSWERS:
1. Two lines are parallel if and only they are coplanar and they do not intersect.
( m II n )
2. A line that intersects two or more lines is called a trasversal.

1 2
m
3 4
transversal
5 6
n
7 8

3. The angles formed are

 Exterior angles ( L1, L2, L7, L8 )
 Interior angles ( L3, L4, L5, L6 )
4. The pairs of angles formed are:
 
Corresponding angles ( L1 and L5; L2 and L6; L3 and L7; L4 and
L8 )
 Alternate interior angles ( L3 and L6; L4 and L5 )
 Alternate exterior angles ( L1 and L8; L2 and L7 )
 Same side interior angles ( L3 and L5; L4 and L6 )
 Same side exterior angles ( L1 and L7; L2 and L8 )
IV. EVALUATE:

Identify the following using the figure below:

1. 2 pairs of corresponding angles

2. 2 pairs of alternate interior angles
3. 2 pairs of alternate exterior angles
4. 2 pairs of same side interior angles
5. 2 pairs of same side exterior angles

a b

c d e f
g
h

ANSWERS

1. ( Lc and Lg; La and Le; Lb and Lf; Ld and Lh )

2. ( Ld and Le; Lb and Lg )
3. ( La and Lh; Lc and Lf )
4. ( Lb and Le; Ld and Lg )
5. ( Lc and Lh; La and Lf )

V. EXTEND

Based on your observations of the measures of the angles formed by parallel

lines cut by a transversal, what can you say about the following angles?

a. Corresponding angles?
b. Alternate interior angles?
c. Alternate exterior angles?
d. Pairs of exterior angles?
 e. Same side interior angles?

ANSWERS
a. Congruent
b. Congruent
c. Congruent
d. Supplementary
e. Supplementary

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 work well? Why did these work?
7. What difficulties did I encounter which my principal or superviors help
me solve?
8. What innovation or localized material did I used which I wish to share
with other teacher?
 DETAILED LESSON PLAN IN MATHEMATICS 8
FOURTH QUARTER
Week : 5 No. of Session/s: 3

Content Standards: The learner demonstrates understanding of key concepts of

inequalities in a triangle, and parallel and perpendicular lines.
Performance Standards: The learner is able to formulate real-life problems involving
life problems involving triangle inequalities, and parallelism
and perpendicularity of lines using appropriate and accurate
representations.
Learning Competency and Code: Determines the conditions under which lines and
segments are parallel or perpendicular.
M8GE-IVe-1

I. Objectives
At the end of the 60 – minute session, learners with 80% competency level are expected to:

 Determine conditions under which lines and segments are parallel or

perpendicular.
II. Content
Subject Matter: Geometry
Integration: (Learning area):
Strategies:
Materials:
References: Mathematics Learner’s Material and Teacher’s Guide

III. Learning Tasks; (Depends on the strategies used)

A. Elicit
 Recall the properties of a parallel lines cut by a transversal line.
Corresponding Alternate Alternate Same Side Same Side
Angles Interior Angles Exterior Angles Interior Angles Exterior Angles

B. Engage
 From the reviewed topic above, the teacher lets the students answer
the activity below.
C. Explore
 After the activity, the teacher let the students discuss their answer. And the
parallelism.

D. Explain

 Discuss the answers of the activity below with the students.

E. Elaborate

 Continue the discussion with perpendicularity.

F. Evaluate

 The teacher let the students answer the

activity below.

G. Extend

 In your notebook answer the activity

below.