Here is the improved detailed lesson plan on Pairs of Angles formed when Parallel lines are cut by a transversal using 5As Method.

1. LESSON PLAN FOR MATHEMATICS 7
I. INFORMATION
Subject Matter: Pairs Of Angles Formed When Parallel Lines Are Cut By A Transversal
Grade Level: VII Time Allotment: 1 hour
Teacher/s: Elton John B. Embodo
Content Standard: The learner demonstrates understanding of key concepts of geometry of shapes and
sizes, and geometric relationships.
Performance
Standard:
The learner is able to is able to create models of plane figures and formulate and solve
accurately authentic problems involving sides and angles of a polygon.
Learning
Competency:
The learner derives relationships among angles formed by parallel lines cut by a
transversal using measurement and by inductive reasoning. M7GE-IIIc-1
Objectives: At the end of the lesson, students must have:
a. identified pairs of angles;
b. classified pairs of angles; and
c. discussed the concept of parallelism in real life.
References: Aseron, E. R., (2013). Mathematics Grade 7 Learner’s
Material. Department of Education-Instructional Materials Council Secretariat.
Instructional
Materials:
PowerPoint, chalk, ruler, protractor, pintail pen, manila paper
Skills: Analysis and Collaboration
Values: Unity, cooperation, camaraderie
Method: 5As
II. LEARNING EXPERIENCES
Teacher’s Activity Students’ Activity
A. Awareness
(prayer)
(greetings)
(announcing of classroom rules)
(checking of attendance)
(collecting of assignment)
a. Drill
Before we’ll proceed to our new lesson for
today, let’s have first an activity regarding
our lesson last meeting.
(Group the students into 5 groups)
Mechanics
1. Read each statement very carefully.
2. Arrange the jumbled letters inside the
box under each statement to answer
what is asked in each item.
3. Do the activity in 5 minutes.

2. Is the mechanics clear class?
_________1. These lines do not intersect
each other and they lie on the same plane.
_________2. These lines lie on the
different planes.
_________3. A line that intersects two or
more coplanar lines at two or more distinct
points.
b. Motivation
Now I want one student to draw or
illustrate a pair of parallel lines on the
screen/board.
Yes?
Very good
And then, I want another representative to
drawn a transversal line cutting the parallel
lines previously drawn.
Yes?
Among the angles formed when transversal
line cuts parallel lines, do you know that
we can have pairs of angles with unique
properties?
Yes, sir!
Parallel lines
Skew lines
Transversal line
No, sir!
Vansreltras lein
Lraplale sinel
Weks nisel

3. Do you know the specific properties or
characteristics of these pairs of angles?
How do we derive the relationships among
these angles which are formed when
parallel lines are cut by a transversal?
c. Statement of the Subject
Matter and Objectives
So, this morning, we will discuss the pairs
of angles formed by parallel lines cut by a
transversal line.
Everybody read!
Statement of the Aim
Listen to me attentively in our discussion
because at the end of the lesson, you must
have:
a. identified the pairs of angles;
b. classified pairs of angles; and
c. discussed the concept of parallel in real
life
B. Activity
To start with, let us first have an activity.
Here is the mechanics.
No, Sir!
“Pairs of Angles formed by Parallel
Lines Cut by a Transversal”
Mechanics
1. Divide the class into 3 groups.
2. Read carefully the instructions given
to you.
3. Follow what is being asked in each
statement.
4. Do the task in 5 minutes.
5. After doing the task, the group must
say “Clap! Clap! Clap! Champion!
6. The group which can finish first will
be declared as the winner and will
receive a secret prize afterwards.
7. Choose one representative in your
group to present your output.

