COLLABORATIVE LESSON PLAN IN MATHEMATICS 7
GRADES SCHOOL: CULASI NATIONAL HIGH GRADE LEVEL: 7
1 TO 12 SCHOOL
DAILY TEACHER: RESTY D. DELFIN LEARNING AREA: MATHEMATICS
LESSON TEACHING November 21 ,2018 QUARTER: 3rd QUARTER
LOG DATES & 1:30-2:30 AM
TIME:
I. OBJECTIVE
A. Content Standards: Demonstrates understanding of key concepts of geometry of shapes and sizes
and geometric relationships.
B. Performance Standards: Is able to create models of plane figure and formulate and solve accurately
authentic problems involving sides and angles of a polygon.
C. Learning Competencies/ 1.) To derive relationships among angles formed by a parallel lines cut by a
Objectives: transversal lines using measurement and by inductive reasoning.
2.) To solve real life situations among angles formed by a parallel lines cut
by a transversal lines.
M7GE-IIIC-1)
II. CONTENT GEOMETRY
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.
Pages
2. Learner’s Materials pp. 205-207
Pages
3. Text book Pages Geometry III by Soledad Jose Dilao pp. 73-80
4. Additional Materials Ppt. laptop, T.V. set
from Learning
Resources(LR)Portal
B. Other Learning Grade 8 Learners Materials
Resources
IV PROCEDURES
A. Reviewing Previous >What are parallel lines? A transversal lines?
Lesson or Presenting >Name it! A recall. Students will identify the angle pairs according to its
New Lesson placement. Refer figure below.
B. Establishing a Purpose >Supposing if one of the angles in the figure is 30˚ (degree). What are the
for the Lesson measures of the seven (7) remaining angles?
>Present lessons objectives
C. Presenting Group Activity: Let’s Investigates.
Examples/Instances of Group class in 3. Let them derive relationship if parallel was cut by a
the Lesson transversal by measuring angles using protractor. Each group will report
their findings.
D. Discussing New Illustrative Example: Derive the relationship when two parallel lines cut by a
Concepts and transversal line. If measure of angle 1= 115˚. Find the 7 remaining angles?
Practicing New Skills#1
E. Discussing New Group Activity:
Concepts and Divide the class into 4. Find the indicated parts. Let them derive the relationship
Practicing New Skills#2 of two parallel lines cut by a transversal.. Let them report their output.
P 133˚
D
75˚
104˚
H
Group I
F. Developing Mastery Group Activity: ( the same grouping). Determine the 7 remaining angles when
(Leads To Formative two lines were cut by a transversal line.
Assessment 3) A game! The group who can give the correct answer will earn points.
80.5˚
G. Finding Practical Problem
Application of Concepts A zip line is a very strong cable between two points with a pulley attached to it.
and Skills in Daily Living This could be used as a means of transportation. The zip line in the figure goes
from a 20-foot tall tower to a 15-foot tower 150 meters apart in a slightly inclined
ground as shown in the sketch. (Note: Tension of the rope is excluded.)
1.) What kind of angles are angle A and angle M ? What about angle H and angle
T?
2.) Find the measure of angle A and angle M.
H. Making Generalization COMPLETE THE SENTENCE:
and Abstractions about the When a parallel lines was cut by a transversal lines,
lesson
1.) corresponding angles are supplementary.
2.) all the alternate interior angles are congruent.
3.) all the alternate exterior angles are congruent.
4.) angles on the same side of the interior supplementary.
5.) angles on the same side of the exterior supplementary.
I. Evaluating Learning >Find the 7 remaining angles when a parallel lines was cut by a transversal
135˚
1 48˚
J. Additional Activities for
Application or Remediation
Prepared by:
Math 7 Teachers
Jasmin A. Cartujano- TNHS
Sandee A. Rosero -DUMOLOG NHS
Resty D. Delfin -CULASI NHS
Ana Chin Basa - IAVIS
Rumila Kayte B. Gonzales – DYDR NHS
Maria Lyn F. Comintan – DYDR NHS
Joy Kimberly D. Paglinawan- Dumolog NHS
Noted by:
MRS. RHODALYN DELCANO
EPS- I in Mathematics
Division of Roxas City
DEMONSTRATION TEACHING PHOTOS
November 21, 2018
