MATHEMATICS 7

Quarter 3 Week 3 Day 1

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and
geometric relationships.
B. Performance Standards The learner is able to create models of plane figures
and formulate and solve accurately authentic
problems involving sides and angles of a polygon

C.Learning Competencies The learner derives relationships among angles

/Objectives formed by parallel lines cut by a transversal using
measurement and by inductive reasoning. M7GE-
IIIc-1
 The learner illustrates angles formed by
parallel lines cut by a transversal using
measurement.
II. CONTENT Measuring Angles Formed by Parallel Lines Cut by a
Transversal.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR
Portal)
B. Other Resources
IV. PROCEDURES
A. Reviewing previous lesson or Using pencil, straight edge and protractor do the
presenting the new lesson following:
1. Illustrate line a parallel to line b
2. Illustrate line c intersecting line a and b
3. Mark the angles formed by the
intersecting lines c and lines a and b
using numbers 1-8.
B. Establishing a purpose for the How can you illustrate the angles formed by parallel
lesson lines cut by a transversal?
C.Presenting examples/instances of Using a protractor find the measure of each
the new lesson angle.

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D.Discussing new concepts and Follow the instructions:
practicing new skills #1 1. Draw line x parallel to line y and cut by
transversal line m.
2. Label the angles formed from 1-8.
3. What is the 𝑚∠1?
4. By getting the 𝑚∠1 using protractor, what is
the measurement of the remaining angles?
E. Developing mastery Given the figure below, find the measure of the
(Leads to Formative following angles:
Assessment)
Group 1
Given: m∠4= 110°
Find:
m∠1=
m∠2=
m∠3=
m∠5=
m∠6=
m∠7=
m∠8=

Group 2
Given: m∠2= 70°
Find:
m∠1=
m∠3=
m∠4=
m∠5=
m∠6=
m∠7=
m∠8=

Group 3
Given: m∠1= 105°
Find:
m∠2=
m∠3=
m∠4=
m∠5=
m∠6=
m∠7=
m∠8=

Group 4
Given: m∠7= 65°
Find:
m∠1=
m∠2=
m∠3=
m∠4=
m∠5=
m∠6=
m∠8=

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F. Finding practical applications of Site a situation where you can apply measuring angles
concepts and skills in daily living formed by two parallel lines cut by a transversal.
(Note: The teacher affirms every
students answer through group discussion.)
G.Making generalizations and How do you determine the measure of the
abstractions about the lesson angles formed in a parallel lines cut by a
transversal line?
H.Evaluating learning Find the measure of the remaining angles given the
m∠𝑎 = 52°.

I. Additional activities for Illustrates parallel lines cut by a transversal

application or remediation such that all angles are congruent.
 Assignment/Agreement
( minutes). Fill in below
any of the four purposes
Reinforcing/strengthening the
day’s lessons
Enriching/inspiring the day’s
lessons
Enhancing/improving the day’s
lessons
 Preparing the new lesson
V. REMARKS

VI. REFLECTION

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 MATHEMATICS 7
Quarter 3 Week 3 Day 2
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and
geometric relationships
B. Performance Standards The learner is able to create models of plane figures and
formulate and solve accurately authentic problems involving
sides and angles of a polygon
C. Learning The learner derives relationships among angles formed by
Competencies/ parallel lines cut by a transversal using measurement and
Objectives by inductive reasoning
M7GE-IIIc-1
 The learner identifies the angles formed by
parallel lines cut by a transversal
II. CONTENT Angles Formed by Parallel Lines Cut by a Transversal
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages Geometry Textbook Mathematics Third Year (pp. 82- 89)

4. Additional Materials
from Learning
Resources (LR Portal)
B. Other Resources
IV. PROCEDURES
A. Reviewing previous lesson Activity 1: “DID I INTERSECT?”
or presenting the new Determine the number of points that line i intersects in each
lesson set.

Guide questions:
1. Describe the lines intersected by line i in each set.
2. What do you call line i in figures 1 and 2?
3. What is a transversal line?
4. Is line i in figure 3 a transversal?
5. How does line a to line b in set 1?
6. What are parallel lines?

