Mathematics Grade 8 Fourth

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Learning Area MATHEMATICS Grade Level Grade 8

W3 Quarter Fourth Date

I. LESSON TITLE PROVING PROPERTIES OF PARALLEL LINES CUT BY A TRANSVERSAL


II. MOST ESSENTIAL LEARNING
Proves properties of parallel lines cut by a transversal
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 10 min)

Writing proof is an important skill that you will learn from Geometry. It will develop your observation skills, deductive thinking,
logical reasoning and mathematical communication.
In writing proofs, you have to determine the appropriate statements and give reasons for these statements. There are cases
were you only have to complete a statement or a reason.
Guide questions and hints will help you succeed in this LeaP’s learning tasks.

D. Development (Time Frame: 80 min)
Learning Context

ANGLES FORMED BY PARALLEL LINES CUT BY A TRANSVERSAL

Figure 1. Pairs of Corresponding Angles Figure 2. Pairs of Alternate Interior Angles

Figure 3. Pairs of Alternate Exterior Angles

Figure 4. Pairs of Interior Angles on the Figure 5. Pairs of Exterior Angles on the
Same Side of the Transversal Same Side of the Transversal

IV.
LEARNING PHASES AND LEARNING ACTIVITIES
Line l and m are parallel ( // ) cut by a transversal line p, forming the
following angles: Ð1, Ð2, Ð3, Ð4, Ð5, Ð6, Ð7 & Ð8.

Using a protractor, measure the eight angles formed. This


will help you understand the properties of parallel line cut
by a transversal.

p
THEOREMS ON PAIR OF ANGLES

1. Vertical Angles Theorem – vertical angles formed by intersecting


lines are congruent.
2. Linear Pair Theorem – two angles that form linear pair are
supplementary.
Linear Pair: Ð1 +Ð2 = 180°
Vertical Angles: Ð1 @ Ð2

PROPERTIES OF PALLEL LINES CUT BY A TRANSVERSAL


Postulate
1. Corresponding Angles Postulate – If two parallel lines are cut by a transversal then corresponding angles are congruent.
{using the same figure above: ∠1≅∠5, ∠2≅∠6, ∠3≅∠7, ∠4≅∠8}

Theorem

1. Alternate Interior Angles Theorem - If two parallel lines are intersected by a transversal, then alternate interior angles are
congruent. {using the same figure above: ∠3 ≅ ∠6, ∠4 ≅ ∠5}
Converse Alternate Interior Angle Theorem – If two lines are cut by a transversal and the alternate interior angles are
congruent, then the lines being cut by the transversal are parallel.
2. Same-Side Interior of Angles Theorem – If two parallel lines are intersected by a transversal, then same side interior angles
are supplementary. {using the same figure above: m∠3+ m∠5 =180; m∠4+ m∠6 =180}
3. Alternate Exterior Angles Theorem - If two parallel lines are intersected by a transversal, then alternate exterior angles are
congruent. {using the same figure above:∠1≅∠8, ∠2≅∠7}
4. Same-Side Exterior of Angles Theorem – If two parallel lines are intersected by a transversal, then same side exterior angles
are supplementary. {using the same figure above: m∠1 + m∠7 = 180; m∠2 + m∠8 = 180}

5. Perpendicular Transversal Theorem – If a parallel line is perpendicular to one line that is parallel to another, then the line is
perpendicular to the second parallel line.

Example 1:

DIRECTIONS: Complete the two-column proofs


2
1
1. Given: line t intersects l and m such that ∠1 ≅ ∠2

Prove: l // m

Proof:
Statements Reasons
1. ∠1 ≅ ∠2 1. Given
2. ∠1 ≅ ∠3 2. Vertical Angles are congruent.
3. ∠3 ≅ ∠2 3. Transitive Property of Congruence
4. l // m 4. Converse of Alternate Interior Angles

IV. LEARNING PHASES AND LEARNING ACTIVITIES


2. Given: line l // m cut by transversal t

Prove: ∠2 ≅ ∠6
4 2
Proof: l
6
Statements Reasons m
1. l // m 1. Given
2. ∠2 ≅ ∠4 2. Vertical Angles are congruent.
3. ∠4 ≅ ∠6 3. Corresponding Angles Postulate
4. ∠2 ≅ ∠6 4. Transitive Property of Congruence

3. Given: line l // m cut by transversal t


Prove: ∠3 and ∠6 are supplementary t
3 2 l
Proof:

Statements Reasons 1 6
1. l // m 1. Given m
2. m∠2 + m ∠3 = 180° 2. Linear Pair Theorem
3. ∠2 ≅ ∠6 3. Corresponding Angles Postulate
4. m∠2 ≅ m∠6 3. Definition of Congruence
5. m∠6 + m ∠3 = 180° 4. Substitution Property
6. ∠3 and ∠6 are supplementary 5. Definition of Supplementary

E. Engagement (Time Frame: 50 min.)

t
DIRECTIONS: Complete the two-column proofs
l
Learning Task I: 1
Given: l // m cut by a transversal t 2
Prove: ∠1 ≅ ∠2
m
Proof: 3

Statements Reasons
1. l // m 1.
2. 2. Corresponding Angles Postulate
3. ∠3 ≅ ∠2 3.
4. 4.

I
Learning Task II: L 1 2 O
Given: ⃖&&&⃗ ⃖&&&&⃗ are ⊥ to 𝐼𝑀
𝐿𝑂 and 𝑉𝐸 ⃖&&&&⃗ 3 4
Prove: m∠3+ m∠5 = 180°
Proof:
V 5 6 E
Statements Reasons 7 8
1. 1. Given
2. m∠1+ m∠3 = 180° 2. M
3. 3. Corresponding angles
4. 4.

IV. LEARNING PHASES AND LEARNING ACTIVITIES


Scoring Rubric:

Score Descriptor
4 and above Shows complete understanding of the mathematical concepts.
3 Shows substantial understanding of the mathematical concepts.
2 Shows some understanding of the mathematical concepts.
1 and below Shows very limited understanding of the underlying concepts.
___________________________________________________________________________________________________________________________

A. Assimilation (Time Frame: 50 min.)

Write a two-column proving statement of parallel lines cut by a transversal. Use the given example as your guide in
creating your own proving statement and reason.

V. ASSESSMENT (Time Frame: 30 min.)


(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6) E
D
F
4
Given: Line D // E cut by transversal line F 3
2 8
Prove: m∠1 ≅ m∠8 7
1 6
Proof: 5
Statements Reasons
1. line D // E 1.
2. ∠1 ≅ ∠6 2.
3. m∠1 ≅ m∠6 3. Definition of Congruence
4. ∠6 ≅ ∠8 4.
5. m∠6 ≅ m∠8 5.
6. 6. Transitive Property of Congruence
1.

VI. REFLECTION (Time Frame: 20 min.)


• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column for
Level of Performance (LP). Be guided by the descriptions below:
¶ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
ü - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this task.

Learning Task I LP Learning Task I LP Learning Task II LP Learning Task II LP

Number 1 Number 4 Number 1 Number 4


Number 2 Number 5 Number 2 Number 5
Number 3 Number 3
References for learners
Proving Theorems About Angles in Parallel Lines Cut by a Transversal - ppt download (slideplayer.com)
Mathematics 8 LMs
Prepared by: Azela Geraldine B. Sisperez, EdD. Checked by: MA. FILIPINA A. DRIO
LAILA R. MALOLES
HENRY P. CONTEMPLACION
MARIA TERESA J. MACATANGAY

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