School BANSARVIL NATIONAL HIGH SCHOOL Grade Level 8

Teacher APRILYN B. TURAN Learning Area MATH

Teaching
Dates and FEBRUARY 2, 2019 Quarter FOURTH
Time 7:15-8:15, 9:20-10:20, 12:30-1:30, & 2:30-3:30

I. OBJECTIVES

The learner demonstrates understanding of key concepts

1. Content Standards of inequalities in a triangle, and parallel and
perpendicular lines.

The learner is able to communicate mathematical

2. Performance Standards
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.

The learner proves properties of parallel lines cut by a

3. Learning Competencies / transversal.
Objectives (M8GE-IVd-1)

 Identifying the pairs of angles,

 Name the pairs of angles given the figure, and
 Describe the importance of parallelism.

II. CONTENT Parallel Lines Cut by a Transversal Lines

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Powerpoint Presentation & Manila Paper
IV. PROCEDURES
Introductory Activity A. Preliminary Activities
a. Prayer
b. Checking of Attendance
c. Collecting and Checking of Assignments

B. Review
 The teacher will review on Parallel lines.

C. Drill
Activity 1. Agree or Disagree!
Anticipation Reaction Guide
The student read each statement under the TOPIC
column and write A if you agree with the statement;
otherwise, write D.

Motivation Activity 2. Mapping

The teacher asks some questions regarding the
Map. (Powerpoint)

Activity Activity 3. Clap, clap, clap, Champion!

The students will work as group for 5 and do as what
the procedures given. Their task is to draw parallel lines
cut by a transversal line.

Analysis The students can learned to:

 Identifying the pairs of angles,

 Name the pairs of angles given the figure, and
 Describe the importance of parallelism.

Abstraction/Generalization Inter-Active Discussion

Back to Map, the students give the pairs of the

following;

 Corresponding Angles
 Alternate Exterior Angles
 Alternate Interior Angles
 Same-Side Interior Angles
 Same-Side Exterior Angles

Go back to Activity 1: Agree or Disagree

In connection to our real life, the students will give a

situation which involves parallelism.

Application Individual Activity

Activity 4. My Angle Pair!

The teacher will let the student to determine whether

each congruency statement is TRUE or FALSE, if it’s
TRUE determine the angle pair, then, if it’s FALSE,
CHANGE one of the angles to make it true and justify the
reasoning.

Assessment Activity 5. Name it! (Activity Notebook)

Complete the table using the given figure as their

reference:
Assignment Activity 6. Parallel Lines and Transversals

In their activity notebook, students will name all the

angles that are congruent to <1. Give reason for each
answer.

V. REMARKS
VI. REFLECTION
1. No.of learners who earned 80%
on the formative assessment
2. No.of learners who require
additional activities for
remediation.
3. Did the remedial lessons work?
No.of learners who have caught
up with the lesson.
4. No.of learners who continue to
require remediation
5. Which of my teaching strategies
worked well? Why did these
work?
6. What difficulties did I encounter
which my principal or supervisor
can help me solve?
7. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Noted by:

APRILYN B. TURAN LEONILO B. GORECHO

Teacher I Secondary School Principal 1