A DETAILED LESSON PLAN IN MATH 8

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Define and illustrate parallel and transversal lines.
2. Identify the pairs of angles formed by parallel lines cut by a transversal.
3. Develop a sense of cooperation to accomplish a task.

II. SUBJECT MATTER

a. Topic: Parallelism
b. Reference: Grade 8 Learner’s Material
c. Materials: Visual aid, Blackboard, Chalk

III. PROCEDURE
Teacher’s Activity Students’ Activity
A. Preliminary Activity
1. Prayer
“Are you ready classmates?”
“Please stand up everyone. Before
“Yes we are.”
anything else, let us ask for the Lord’s
“Let us all bow our heads and feel the
guidance. Katrina, kindly lead the
presence of the Lord. In the name of the
prayer.”
Father, of the Son, and of the Holy Spirit,
Amen. Our father…”

2. Greetings
“Good morning class.”
“Good morning Ma’am.”
“Okay, you may now take your seats.”

3. Checking of Attendance
“Is everyone around?”
“No, Ma’am.”
“To the class secretary, kindly check
“Okay, Ma’am.”
the attendance.

4. Review
“Amor, please share to us what you
Amor gives the information about what they
have done last meeting.”
have done last meeting.
“Thank you Amor.”

B. Lesson Proper
“By the way, our objectives for today are
the following.” (The teacher will present
the objectives and read it to the class.)

1. Activity
“Class, please settle down. Before we
start our lesson, Danieca, when can
you say that the two lines are
parallel?”
Danieca answered, “Two lines are parallel if
and only if they are coplanar and they do not
intersect.”
 “Very good! Who among you here can
define a transversal? Yes, Jerelyn?” She answered, “A line that intersects two or
more lines at different points is called a
transversal.”
“Excellent! It seems that you study
last night. Let’s have an activity.”

The activity will be posted by the Students are paying attention to the
teacher on the board. instruction of the teacher.
Alternate Alternate Same Side Same Side
Corresponding
Interior Exterior Interior Exterior
Angles
Angles Angles Angles Angles

“I have here two parallel lines cut by

a transversal. You have to complete
the table using the figure as your
reference. You will answer on this
answer sheet that I am going to give Every group are busy working with the
to you. I will just give you 10 minutes activity while the teacher facilitates.
to finish the activity.”
Alternate Alternate Same Side Same Side
“Time is up! Now, pass your papers.” Corresponding
angles
Interior Exterior Interior Exterior
Angles Angles Angles Angles
∠1 & ∠5 ∠3 & ∠6 ∠1 & ∠8 ∠3 & ∠5 ∠1 & ∠7
∠3 & ∠7 ∠4 & ∠5 ∠2 & ∠7 ∠4 & ∠6 ∠2 & ∠8
“Kindly write your answers on the ∠2 & ∠6
∠4 & ∠8
board, Jancel.”

“Very good!”

2. Analysis
“The activity was just a recall about
your lesson before on Grade 7.”

“Now, using the same figure, let us

Students are paying attention to the
find the measure of angles 1, 2, 3, 4, 5,
teacher.
6, 7, and 8 given

“1200 Ma’am.”
“If the measure of ∠2 is 600, then
what is the m∠1? Yes, Shalimar?” “m∠1 and m∠2 are supplementary angles.
The sum of their measures are equal to
“Are you sure? How did you came up 1800.”
with that answer?
“Yes Ma’am. Since they are vertical angles,
“Amazing! How about the m∠3? Is it their measures are equal or congruent.”
congruent to m∠1?”
“How did it happen, Ma’am?”
“Good, but don’t you know that m∠2
is congruent to m∠6?”
 “Since m∠2 and m∠6 are
corresponding angles, their
measures are equal or congruent.” “The m∠4 is 1200 and m∠5 is 600. They are
supplementary angles, so the sum of their
“How about the measures of angles 4, measures are equal to 1800. Same with m∠7
5, 7, and 8? Jilean, give me an and m∠8.”
answer.”

3. Abstraction
“Now, based on our discussion, let’s
clarify this. The angles formed by the
transversal with the two other lines
are called exterior angles and interior
angles. Samuel, please point these out
on the board.” Samuel points out the exterior angles and
interior angles on the board.
“Very good! While the pairs of angles
formed by the transversal with the
other two lines are called:
corresponding angles, alternate-
interior angles, alternate-exterior
angles, interior angles on the same
side of the transversal, and the
exterior angles on the same side of the
transversal. Kindly point these out on
the board, Sophia.”
Sophia stood up and points those out on the
board.
4. Application
“Let us have an exercise. Find the
measures of the angles marked with
letters. ”

“I need 5 volunteers.”
The students are raising their hands.

The teacher picked 5 students and

wrote their answers on the board.

1. m∠A = _________
2. m∠B = _________
3. m∠C = _________
4. m∠D = _________
5. m∠E = _________
The teacher is observing the answers
of their answers.
The chosen students are writing their
answers on the board while those who are
in their seats are busy working on their
exercise.
 “Are their answers correct, class?” “Yes Ma’am.”

“Good job class. Let’s give them a Altogether, “1,2,3. 1,2,3. Very good, very
Nanay Dionisia Clap.” good!”

“Don’t you have any questions?” “None Ma’am.”

V. GENERALIZATION
The students were able to define and illustrate parallel and transversal lines. They
have also identified the pairs of angles formed by parallel lines cut by a transversal and
develop a sense of cooperation to accomplish a task.

VI. ASSESSMENT
Find the measures of the angles marked with letters.
1. 2.

VII. ASSIGNMENT
Identify the pairs of angles formed by parallel lines cut by a transversal.
1. ∠1 and ∠4 ____________________________
2. ∠2 and ∠6 ____________________________
3. ∠7 and ∠8 ____________________________
4 ∠4 and ∠5 ____________________________
5. ∠8 and ∠2 ____________________________
6. ∠3 and ∠7 ____________________________

Prepared by:

MA. LOIEL SALOME M. NABELON

Checked by:

MARIANO C. UYCOQUE III