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(Taken From The) : Curriculum Guide

This document contains a detailed lesson plan for an 8th grade mathematics class on proving properties of parallel lines cut by a transversal. The lesson plan aims to teach students to determine and label angles formed by parallel lines cut by a transversal, use angle relationships to prove lines are parallel, and prove two lines are parallel given at least two angles. The lesson contains introductory activities, group activities measuring angles, discussions of theorems involving parallel lines, example problems, and a concluding activity about parallel lines representing things that never meet.

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559 views

(Taken From The) : Curriculum Guide

This document contains a detailed lesson plan for an 8th grade mathematics class on proving properties of parallel lines cut by a transversal. The lesson plan aims to teach students to determine and label angles formed by parallel lines cut by a transversal, use angle relationships to prove lines are parallel, and prove two lines are parallel given at least two angles. The lesson contains introductory activities, group activities measuring angles, discussions of theorems involving parallel lines, example problems, and a concluding activity about parallel lines representing things that never meet.

Uploaded by

isipMath Tutorial Files
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Sierra Bullones Technical Vocational High School

Salvador, Sierra Bullones, Bohol

Detailed Lesson Plan (DLP)

DLP No. Learning Area: Grade Level: Quarter: Duration:


4.14 Mathematics 8 4 1 meeting(s)
Learning Code:
Competency/ies: The learner proves properties of parallel lines cut by a M8GE-IVe-1
(Taken from the transversal
Curriculum Guide)
Key Concepts /
Understandings to be Proves Properties of Parallel Lines Cut by a Transversal
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s.
2015) Objectives
Knowledge Categories:
Remembering Determine and label angles formed by parallel lines and transversal
Understanding
Skills Applying Use angle relationships to prove that lines are parallel
Analyzing
Evaluating Prove that two lines are parallel given at least 2 angles
Creating
Attitude Receiving Show patience in proving the properties of parallel lines
Phenomena
Values Valuing Infer the behavior of parallel lines
2. Content Parallel lines cut by a Transversal
3. Learning Resources Learner's Material Teacher's Guide, Curriculum Guide, IM’s, Chalk and Board
4. Procedures
4.1 Introductory Activity Students should be familiar with identifying angle pairs formed by a
transversal.
1. What can you say about the angles formed by the parallel lines cut by
a transversal?
2. Can a transversal line perpendicular to the two lines which are
parallel?
4.2 Activity/Strategy By group, give the students a piece of paper with a drawing of parallel lines
cut by transversal. Let them measure the angles formed by the transversal -
corresponding angles, alternate -interior angles and alternate exterior angles.
Guide Questions:
1. How can we prove that two lines are parallel?
4.3 Analysis From their generalization, the students will be asked to find the measure of
the angles in the figure.

4.4 Abstraction The teacher will discuss the different theorems involving parallel lines cut by
transversal.
* If two lines are parallel cut by a transversal, then corresponding angles are
congruent.
* If two lines are parallel cut by a transversal, then alternate -interior angles are
congruent.
* If two lines are parallel cut by a transversal, then alternate - exterior angles are
congruent.
4.5 Application Study the figure and answer the following question as accurate as you can.
Given: Line A || B and cut by Line C. Line A and B is also perpendicular to Line C.

What is the measurement of ∠S?


Give 2 pairs of vertical angles.
Give 2 pairs of same side exterior angles.
Is ∠T and ∠P are supplementary angles? YES or NO?

4.6 Assessment Answer the following questions:


1. Is line AB || CD? Justify your

2. For what value of x will lines l and j be parallel?

3. What could be the posible value of x so that lines m and n are parallel?

4.7 Assignment Let them bring their protractor.

4.8 Concluding Activity Parallel lines teach us a concrete lesson that there are things in this world that
would never meet no matter how far we extend it. There are things that
should be left untouched.
5. Remarks

6. Reflections
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 learning
strategies worked well?
Why did these work?
F.What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:
Name: Kevin Ransom E. Bayron School: SBTVHS
Position/Designation: SST-1 Division: Bohol
Contact Number: 09264416573 Email address: [email protected]

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