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Mentee: Johnrich L. Gambito Subject Taught: Mathematics Mentor: Target Learners: Grade 8

The lesson plan outlines objectives for students to learn about parallel lines and identifies corresponding angles, alternate interior angles, and more. It provides activities for students to identify these angles and properties of parallel lines using figures with transversals. The plan evaluates students' understanding by having them solve problems involving parallel lines and corresponding angles.

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47 views

Mentee: Johnrich L. Gambito Subject Taught: Mathematics Mentor: Target Learners: Grade 8

The lesson plan outlines objectives for students to learn about parallel lines and identifies corresponding angles, alternate interior angles, and more. It provides activities for students to identify these angles and properties of parallel lines using figures with transversals. The plan evaluates students' understanding by having them solve problems involving parallel lines and corresponding angles.

Uploaded by

Dodong Rider
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Mentee: Johnrich L.

Gambito Subject taught: Mathematics


Mentor: Target learners: Grade 8

A Detailed Lesson Plan in Mathematics

Objectives: Given the activities the grade 8 students will be able to do the following with at least
75% level of accuracy.

a. State and illustrate parallel lines


b. Identify the following:
1. Parallel lines
2. Transversal
3. Corresponding angles
4. Interior and interior angles
c. Value the importance of group activity.

Subject Matter: Parallelism

Reference: Book

Pages: 441-454

Materials: Visual Aids

Procedure: Deductive Method

Teachers Activity Students Activity


A. Preparation
Good morning class!
Before we start our discussion this morning, Good morning sir.
may I request everybody to stand for a prayer!
(students do as told)
Do we have absentees today?
(Yes/no sir!)
Miss secretary, kindly list down all the absent
and pass it after class. (Yes/no sir!)

Did I gave you an assignment?


Everybody pass your assignment forward. (Yes/no sir!)

Before we start our discussion this morning, I


want you to be acquainted with the rules and
policies in my class. First, I don’t want to see
students passing in and out during the class
discussion. If you have any personal necessities,
just raise your hand so that you will be
recognized. Don’t answer me in chorus and put
your cellphones in silent mode.
Am I clear?
(Yes/no sir!)
B. Motivation
Look around class, could you point any
parallel lines/things?

Do they meet each other? No sir!

Okay, those things that you stated or


pointed will never have a chance to
meet each other unless there will be a
bridge to connect them.

C. Statement of the Aim


This morning/afternoon we will discuss
about “Parallelism”
D. Generalization
How can we determine that the two
lines are parallel? Two lines are parallel if they do not meet or
intersect.
Okay, that’s right two lines are parallel
if they are coplanar and they do not
intersect.

A line that intersects two or more lines


is called a transversal.
a. The angles formed by the
transversal by the two other lines
dare called
 Exterior angles
(∠1, ∠2, ∠7 𝑎𝑛𝑑 ∠8)
 Interior angles
(∠3, ∠4, ∠5 𝑎𝑛𝑑 ∠6)
b. The pairs of angles formed by the
transversal with the two other line
are called:
 Corresponding angles
 Alternate interior angles
 Alternate exterior angles
 Interior angles on the same
side of the transversal.
 Exterior angles on the same
side of the transversal.

E. Inference
Complete the table below using the
given figure as your reference.
Corresponding
angles
Alternate interior
angles
Alternate exterior
angles
Same side interior
angles
Same side exterior
angles

S
I
F. Verification
In your group, given the following
figure, identify the following:
1. 2 pairs of corresponding angles Students do as told
2. 2 pairs of alternate interior angles
3. 2 pairs of alternate exterior angles
4. 2 pairs of interior angles on the
same side of the transversal.
5. 2 pairs of exterior angles on the
side of the transversal.

Q
R S

G. Evaluation:
Fid the value of the unknown given that
R₁ ‖ R₂

R₂
B
𝑅₁ A D
75°
E
105° F
C
1. 𝑚∠𝐴

2. 𝑚∠𝐵

3. 𝑚∠𝐶

4. 𝑚∠𝐷

5. 𝑚∠𝐸

6. 𝑚∠𝐹

7. 𝑚∠𝐵 + 75°

8. 𝑚∠𝐸 + 𝑚∠𝐶

Assignment
Identify the following:
1. 2 pairs of corresponding angles.
2. 2 pairs of alternate interior angles
3. 2 pairs of alternate exterior angles
4. 2 pairs of interior angles on the same
side of the transversal.
5. 2 pairs of exterior angles on the same
side of the transversal.

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