DETAILED LESSON PLAN IN MATHEMATICS

GRADE 8
MARCH 10, 2025
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a triangle, and pa
rallel and perpendicular lines.
B. Performance The learner is able to communicate mathematical thinking with coherence and clarity in for
Standard: mulating, investigating, analyzing, and solving real-life problems involving triangle inequal
ities, and parallelism and perpendicularity of lines using appropriate and accurate representa
tions.
C. Learning The learner determines the conditions under which lines and segments are parallel or
Competencies: perpendicular.
D. Learning Code: M8GE-IVe-1
E. Unpacked At the end of the lesson, students should be able to:
Competency/ a. determine the conditions which lines and segments are parallel or not;
Learning Objective: b. identify parallel lines in a transversal; and
c. apply parallel lines in real-life.
II. CONTENT
A. Topic Conditions under which lines and segments are parallel
B. References Grade 8 Module
C. Materials PowerPoint Presentation, Television, Chalk, and Black Board

III. III. Teacher’s Activity Students’ Activity

PROCEDURES

A. Reviewing the
previous lesson
or presenting the
new lesson

1. Preparatory Good morning, class!

Activity Good morning, ma’am!
Please remain standing, and let us feel the
presence of the Lord. Zyra, kindly lead us for
a short prayer.
Dear God our heavenly Father, thank you for
this day that you have given us. As we have our
lesson this morning, guide us Lord, give us the
knowledge and wisdom that we need so that we
will understand our lesson and inculcate it in
our daily Christian living. Forgive us if we
have committed sins against thee, In Jesus
name we pray, Amen.
Amen.

Before you take your seat, kindly arrange

your chairs.
(Students will arrange their chairs.)
Class secretary, please check the
attendance.
(Class secretary will check the attendance.)
As we start, let’s keep in mind the four golden
rules. We have M, Y, L, and E.
 Classroom Rules:
M – Maintain Respect
Y – Yearn for Learning
L – Lead with Integrity
E – Engage Actively
Imagine you are designing a city layout with
2. Reviewing parallel roads and a diagonal bridge cutting
the previous across them. How would you identify and
lesson classify the different angles formed at the
intersections?

Ma’am, when the diagonal bridge (transversal)

cuts the parallel roads, it creates several types
of angles.
Nice observation.
What are the angle pairs formed when a
transversal cuts parallel lines?
Ma’am, we have corresponding angles,
alternate interior angles, alternate exterior
angles, same-side interior and same-side
exterior angles and vertical angles.
Precisely!
How do these angles relate to each other?
The angles formed when a transversal cuts two
parallel lines have specific relationships:
 Corresponding angles are congruent
 Alternate interior angles are congruent
 Alternate exterior angles are congruent
 Interior angles on the same side are
supplementary (180)
 Exterior angles on the same side are
supplementary (180)

Before we begin our lesson, let’s start with a

3. Motivation fun game called "Predict the Lines!" I will
show you images of different pairs of lines
found in real life, like roads or train tracks. Instructions:
Your task is to observe each pair, discuss with
Let’s begin! your group, and predict whether the lines will
intersect or stay parallel when extended.

PARALLEL

INTERSECT
 INTERSECT

PARALLEL

PARALLEL

Well done, class! A big congratulations to

Group for answering everything correctly!
Excellent observation skills!

4. Presentation Let’s take our thinking to the next level.

What deeper patterns or relationships did you

notice in the lines we explored earlier?
Some lines will never intersect, like parallel
lines, while others do meet at a certain point.
That’s correct! Recognizing these
relationships allows us to identify when lines
are parallel or not. Today, we’ll explore the
conditions that define parallel lines and
segments.

B. Establishing a Before we start, let me first present our

purpose for the learning objective.
lesson (student will read the objectives)
At the end of the lesson, students should be
able to:
a. determine the conditions which lines
and segments are parallel or
perpendicular;
b. identify parallel and perpendicular lines
in a transversal; and
c. apply parallel and perpendicular lines
in real-life.
C. Presenting
examples/instances
for the new lesson

There are many examples of parallel lines

aside from this one. Parallel lines are very
important since it ensures symmetry, balance,
and safety. Things are designed to maintain
order and avoid collisions.