4. We will label the angles formed in the
figure for uniformity.
C. Analysis
So now, let’s discuss the pairs of angles
formed in the figure.
Let’s begin with angle 3 and angle 6.
Based on the concept of a common side,
how are you going to describe angles 3
and 6?
Yes?
Absolutely correct!
Expected output
Based on the concept of a common side,
angle 3 and angle 6 do not have a
common side.
Do the following in your group;
1. Draw a horizontal line and
label it as line l.
2. Draw another horizontal
line below the line l and
name it as line k.
3. Draw a diagonal line,
intersecting the two lines:
line l and line k and name it
as line t.
4. Name the points of
intersecting as Point X and
Y respectively.
1
X 2
3 4
5 6
8
7
Y
l
k
t

5. What do you call angle 3 and angle 6
which do not have a common side? Yes?
Very good!
With reference to the parallel lines, where
are angles 3 and 6 located? Yes?
Absolutely right!
How will you describe angles 3 and 6 as
they are located inside the parallel lines?
Yes?
Perfect!
With reference to the transversal line,
where are the angles 3 and 6 located?
Yes?
Alright!
So, angle 3 and angle 6 are not adjacent
angles, interior angles, and are located on
the opposite sides of the transversal.
Now, let us have another pair of angles.
We have angles 1 and 8.
How are you going to describe angle 1
and angle 8 based on the concept of a
common side? Yes?
That’s correct!
Where are the angles 1 and 8 located in
reference to the parallel lines? Yes?
Perfect!
What do you call the angles 1 and 8 which
are located outside the parallel lines?
Angle 3 and angle 6 which do not have a
common side are not adjacent angles.
With reference to the parallel lines, angle
s 3 and 6 are located inside the parallel
lines.
Angle 3 and angle 6 are interior angles
because they are located inside the
parallel lines.
Angle 3 and angle 6 are located on the
opposite sides of the transversal because
angle 3 is at the right side while angle 6
is at the left side.
Angle 1 and angle 8 are not adjacent
because they do not have common side.
Angle 1 and angle 8 are located outside
the parallel lines.
Angles 1 and 8 are exterior angles.

6. Bravo!
With reference to the transversal line,
where are angles 1 and 8 located? Yes?
Fantastic!
In other words, angles 1 and 8 are located
at the opposite sides of the transversal.
So, angle 1 and angle 8 are not adjacent
angles, exterior angles, and are located on
the opposite sides of the transversal.
Let’s move to another pair of angles.
We have a pair of angles which are angles
3 and 7.
Based on the concept of a common side,
what have you observed on the angles 3
and 7? Yes?
That’s correct!
What do you call the angles 3 and 7 which
do not have a common side? Yes?
Correct!
With reference to the parallel lines, where
are the angles 3 and 7 located?
So, how will you describe angles 3 and 7
located inside and outside the parallel
lines respectively?
Angle 1 is located at the left side of the
transversal line while angle 8 is located at
the right side.
.
Angles 3 and 7 do not have a common
side.
Angle 3 and angle 7 which do not have a
common side are not adjacent.
Angle 3 is located inside the parallel lines
while angle 7 is located outside the
parallel lines.
Angle 3 is interior angle since it is
located inside the parallel lines while

7. With reference to the transversal line,
where are the angles 3 and 7 located?
Very good!
It means that angle 3 and 7 are located on
the same side of the transversal.
So, the pair of angles 3 and 7 are not
adjacent angles, angle 3 is interior and
angle 7 is exterior but are both located on
the same side of the transversal.
Who can give now another pair of angles
which has the same characteristics with
angles 3 and 6? Yes?
Okay!
So why do you say that angles 4 and 5
have the same characteristics with angle 3
and 6?
Yes?
Very good!
How about another pair of angles which
has the same characteristics with angles 1
and 8?
Perfect!
You are right but how will you justify
your answer?
angle 7 is exterior as it is located outside
the parallel lines.
Angle 3 and angle 7 are located at the left
side of the transversal.
Another pair of angles which has the
same characteristics with angles 3 and 6
are angles 4 and 5.
The same thing with angles 3 and 6,
angles 4 and 5 are also not adjacent, both
are interior angles and are located on the
opposite sides of the transversal.
Another pair of angles which has the
same characteristics with angles 1 and 8
are angles 2 and 7.

