SCHOOL Sablayan National Comprehensive High School GRADE LEVEL Grade 10
TEACHER Aileen Marrie D. Arceo LEARNING AREA Mathematics
Charles Darwin 2:20-3:20
QUARTER
Fourth
TEACHING March 13, 2025
DATE & TIME
SCHOOL YEAR 2024 - 2025
I. OBJECTIVES
The students demonstrate understanding of key concepts of inequalities in a triangle, and parallel and
A. Content Standards
perpendicular lines.
The students are able to communicate mathematical thinking with coherence and clarity in formulating,
B. Performance Standards investigating, analyzing, and solving real-life problems involving triangle inequalities, and parallelism and
perpendicularity of lines using appropriate and accurate representations.
C. Learning At the end of the lesson the students should be able to:
Competencies/ 1. Illustrate parallel lines cut by a transversal;
Objectives 2. Classify the different type of angles formed when parallel lines are cut by a transversal;
Write the LC code for 3. Apply the properties of parallel lines cut by a transversal to find missing angle measures;
each Prove properties of parallel lines cut by a transversal.
II. CONTENT Parallel lines cut by a transversal
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
Pages
3. Textbook pages Practical Math p. 340-359
4. Additional Materials from
Learning Resource (LR)
Portal
Parallel Lines Cut by Transversal - Properties, Angles, Examples
5. Other Learning Materials
Powerpoint Presentation, Chalk, Cellphones, Laptop
IV. PROCEDURES
Preliminary Activities
a. Prayer
b. Greet the students
c. Checking of attendance
d. Classroom Rules
P - Punctuality: Arrive on time and be prepared for class.
A - Active Participation: Engage in discussions and activities.
R - Respect: Show respect for your classmates, teacher, and classroom environment.
A - Ask Questions: Don’t hesitate to ask questions when unsure.
L - Listen Carefully: Pay attention to instructions and peers.
L - Learning Focused: Stay focused on the task at hand.
E - Effort: Always give your best effort in assignments and tasks.
L - Lend a Hand: Help classmates when needed and encourage others.
L - Lead by Example: Be a positive role model in the classroom.
I - Integrity: Be honest and uphold academic honesty.
N - Neatness: Keep your workspace organized and clean.
E - Engagement: Stay engaged with lessons and participate actively.
S - Self-Control: Maintain self-discipline and stay calm in all situations.
e. Presentation of rubrics for pointing of recitation
Recitation Rubric
3 (Needs
Criteria 10 (Excellent) 8 (Good) 5 (Fair)
Improvement)
Excellent use of Limited expression;
Little to no
expression, Good expression tone lacks
expression or tone
Engagement & tone, and and tone, engages variation, and
variation; does not
Expression gestures. Fully audience most of audience
engage the
engages the the time. engagement is
audience.
audience. minimal.
Demonstrates Shows good Displays some Does not
thorough understanding, understanding but demonstrate
Content
understanding with only a few lacks depth or adequate
Knowledge
and mastery of areas needing makes several understanding of
the material. clarification. errors. the material.
Well-organized, Mostly organized,
Disorganized with Very disorganized,
logical, and with some minor
Organization & noticeable gaps in unclear structure,
smooth issues in
Flow logical flow or and difficult to
transitions transitions or
transitions. follow.
between ideas. structure.
Each category could be scored on a scale from 10 to 3, based on the performance.
10 = Excellent
8 = Good
5 = Fair
3 = Needs Improvement
A. Reviewing the previous Elicit: ACTIVITY 1: ACT ME!
lesson or presenting the (The activities in this
section will evoke or draw Instructions:
new lesson out prior concepts or prior
experiences from the
students.)
1. Introduction (1 minute):
Briefly introduce the different types of angles (acute, right, obtuse,) and
review what each one looks like. Emphasize that today’s activity will help
students identify and act out these angles using body movements, with no
talking allowed!
2. Activity Setup (5 minutes):
o Stand up and spread out in the classroom or in an open space.
o Students will have 5 seconds to "freeze" their body into a shape that
represents that angle when the teacher calls out an angle type (e.g.,
acute, right, obtuse). They should not use any words; the focus is on
gestures and body positions.
o For example:
Acute angle: Students form a sharp, small angle with their
arms (arms in a "V" shape).
Right angle: Students make an “L” shape with their arms to
represent a 90° angle.
