Region XI Grade Level 8

DAILY Teacher JOVEL T. SANCHEZ Learning Area MATH

LESSON April, 22 -- 25
PLAN Teaching Dates
2024 Quarter FOURTH
and Time
7:30 - 8:30 AM

Session 1
A. Content The learners Demonstrates understanding of key concepts of Inequalities in a triangle, and parallel
Standards and perpendicular lines.
B. Performance Is able to communicate mathematical thinking with coherence and clarity in formulating,
Standards investigating, analyzing, and solving solving real life problems involving triangle inequalities, and
parallelism and perpendicularity of lines using appropriate and accurate representations.
C. Learning Properties of Parallel Lines Cut by a Transversal
Competencies /
Objectives The students will be able to…
Write the LC
code for each 1. demonstrates understanding of the key concepts of parallel and perpendicular lines

2. communicate mathematical thinking with coherence and clarity in solving real-life problems
involving parallelism and perpendicularity using appropriate and accurate representation

II. CONTENT

Properties of Parallel Lines Cut by a Transversal (M8GE-IVd-1)

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials Grade 8 Math Quarter IV Self learning Module 3
pages
3. Textbook
440 -- 448
pages
4. Additional
Materials
from
Learning
Resource
(LR)
portal
B. Other
Learning Power point Presentation, Paper
Resources
IV. PROCEDURES

Teacher’s Activity Student’s

possible
response

Preliminary Activities
 Greeting

Good morning, class! How is your day so far? Good morning,

Sir! We are good.
Nice to hear that. So, can I expect a better if energy and active participation from you?

Yes,!
Prayer

Before we start our class this morning, let us first ask the guidance from our Almighty God
and enlighten our mind to completely understand the lesson this morning. Would you (Student will lead
please lead the prayer? the prayer)

Classroom management

I would like to request everyone to arrange your chairs properly and make sure there are
no trashes around you.

Checking of attendance

As I can see, I think everyone is present. I’m so glad that you have understood the
reasons of coming to school regularly.

A. Reviewing Elicit:
previous
lesson or The teacher will give a brief review of the past lesson. {3 minutes}
presenting
What was the topic we studied yesterday, class? Is there anyone in this class who could
the new
summarize or recap before moving on to the next lesson?
lesson The students are
reluctant to share
his/her idea.
So no one? I will be calling a name and then share your idea briefly Ms. Matarab

Sir the topic

that we discuss
last week is all
about
applying,provin
g theorems on
triangle
inequalities
(Exterior Angle
Inequality
theorem,
Thank you Ms. Matarab Now that you are aware of the topic we covered yesterday, let's triangle
move on to another topic. Inequality
Theorem, Hinge
Theorem, and
Converse Hinge
Theorem).
B. Establishin Engage:
ga
purpose Let Us Study
for the
lesson This module was designed and written with you in mind. It is here to help you The students will
master the nature of Parallel Lines cut by a Transversal. The scope of this module answer the
permits it to be used in many different learning situations. The language used question
recognizes the diverse vocabulary level of students. The lessons are arranged to respectively
follow the standard

sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
C. Presenting
examples/
instances
of the new Activity 1:
lesson
Let us Try

Refer to Figure 1 to name two pairs of the following angles. Item no. 1 is done for
you:

1. Alternate Interior Angles ∠ 2 & ∠7 ; ∠ 6 & ∠3

2. Alternate Exterior Angles ________ ; _________

3. Corresponding Angles ________ ; _________

4. Same Side Interior Angles ________ ; _________

5. Same Side Exterior Angles ________ ; _________

D. Discussing Explore:
new
concepts Direction: After the activity stated above the teacher will ask the students about the
and activity that they did. To identify if the students has already an idea about the topic. {5
practicing minutes} The students
new skills talking to their
#1 seatmates about
E. Discussing
the activity.
new In Geometry, parallel lines are lines in a plane which do not meet; that is, two
concepts
straight lines in a plane that do not intersect at any point. I think Sir our
and
practicing topic this
new skills morning is all
#2 about parallel
lines .

Transversal line is a line that passes through two lines in the same plane at two
distinct points.

A little bit sir

Okay thank you for your idea, so our topic this morning is all about Technical definition
and Operational Definition Are you familiar with this two definitions class?

Okay so before we proceed to our discussion this morning, I will call somebody to read the
objectives:

So Ms. Manuop kindly read our objectives please

Ms. Manuop
will read the
objectives.
okay thank you reading and now let’s proceed to our topic this morning. And since we
already done discussing the Applying and
 Proving theorems on triangle inequalities Exterior Angle Inequality theorem,
triangle Inequality Theorem, Hinge Theorem, and Converse Hinge Theorem. Let’s
proceed to our new sets of topic in module which is Properties of Parallel Lines
Cut by a Transversal. Are you ready class?

Yes sir
Okay nice to hear that!