B. Establishing a purpose for When two parallel lines are cut by a transversal, which
the lesson angles are congruent?

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C. Presenting examples/ Given: 𝑎 ∥ 𝑏, 𝑡 is a transversal
instances of the new Guide questions:
lesson 1. Which angles are:
a. interior?
b. exterior?
c. alternate interior?
d. alternate exterior?
e. corresponding?
2. Which pairs of angles are congruent? Why?
D. Discussing new Given: 𝑙𝑖𝑛𝑒 1 ∥ 𝑙𝑖𝑛𝑒 2, 𝑙𝑖𝑛𝑒 3 is a transversal
concepts and
practicing new skills #1 Which angles are:
a. corresponding?
b. same side interior?
c. same side exterior?
d. alternate interior?
e. alternate exterior?

E. Developing mastery (Leads AVERAGE LEARNERS ADVANCED LEARNERS

to Formative Given: 𝑑 ∥
Assessment) 𝑒, 𝑡 is a transversal

Name the following pairs List down the angles

of angles. being asked.
1. ∠1 & ∠5 1. Exterior angles
2. ∠4 & ∠6 2. Interior angles on the
3. ∠2 & ∠7 same side
4. Alternate interior 3. Alternate exterior
angles angles
5. Corresponding 4. ∠3 & ∠6
angles 5. ∠2 & ∠8
F. Finding practical In building a house or any structure, why is it important that
applications of the beams are properly aligned and following the concept of
concepts and skills in parallel lines?
daily living
G. Making generalizations
What are the angles formed when a parallel line is cut by a
and abstractions about
the lesson transversal?

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 H. Evaluating learning Identify the following pairs of angles using the figure below.
Given: 𝑙𝑖𝑛𝑒 1 ∥ 𝑙𝑖𝑛𝑒 2, 𝑙𝑖𝑛𝑒 3 is a transversal
1. ∠𝑎 & ∠𝑔 6. corresponding
2. ∠𝑏 & ∠ℎ 7. alternate exterior
3. ∠𝑐 & ∠𝑒 8. alternate interior
4. ∠𝑑 & ∠𝑒 9. exterior angles on the same side
5. ∠𝑎 & ∠ℎ 10. interior angles on the same
side

I. Additional activities for Given the measure of one angle, find the measure of
application or ∠𝑥 & ∠𝑦.
remediation
 Assignment/Agreement (
minutes). Fill in below
any of the four purposes
Reinforcing/strengtheni
ng the day’s lessons
Enriching/inspiring the
day’s lessons
Enhancing/improving the
day’s lessons
 Preparing the new
lesson

V. REMARKS

VI. REFLECTION

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 MATHEMATICS 7
Quarter 3 Week 3 Day 3
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and
geometric relationships.
B. Performance Standards The learner is able to create models of plane figures
and formulate and solve accurately authentic
problems involving sides and angles of a polygon

C. Learning Competencies/ The learner derives relationships among angles

Objectives formed by parallel lines cut by a transversal using
measurement and by inductive reasoning. M7GE-
IIIc-1
 The learner derives relationships among
angles formed by parallel lines cut by a
transversal using inductive reasoning.
II. CONTENT Deriving Relationships among Angles Formed by
Parallel Lines Cut by a Uransversal using
Inductive Reasoning
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Geometry Textbook Mathematics Third Year (pp.
82-89)
4. Additional Materials from
Learning Resources (LR
Portal)
B. Other Resources
IV. PROCEDURES
A. Reviewing previous lesson or Given parallel lines a and b cut by transversal t,
presenting the new lesson determine the following pairs of angles:

1. Alternate Interior Angles

2. Corresponding Angles
3. Same Side Interior Angles
4. Same Side Exterior Angles
5. Supplementary Angles
B. Establishing a purpose for the How can you identify pairs of angles formed by 2
lesson parallel lines cut by a transversal?

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C. Presenting examples/ Activity: ANT: THE MAZE RUNNER
instances of the new lesson DIRECTIONS: Help the ant find its way back to its
colony by identifying the angles formed by two
parallel lines cut by a transversal, then find a route
along the answers to guide you to the end of the maze.
Color the right path red.

D. Discussing new concepts and Based from the activity, what properties among the
practicing new skills #1 angles formed by two parallel lines cut by a
transversal did you use to help the ant find its way to
the colony?
E. Developing mastery (Leads to State the relationship that exists between a and b
Formative Assessment) given that L1 is parallel to L2, and t is a transversal.
L1 L2
a b
1) t

L1 L2
a b
2) t

L1 L2
a
3) t
b

F. Finding practical applications of The driver of an ambulance should sustain his 55 kph
concepts and skills in daily speed in order to reach the hospital in time.
living At this speed, he can drive through a 1000 corner road.
If Pythagoras St. is parallel to Descartes St.

