LESSO School LCNHS - SMEx Grade Level 8

N EXEMPLAR Teacher Ma. Lourdes O. Moredo Learning Area Mathematics

Teaching Date May 18, 2022 Quarter Third
Teaching Time No. of Days 4

I. OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts of inequalities in a triangle, and parallel and
perpendicular lines..
B. Performance 1.is able to communicate mathematical thinking with coherence and clarity in
Standards formulating, investigating, analyzing, and solving reallife problems involving triangle
inequalities, and parallelism and perpendicularity of lines using appropriate and accurate
representations.
C. Most Essential Determines the conditions under which lines and segments are parallel or
Learning
perpendicular (M8GE-IVe-1)
Competencies (MELC)
D. Enabling
Competencies

II. CONTENT Parallelism and Perpendicularity

III. LEARNING
RESOURCES
A. References
a. Teacher Guide Lesson Exemplar
Pages
b. Learner’s Material
Pages Learner’s Module (LM) in Math 8, pp. 414-420
c. Textbook Pages
Mathematics 8 pp 319
d. Additional Materials
from Learning Resources
B. List of Learning
Resources for
Development and
Engagement Activities
IV. PROCEDURES
A. Introduction
Indicator 4. Establish safe
and secure learning
environments to enhance
learning through the
consistent implementation
of policies, guidelines and
procedures.

Indicator 5: Maintain
learning environments that
promotes fairness, respect
and care to encourage
learning
GOALS:
1. I can illustrate Parallel and Perpendicular lines
2. I can determine and prove the conditions under which lines and segments are parallel or
perpendicular

A Story of PARALLEL and PERPENDICULAR LINES

Once upon a time there were two good friends called PARALLEL LINES.
Parallel lines have a lot in common. They always travel in the same direction. They
Indicator 1: Apply
always keep each other company and stay the same distance apart. They were seen
knowledge of content within
and across curriculum together eveywhere, everyday. They are seen on guitars, railways, windows and more.
teaching areas. However parallel lines wil never ever meet. On the other hand thay had to cousins called
PERPENDICULAR LINES. Perpendicular lines only met once in their lifetime at the
Indicator 8: Design adopt right angle but they drifted away and never meet again.
and implement teaching
strategies that are
https://youtu.be/ZNOIbDBjiAE
responsive to learners with
disabilities giftedness and
talents Answer the following questions:
1. Based on the story who are the two good friends?
2. What do they have in common?
3. Who are their cousin?
4. Where does the two meet once in their lifetime?
Indicator 3. Used of
verbal and non verbal 5. Based from the story where can you see parallel lines?
classroom communication
strategies to support learner We see parallel and perpendicular lines everywhere. Can you identify which pictures
understanding, participation, shows parallel and perpendicular lines? Raise your PARALLEL flashcard if the given
engagement and picture shows parallel line and otherwise raise your PERPENDICULAR flashcard if the
achievement
picture shows perpendicular lines.
Indicator 6: Maintain
learning environments that
nurture and inspire learners
to participate cooperate and
collaborate in continued
learning

Indicator 8: Design adopt

and implement teaching
strategies that are
responsive to learners with
disabilities giftedness and
talents

UNLOCKING OF DIFFICULTIES:
PARALLEL LINES - are a set of lines that are at the same distance with each other and
never intersect.
Indicator 2. Display PERPENDICULAR LINES - are set of lines that intersect to form right angles.
proficient used of mother TRANSVERSAL LINES - a line that passes through two lines in the same plane at two
tongue, Filipino and English
distinct points
to facilitate teaching and
learning. CORRESPONDING ANGLE – Are pairs of angle one exterior and the other is interior on
the same side of the transversal.
ALTERNATE INTERIOR ANGLE - Are pairs of interior angle on the opposite side of
transversal.
ALTERNATE EXTERIOR ANGLE – Are pairs of exterior angle on the opposite side of
transversal
SAME SIDE INTERIOR ANGLE – Are pairs of interior angle on the same side of the
transversal.
COPLANAR – means they lie on the same plane
CONGRUENT ANGLE – means angle with the same measure
SUPPLEMENTARY ANGLES - two angles with the sum 180.
LINEAR PAIR – two angles with the sum 180 and form a straight line
B. Development Aside from the definition. There are certain conditions to prove that two or more lines to
be parallel lines or perpendicular lines.
Two lines are parallel if:
a. They are coplanar and do not intersects

The quadrilateral formed the plane MATH.

Segment MA lies on plane MATH; segment HT lies on plane MATH Therefore, MA is
coplanar with HT and Segment MA ∥ HT

b) Parallel lines by Transversal line

If two lines are cut by a transversal and
Indicator 6: Maintain
learning environments that
nurture and inspire learners
to participate cooperate and
collaborate in continued
learning

EXAMPLE : Determine if the following lines are parallel or not.

Find the value of x and y so that the two lines are parallel.

Indicator 3: Used of Two lines are perpendicular if;

verbal and non verbal
classroom communication a) Two lines form four right angles
strategies to support learner
understanding, participation,
engagement and
achievement

b) Two intersecting lines form a linear pair of congruent angles

c) If two angles are adjacent and complementary the non common sides are perpendicular.

A. Engagement Identify if the given lines are PARALLEL or PERPENDICULAR by determining the
condition of Parallelism and Perpendicularity. Choose the letter of the correct answer on
Indicator 7: Apply a range the box.
of successful strategies that
maintain learning
environments that motivates
learners to work
productively by assuming
responsibility for their own
learning

Indicator 9: Adopt and

used culturally appropriate
teaching strategies to
address the needs of learners
from indigenous groups

Indicator 8: Design adopt

and implement teaching
strategies that are responsive
to learners with disabilities
giftedness and talents.

1. What do you see on the picture?

D. Assimilation
Indicator 7: Apply a
range of successful
strategies that maintain
learning environments that
motivates learners to work
productively by assuming
responsibility for their own
learning
2.Cite objects that you see in the picture that represent a parallel line.
3.Cite objects that you see in the picture that represent perpendicular lines.
4. Look at your surroundings/community and cite an object that represent parallel and
perpendicular lines.
Complete the given statement:
Parallel lines are _____________________________________________
while Perpendicular lines are ____________________________________________ Two
lines are parallel if _________________________________________________.
If two lines are cut by a transversal, corresponding angle of parallel lines are
__________________. The _____________angle and ___________ angle are also
congruent. On the other hand the same side interior and same side exterior angle of
parallel lines are ________________________.
ASSESSMENT:
V. REFLECTION

Prepared by: Inspected by:

Ma. Lourdes O. Moredo Mr. Ferdinand P. Macatugob

SST I - Math Teacher - in-charge