F. Developing Explain:
mastery
(Leads to Formative The teacher explains the Properties of Parallel Lines Cut by a
Assessment) Transversal and give some examples. {20 minutes}

The symbol “l ‖ ?" is read as line l and line m are parallel or line l is parallel to line
m. In the figure above, line l and line m are cut by a transversal line t. Two lines
cut by a transversal form the following pairs of angles: Alternate interior angles:
∠3 and ∠ 6 ; ∠4 and ∠5 Alternate exterior angles: ∠1 and ∠8 ; ∠ 2 and ∠7
Corresponding angles: ∠ 1 and ∠ 5 ; ∠ 2 and ∠6 ; ∠3 and ∠7; ∠4 and ∠8
Interior angles on the same side of the transversal: ∠3 and ∠5 ; ∠4 and ∠6
Exterior angles on the same side of the transversal: ∠1 and ∠7 ; ∠2 and ∠8 The
following are the postulates and theorems that guarantees parallelism:

Converse of the Corresponding Angles Postulate

Given two lines cut by a transversal, if corresponding angles are congruent, then
the two lines are parallel.

In the figure below, the pairs of corresponding angles are: ∠1 & ∠5 ; ∠2 & ∠6 ;
∠3 & ∠7 and ∠4 ≅ ∠8
 .

Proof

Statements Reasons

1. ∠1 ≅ ∠2 1. Given

2. ∠1 ≅ ∠3 2. Vertical Angle Theorem

3. ∠2 ≅ ∠3 3. Transitive Property

4. ∴ m ‖ n 4. Corresponding Angles
Postulate

Converse of the Alternate Interior Angles Theorem

Given two lines cut by a transversal, if alternate interior angles are congruent,
then the lines are parallel.

In the figure below, the pairs of alternate interior angles are: ∠3 & ∠6 and ∠4 &
∠5.
Refer to the figure at the right.

Given: ∠1 ≅ ∠3

Prove: m ‖ n

Proof

Statement Reasons

1. ∠1 ≅ ∠3 1. Given

2. ∠1 ≅ ∠2 2. Vertical Angle Theorem

3. ∠2 ≅ ∠3 3. Transitive Property

4. ∴ m ‖ n 4. Alternate Interior Angle Theorem

Converse of the Alternate Exterior Angles Theorem:

Given two lines cut by a transversal, if the alternate exterior angles are

congruent, then the lines are parallel.

In the figure below, the pairs of alternate exterior angles are: ∠1 & ∠8 and ∠2 &
∠7.

Refer to the figure at the right.

Given: ∠2 ≅ ∠4

Prove: m ‖ n

Statements Reasons

1. ∠2 ≅ ∠4 1.Given

2. ∠2 ≅ ∠1 2. Vertical Angle Theorem

3. ∠1 ≅ ∠4 3. Transitive Property

4. ∴ m ‖ n 4. Converse of the Alternate Exterior

Angles Theorem

Converse of the Same Side Interior Angles are Supplementary Theorem

Given two lines cut by a transversal, if the same side interior angles are

supplementary, then the lines are parallel.

In the figure below, the pairs of same side interior angles are: ∠3 & ∠5 and ∠4
& ∠6.

If ∠3 and ∠5 are supplementary or

m∠3 + m∠5 = 180, Therefore l ‖ m.

Refer to the figure at the right.

Given: ∠3 ≅ ∠2

Prove: m ‖ n

Statements Reasons

1. ∠3 ≅ ∠2 1. Given

2. m ∠3 = m ∠2 2. Definition of Congruent Angles

3. ∠3 and ∠1 are linear pair 3. Definition of Linear Pair

4. ∠3 and ∠1 are supplementary 4. Linear Pair Postulate

5. m ∠3 + m ∠1 = 180 5. Definition of Supplementary

Angles
 5. m ∠2 + m ∠1 = 180 6.Substitution Property of Equality

7. ∴ m ‖ n 7. Same Side Interior Angles

Theorem

Converse of the Same Side Exterior Angles Theorem

Given two lines cut by a transversal, if the same side exterior angles are

supplementary, then the lines are parallel.

In the figure below, the pairs of same side exterior angles are: ∠1 & ∠7 and ∠2
& ∠8.

If ∠2 and ∠8 are supplementary or

m∠2 + m∠8 = 180, Therefore l ‖ n.

Refer to the figure at the right.

Given: ∠1 ≅ ∠3

Prove: m ‖ n
Proofs

Statements Reasons

1. ∠1 ≅ ∠3 1. Given

2. m ∠1 = m ∠3 2. Definition of Congruent Angles

3. ∠3 and ∠4 are linear pair 3. Definition of Linear Pair

4. ∠3 and ∠4 are supplementary 4. Linear Pair Postulate

5. m ∠3 + m ∠4 = 180 5. Definition of Supplementary

Angles

6. Substitution Property of Equality

6. m ∠1 + m ∠4 = 180
7. Same Side Interior Angles
7. ∴ m ‖ n Theorem

Example:

Lines a and b are cut by a transversal d. Find the value of x that makes a ‖ b.