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 which are intersected by Mat St., and the corner road
connecting Mat St. and Descartes St. measures 1100,
is it possible for the driver to sustain his speed? Why
or why not?

Pythagoras St.

1100
M
Descartes St.
a
t
St.
G. Making generalizations and How do you derive relationships among angles
abstractions about the lesson formed by parallel lines cut by a transversal
using inductive reasoning?
H. Evaluating learning Modified TRUE or FALSE: Write TRUE if
the given statement is correct and if it is FALSE,
change the underlined word with the right term.

Given two parallel lines cut by a transversal;

1. Corresponding angles are supplementary.
2. Alternate-interior angles are congruent.
3. Alternate-exterior angles are complementary.
4. The sum of the measures of the interior angles on
the side of the transversal is 3600.
5. The sum of the measures of the exterior angles on
the side of the transversal is 1800.
I. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No of learners who acquire
additional activities for
remediation.
C. Did the remedial lesson
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 worked well?
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
teacher?

9
 MATHEMATICS 7
Quarter 3 Week 3 Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and
geometric relationships.
B. Performance The learner is able to create models of plane figures
Standards and formulate and solve accurately authentic problems
involving sides and angles of a polygon.

C. Learning The learner derives relationships among angles formed

Competencies/ by parallel lines cut by a transversal using measurement
Objectives and by inductive reasoning.
(M7GE-IIIc-1)
 The learner solves problems involving
relationships among angles formed by parallel
lines cut by a transversal.
II. CONTENT Solving Problems Involving Relationships Among
Angles Formed by Parallel Lines Cut by a
Transversal
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Material
pages
3. Textbook pages GEOMETRY: Tools for a Changing World (374-
376)
4. Additional Materials
from Learning
Resources (LR Portal)
B. Other Resources
IV. PROCEDURES
A. Reviewing previous Given 𝑚∠1 = 121, find the measures of the other
lesson or presenting angles;
the new lesson

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B. Establishing a purpose for Group Activity: The class will be divided into 5 groups.
the lesson Each group will do the following tasks:

Task 1: Draw two parallel lines a and b cut

by a transversal t such that ∠1 measures 920.
Task 2: On your drawing, if ∠1 𝑎𝑛𝑑 ∠8 are
exterior angles on the same side of a transversal, what
is the measure of ∠8? (Show your solution)

C.Presenting Exercises: ∠𝑎 and ∠𝑏 are vertical angles

examples/instances of the formed by parallel lines cut by a transversal. If
new lesson ∠𝑎 =550 and ∠𝑏 =(x+25)0, what is the value of x?
D.Discussing new concepts (Think-Pair-Share)
and practicing new skills #1 Given parallel lines n and m cut by a transversal t, and
the indicated measures of the angles below:
t
0
95 = 𝑚∠1

𝑚∠2 = (2x – 5)0

n m
Answer the following:
1. What is the value of x?
2. What is the measure of ∠2?
3. How do you classify ∠1 and ∠2?
E. Developing mastery Given the figure below, If segment AL is parallel to
(Leads to Formative segment OR solve for the unknown measure x of the
Assessment) angle:

A L

O R

F. Finding practical The teacher elicits situation/instances from students

applications of concepts which involve angles formed by parallel lines cut by a
and skills in daily living transversal, (e.g. crossing the
pedestrian lane). Then, explains its practical importance
to their daily living.
G.Making generalizations and How do you solve problems involving relationships
abstractions about the lesson among angles formed by parallel lines cut by a
transversal?

H.Evaluating learning (Short Quiz – 5 points each)

Solve the following problems. Write all pertinent
solutions and encircle your final answer.

1
 1) ABCD below is a parallelogram (Note: Opposite
sides of parallelogram are parallel). If the measure of
∠𝐷 = 750, what is the measure of ∠𝐴?

A B

D C
2) An angle is 10 more than the other angle. If these
angles are formed on the exterior of two parallel
lines and on the same side of the transversal, what is the
measure of the bigger angle?
I. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No of learners who
acquire additional activities
for remediation.
C. Did the remedial lesson
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 worked well?
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
teacher?

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