8. Perfect!
Do we also have pairs of angles which
have the same characteristics with angles
3 and 7?
What are those pairs of angles then? Yes?
Anyone who can justify why these pairs
of angles have the same characteristics
with angles 3 and 7? Yes?
Absolutely right!
D. Abstraction
Based on the characteristics of the pairs of
angles; angles 3 and 6 and angles 4 and 5,
how do you define alternate interior
angles? Yes?
Bravo!
It is because the same with angles 1 and
8, angles 2 and 7 are also not adjacent
angles, exteriors angles and are located
on the opposite sides of the transversal.
Yes sir!
They are angles 1 and 5, angles 2 and 6
and angles 4 and 8?
Angles 1 and 5, angles 2 and 6 and angles
4 and 8 have the same characteristics
with angles 3 and 7 because all pairs are
not adjacent angles in which one of the
pair is interior and the other is exterior
and both of the pairs are located on the
same side of the transversal.
Based on the characteristics of those pairs
of angles, alternate interior angles are
pairs of angles which are not adjacent
angles but interior angles, and are placed
on the opposite sides of the transversal.

9. How do you define alternate exterior
angles based on the characteristics of the
pairs of angles 1 and 8, and angles 2 and
8? Yes?
That is right!
How do you define corresponding angles
based on the characteristics of pair of
angles;
angle 3 and angle 7
angle 4 and angle 8
angle 1 and angle 5
and angle 2 and angle 6.
Absolutely excellent!
For uniformity of the definitions of pairs
of angles.
Everybody read the definition of the
following pairs of angles formed by
parallel lines cut by a transversal;
Based on the characteristics of those pairs
of angles, alternate exterior angles are
pairs of angles which are not adjacent
angles, but exterior angles and are placed
on the opposite sides of the transversal.
Corresponding angles are pairs of angles
which are not adjacent angles. One is
interior and the other one is exterior but
are located on the same side of the
transversal.
Alternate interior angles are two
nonadjacent interior angles on the
opposite sides of the transversal.
Ex: 3
 and 6

4
 and 5

Alternate exterior angles are two
nonadjacent exterior angles on the
opposite sides of the transversal.
Ex: 1
 and
2
 and 7

Corresponding Angles are two
nonadjacent angles which one is interior
8


10. E. Application
Values Integration
In our discussion, we have discussed the
pairs of angles formed by parallel lines cut
by a transversal.
You have noticed that the concept of
parallel lines is a major part of our lesson.
Can you cite a situation which involves the
important concept of parallelism common
to your surroundings? Yes?
That’s a nice idea.
and the other one is exterior on the same
side of the transversal.
Angle 1 and angle 5
angle 2 and angle 6
angle 3 and angle 7
angle 4 and angle 8
The concept of parallelism is applied in
constructing objects or establishments
like roads, railroads, doors, windows,
tables, chalkboard and etc where we can
observe or see how parallel lines are used
in constructing those things
.
Mechanics
1. Group the class into 3 groups.
2. Draw parallel lines cut by a
transversal line in a sheet of
manila paper.
3. Label the angles formed.
4. Exchange your outputs with other
groups.
5. Identify the pair of angles shown
in the output.
6. List the angles under the
categories: Alternate interior
angles, alternate exterior angles,
and corresponding.
7. Complete the task within 5
minutes.

11. In a deeper aspect class, how would apply
the concept of parallelism in your daily
living?
Yes?
Exactly correct!
What particular experience you had where
you exactly applied the concept of
parallelism?
That’s so nice!
It is indeed important what we should
live by our words. What tell to others is
what they should see in us or else they call
us hypocrite. We should be consistent
with our words and actions. Example, if
we give pieces of advice to someone, we
should make sure that we also apply those
pieces of advice to ourselves. On the same
way, as educators, we should embody the
values and learning we inculcate to our
students since they see us as the
reflections of what we teach to them.
Based on my personal experience sir, I
can apply the concept of parallelism on
how to walk our talk. This means that
everything we say is what we should do
also. In short, our talk should be parallel
with our walk.
(Student’s expected answer)
I. Evaluation
Directions: Classify all angles shown in the figure as alternate-interior angles, alternate exterior angles
and corresponding angles. List the pair of angles in the table provided.
A
B
C D
I J
K L
E
F
G H
M N
P
O

12. Expected answer
Alternate
Interior
Angles
Alternate
Exterior
Angles
Correspon-
ding
Angles
B & G A & H A & E
E & D C & F B & F
J & O I & P C & G
M & L K & N D & H
I & M
J & N
K & O
L & P
II. Assignment
Directions: Draw parallel lines cut by a transversal and use a protractor to measure the following:
 Alternate interior angles
 Alternate exterior angles
 Corresponding angles
Prepared
Elton John B. Embodo – BSED-Math 4