1. ∠3 and ∠6 are alternate interior angles, m∠3 = 5x - 19 and m∠6= 3x +5.

2. ∠4 and ∠6 are same side interior angles, m∠4 = 8x + 7 and m∠6= 4x+5.
 Solution:

1. For the lines to be parallel, ∠3 and ∠6 must be congruent.

5x - 19 = 3x +5

5x – 3x = 19 + 15 Converse of the Alternate Interior Angles Theorem

2x = 34 Solve for x

x = 17

2. For the lines to be parallel, ∠4 and ∠6 should be supplementary.

8x + 7 + 4x + 5 = 180 Converse Same Side Interior Angles are

Supplementary

Theorem

Solve for x

12x + 12 =180

12x = 180 - 12

12x = 168

x = 14

Elaborate:

G. Finding The teacher will conduct an activity to ponder the knowledge of the
practical students.
application
s of Direction: Which lines are parallel if given the following conditions?
concepts
State the postulate or theorem that justifies your conclusion.
and skills
in daily The students well
 living # 1 start to answer
H. practical the activity.
application
s and
concepts
and skills
in daily
living # 2

1. m∠7 = 48 and m∠11 = 48

2. m∠1 = 109 and m∠14 = 109

3. m∠1 = 98 and m∠3 = 98

4. m∠9 = 104 and m∠12 = 104

5. m∠3 = m∠6

6. m∠1 = m∠14

7. m∠5 + m∠9 = 180

8. m∠2 + m∠14 = 180

9. ∠3 ≅ ∠16

10. m∠3 + m∠15 = 180

I. Making The teacher will summarize about the topic:

Generaliza
tion 1. What happens when a transversal intersects two parallel lines? Everyone is
reluctant to
answer

Okay I will call somebody to answer and I will be giving points for that. Okay let me call
on
I can conclude
sir that the
When a
transversal
intersects two
parallel lines,
corresponding
angles are
Very well said!!!!!
congruent..

This is because Corresponding angles are located on the same side of the
transversal and on the same side of the parallel lines. Since parallel lines create
equal angles, corresponding angles formed by the transversal and the parallel
 lines are congruent.

Another Question before we proceed to the activity.

2. How are alternate interior angles related when a transversal intersects parallel
lines?
Some students
are raising their
hands and
answered the
question.
Converse of the Corresponding Angles Postulate

Given two lines cut by a transversal, if corresponding angles are congruent,

then the two lines are parallel.

Converse of the Alternate Interior Angles Theorem

Given two lines cut by a transversal, if alternate interior angles are congruent,

then the lines are parallel.

Converse of the Alternate Exterior Angles Theorem

Given two lines cut by a transversal, if the alternate exterior angles are

congruent, then the lines are parallel.

Converse of the Same Side Interior Angles are Supplementary Theorem

Given two lines cut by a transversal, if the same side interior angles are

supplementary, then the lines are parallel.

Converse of the Same Side Exterior Angles Theorem

Given two lines cut by a transversal, if the same side exterior angles are

supplementary, then the lines are parallel.

J. Evaluating Evaluate:
learning
The teacher will conduct a post-test to measure the knowledge of the students.

Given: a ‖ b ; ∠1 ≅ ∠3

Prove : p ‖ q.
 Proofs

Statements Reasons

1. a ‖ b 1. ___________________________________

2. ∠2 and ∠3 are
supplementary
2.___________________________________
3._________________________________

4. ∠1 ≅ ∠3
3.Definition of Supplementary Angles
5._________________________________
4.___________________________________
6. m∠2 + m∠1 = 180
5.Definition of congruent angles
7. ∴ p ‖ q
6.___________________________________

7.___________________________________

K. Additional Extend:
activities for
application or The teacher will give an assignment to the students prior to their knowledge abo
remediation the discussion.

Instruction: On the Like React, write three things that you have learned
about the lesson. On the Heart React, write two real-life situations where
you can apply the concept learned in this topic. On the Sad React, write on
question that you want to ask about the topic.

L. REFLECTIO
N
A. No. of learners who
earned 80% in the
evaluation
 B. No. of learners who
require additional
activities for
remediation

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

D. No. of learners who

continue to require
remediation

E. Which of my
teaching strategies
work well? Why did
these work?

F. What difficulties did I

encounter which my
cooperating teacher,
principal or
supervisor can help
me solve?

G. What innovations or
localized materials
did I used/discover
which I wish to share
with other teachers?

Prepared by:

JOVEL T. SANCHEZ

Student Intern
Checked and assessed by:

MRS. MAREDEL MATA

Cooperating Teacher