Obtuse angle: Students spread their arms wider to represent
a larger angle.
3. Activity:
o Call out one of the angles (e.g., "Acute angle!") and give students 5
seconds to freeze into a pose representing that angle.
o Once the students freeze, briefly walk around and observe their
poses to check if they correctly formed the angle.
o If needed, give small hints or corrections for students who may not
have gotten the angle right.
o Continue by calling out different angles one by one.
4. Variation (Optional):
For added fun, mix up the order of the angles or challenge the students to
quickly change their pose when the teacher say "Switch!"
The teacher can even create a pattern or rhythm where students need to
respond faster, adding a sense of urgency and excitement to the activity.
5. Wrap-Up:
After the activity, briefly review the angles once again by asking students to
identify which ones they were acting out.
o How did you form the right angle?”
o “Can someone show me what an obtuse angle looks like again?”
Reflection Questions:
How did it feel to represent angles with your body?
Which angle was the easiest to create with your body? Why?
What helped you decide how to make each angle shape?
Note: Students with no hands, feet or both will do other activity printed on bond
paper. They will just identify whether the given illustration is acute, right or obtuse
angle.
B. Establishing a purpose Engage:
for the lesson (The activities in this
section will stimulate their ACTIVITY: ROAD TO SUCCESS!
thinking and help them
access and connect prior DIRECTIONS: The students will observe and analyze the given figure and answer the
knowledge as a jumpstart
to the present lesson.)
questions provided.
C. Presenting
examples/instances of Tell to the students that the previous activity is aligned to the the lesson.
the new lesson
Let the students read the objectives of the lesson.
Recall that a line consists of at least 2 points.
Based on the given activity tell the students that the roads that did not meet are the parallel
line, and the road that connects them is the transversal line.
Activity: Illustrating Parallel Lines Cut by a Transversal:
Visual Demonstration:
o On the board, draw two parallel lines (l and m) and a transversal (t)
that intersects them. Label the points of intersection as A and B.
o Label the angles formed by the transversal, using numbers for each
angle (1–8).
2 1 1
l
3 4
5 6
m
7 8
t
Student Engagement:
o Have students replicate or make their own drawing using their paper
and label the angles.
Classifying Angles
Introduce Angle Types:
intersection (e.g., ∠1 and ∠5).
o Corresponding Angles: Angles in the same relative position at each
transversal and inside the parallel lines (e.g., ∠3 and ∠6).
o Alternate Interior Angles: Angles on opposite sides of the
transversal and outside the parallel lines (e.g., ∠1 and ∠8).
o Alternate Exterior Angles: Angles on opposite sides of the
o Same-side interior angles. are pairs of angles that lie on the same side of
the transversal and inside the two parallel lines.
o Same-side Exterior angles. are pairs of angles that lie on the same side
of the transversal and outside the two parallel lines.
o Vertical Angles are the pairs of opposite angles formed when two lines
intersect. They are called "vertical" because they are across from each
other at the intersection, not next to each other.
o Linear Pair are angle pairs forming a line.
Interactive Classification:
o Have students classify each angle in their drawing from Activity 1
using the definitions above.
o Discuss with the class how to recognize each angle type and what
makes them unique.
Activity: Properties of Parallel Lines Cut by a Transversal:
Introduce Angle Properties:
o Corresponding Angles Theorem: If two parallel lines are cut by a
transversal, then each pair of corresponding angles are congruent.
o Alternate Interior Angles Theorem: If two parallel lines are cut by a
transversal, then each pair of alternate interior angles are congruent.
o Alternate Exterior Angles Theorem: If two parallel lines are cut by a
transversal, then each pair of alternate exterior angles are congruent.
o Same-side Interior Angles Theorem: If two parallel lines are cut by
a transversal, then each pair of same-side interior angles are
supplementary (sum to 180°).
o Same-side Exterior Angles Theorem: If two parallel lines are cut by
a transversal, then each pair of same-side exterior angles are
supplementary (sum to 180°).
o Vertical Angles Theorem: If two parallel lines are cut by a
transversal, then each pair of vertical angles are congruent.
o Linear Pair Postulate: Angle pairs forming a linear pair are
supplementary.
Student Practice:
o Ask students to use the properties to identify angle relationships in
their diagrams and prove certain angle measures based on these
properties.