D. Discussing new First, let's identify the type of lines that will
concepts and help us understand our topic.
practicing new skill
#1 Who can explain parallel lines?
Parallel lines are lines that run in the same
direction and never meet, no matter how far
they extend.
Excellent!

Now that we already know what parallel lines

are, let's explore the conditions that determine
when lines and segments are parallel or not.

Parallel lines are straight lines that never

intersect and remain equidistant from each
other.

Now, let's investigate the conditions for

parallelism when two lines are intersected by
a transversal:
1. The pair of corresponding angles are
congruent. (Corresponding Angles –
Parallel Theorem)

Can you identify the different lines in this

figure?
Ma’am, we have parallel lines O and P, along
with a transversal line T.
Exactly!
According to the first condition, for lines to
be parallel, their corresponding angles must
be congruent. What are the pair of

The pair of corresponding angles are ∠6 and

corresponding angles on this figure?

∠4.
If m∠6 = m∠4, then o∥p.
2. The pair of alternate interior angles or
alternate exterior angles are congruent.
(Alternate Interior Angles – Parallel Theorem
and Alternate Exterior Angles – Parallel
Theorem)

In the given figure, ∠3 and ∠4 form a pair of

alternate interior angles. According to the
condition, if these angles are congruent, then
That’s correct! If m∠3 = m∠4, then o∥p. the lines are parallel.

How about this figure? What can you observe

about the angles and their relationship to
parallelism?
In the given figure, ∠6 and ∠7 form a pair of
alternate exterior angles. According to the

the lines are parallel. If m∠6 = m∠7, then

Awesome! condition, if these angles are congruent, then

3. The pair of interior angles or exterior o∥p.

angles on the same side of a transversal are
supplementary. (Same-Side Interior Angles –
Parallel Theorem)

Does anyone have an idea about what this

statement means?

Precisely! This states that if a pair of interior or exterior

In the figure, m∠3 + m∠2 = 180, then o∥p. angles adds up to 180° which is supplementary
How about on the same-side exterior angles? then the two lines are parallel.

In the given figure, ∠6 and ∠8 are same-side

exterior angles. According to the condition, if
 Well done, everyone! these angles are supplementary, then lines o
and p are parallel.
E. Discussing new Now let’s try to prove that the lines are
concepts and parallel based on the given.
practicing new skills
#2

What is the reason for our first statement?

Ma’am, it is given.

Since ∠1=∠2 and ∠1=∠3, we can

That’s right!

say that ∠2=∠3 – and that is

Transitive property. The third statement will become ∠2=∠3,
ma’am.

Very good! Now that we have enough

evidences to prove that line c and line d are
parallel, let’s base its reason on its previous
statement. So what will be our last reason? Corresponding Angles – Parallel Theorem

Very Good!
F. Developing mastery Let’s try another example.
(leads to formative Prove this in your notebook.
assessment 3)

Answer:

G. Finding practical I will present an image, and I would like you

applications of to carefully observe it.
concept and skills in
daily living

What did you observe in the image?

The image is an example of a pedestrian lane
on a road. This is an example of parallel
(equally spaced and the same size).
Thank you, that’s a great observation.
What did you notice about their lines?
Ma’am, I've noticed that some lines never
 intersect.
Very Good!

H. Making How can we use the relationships between

generalizations and angles to determine if lines are parallel or not
abstractions about in real-life situations? In real life, we use angles to ensure structures
the lesson are stable. For example, in building design,
parallel lines are used to maintain equal
distance, like in roads or railways.
Exactly! These principles are essential in
ensuring that structures are built correctly and
safely.
Are there any questions or clarifications? None, ma’am.
I. Evaluating learning Let’s practice and test your critical thinking.
PART 1. Determine whether each pair of lines
are parallel or not and justify your answer.

PART 2. Prove using the two-column proof

ANSWER KEY:
1. Not parallel
2. Parallel
3. Not parallel
4. Parallel

Great job, everyone!

J. Additional activities Have an advanced reading on perpendicular.
for application or
remediation
IV. REMARK/S

Prepared by:

MYLE ROSSINI L. GARCIA

Student Teacher

Checked:
VIVIAN V. MOSTRALES
Cooperating Teacher