Note: Students without cellphone will use graphing paper or clean paper in
drawing parallel lines cut by a transversal.
D. Discussing new concepts Explore:
and practicing new skills (In this section, students
will be given time to think, ACTIVITY: PROVE ME!
`#1 plan, investigate, and
DIRECTIONS: Find out the unknown measure of the given angles. Use the properties of
organize collected
information;
performance
or
of
the
the
parallel lines cut by a transversal to prove your answer.
planned/prepared
activities from the
students’ manual with
data gathering with Guide
Questions.)
Angles Measure Properties
1
2
3
4 130 °
5
6
7
8
E. Discussing new concepts
and practicing new skills
#2 GeoGebra Exploration: Dynamic Geometry
Objective:
Students will use GeoGebra to experiment with parallel lines cut by a transversal, visually
observing the angle relationships in real-time.
Materials Needed:
Computers, tablets, cellphones or laptops with access to GeoGebra (or any similar
software)
Instructions:
1. Interactive Exploration:
o In GeoGebra, students will create two parallel lines and draw a transversal
that intersects them.
o They will then manipulate the transversal by changing its angle and observe
how the angle measures change, allowing students to see the relationships
between corresponding angles, alternate interior angles, alternate exterior
angles, and consecutive interior angles.
2. Guided Tasks:
o Ask students to measure and identify at least one pair of each type of angle
(corresponding, alternate interior, etc.) and prove their relationships using
the software.
o Challenge students to change the angles of the transversal and test
whether the angle relationships hold, noting that the parallel lines remain
unchanged.
3. Debriefing:
o Discuss the observations students made using the dynamic software. Ask
them to explain how they can prove the angle relationships with just the
properties of parallel lines and a transversal.
Note:
Provide additional support for students struggling with proofs by working
through examples together.
Offer extension problems for advanced students that involve more complex
transversal and parallel line configurations.
Use technology tools (e.g., Geogebra or other interactive geometry software) to allow
students to manipulate lines and transversals and observe the angle relationships
dynamically.
F. Developing mastery Explain:
(leads to Formative (In this section, students
will be involved in an
Assessment 3) analysis of their
exploration. Their
understanding is clarified
and modified because of
reflective
activities)/Analysis of the
gathered data and results
and be able to answer the
Guide Questions leading
to the focus concept or
topic for the day.)
G. Finding practical Elaborate:
applications of concepts (This section will give
students the opportunity
and skills in daily living to expand and
solidify/concretize their
understanding of the
concept and/or apply it to
a real-world situation.)
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning Evaluation:
(This section will provide
opportunities for concept
check test items and
answer key which are
aligned to the learning
objectives – content and
performance standards
and address
misconceptions- if any.)
J. Additional activities for Extend:
application or (This section gives
situation that explains the
remediation topic in a new context, or
integrate it to another
discipline/societal
concern.)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the ____ Charity; ____Courtesy; ____ Cheerfulness; ____ Compassion; ____ Confidence TOTAL: ________
evaluation
B. No. of learners who require additional ____ Charity; ____Courtesy; ____ Cheerfulness; ____ Compassion; ____ Confidence TOTAL: ________
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the ____ Charity; ____Courtesy; ____ Cheerfulness; ____ Compassion; ____ Confidence TOTAL: ________
lesson
D. No. of learners who continue to require ____ Charity; ____Courtesy; ____ Cheerfulness; ____ Compassion; ____ Confidence TOTAL: ________
remediation
E. Which of my teaching strategies worked __ Discussion; __ Experiment; __ Games; __ Exposition; __ Problem-Solving;
__Others, specify:
well? Why did these work? __________________________________________________________________________________________
F. What difficulties did I encounter which __ Observed; specify:
my principal or supervisor can help me ___________________________________________________________________________
solve? __ Not Observed
G. What innovation or localized materials __ Used innovation or localized materials; specify
did I use/discover which I wish to share _____________________________________________________
with other teachers? __ Did not use innovation or localized materials.
Prepared by: Noted by:
AILEEN MARRIE D. ARCEO GUADALUPE G. SANTOLORIN
Teacher III Head Teacher V – Mathematics Dept.
Checked and Reviewed by: Approved by:
ROWENA A. ACAYLAR DR. RODEL M. BAHIA
Master Teacher I Principal IV
