8

Mathematics
Quarter 4 – Module 5:
Determining the Conditions under
which Lines and Segments are
Parallel or Perpendicular

CO_Q4_Mathematics 8_Module 5
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 4 – Module 5: Determining the Conditions under which Lines and Segments
are Parallel or Perpendicular
First Edition, 2019

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over them.

Published by the Department of Education

Secretary: Leonor M. Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Ruth Ann Maglasang and Nilbeth S. Merano

Language Editor: Victorino S. Nimes
Content Editors: Merjorie G. Dalagan, Rosalita A. Bastasa, and Fritch A. Paronda
Lay-out Editor: Devina P. Malinao
Reviewers: Rhea J. Yparraguirre, Villaflor D. Edillor, Shirley C. Compe,
Imelda B. Llasos, Caren L. Alamin, and Jayrold V. Navarra
Illustrators: Ruth Ann Maglasang and Fritch A. Paronda
Layout Artists: Ruth Ann Maglasang and Erwin J. Etoc
Management Team: Francis Cesar B. Bringas Isidro M. Biol, Jr.
Maripaz F. Magno Josephine Chonie M. Obseñares
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Printed in the Philippines __________________________

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Office Address: Learning Resource Management Section (LRMS)

J.P. Rosales Avenue, Butuan City, Philippines 8600
Telefax Nos.: (085) 342-8207 / (085) 342-5969
E-mail Address: caraga@deped.gov.ph
 8

Mathematics
Quarter 4 – Module 5:
Determining the Conditions under
which Lines and Segments are
Parallel or Perpendicular
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the skills in determining the conditions under which lines and
segments are parallel or perpendicular. You are provided with varied activities to
process the knowledge and skills learned and to deepen and transfer your
understanding of the lesson. The scope of this module enables you to use it in
many different learning situations. The lesson is arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

This module contains:

Lesson 1- Determining the Conditions under which Lines and Segments are
Parallel or Perpendicular.

After going through this module, you are expected to:

1. Identify the properties of parallel lines, perpendicular lines, and
quadrilaterals;
2. prove the conditions under which lines and segments are parallel or
perpendicular;
3. use the properties of parallel lines, perpendicular lines, and quadrilaterals to
find the measures of angles and sides involving quadrilaterals; and
4. apply properties of parallel and perpendicular lines to real life situations.

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CO_Q4_Mathematics 8_Module 5
 What I Know

PRE-ASESSMENT

Directions: Answer each of the following items accurately. Write the letter of the
best answer on a separate sheet of paper. You may skip the module if
you get 100% correct answers, otherwise, proceed.
For items 1 - 2, refer to the characteristics below.

I. Lines are coplanar.

II. Lines are non-coplanar.
III. Lines do not intersect.
IV. Lines intersect and form right angles.

1. Which of the following statements above is/are NOT true about two parallel
lines?
A. I only B. I and III only C. III only D. II and IV only

2. Which is/are true about perpendicular lines?

A. II only B. II and IV only C. I and IV only D. II and III only

For items 3 - 6, refer to the figure at the right.

w z
3. If , which pair of angles are supplementary?
A. C.
x a b 2 1
B. D.
d c 4 3

4. If , which pair of angles are congruent? y e f 5 6

A. C.
h g 8 7
B. D.

5. What is if , ?
A. B. C. D.

6. If which statement is true?

A. B. C. D.

7. Which of the following statements is true about trapezoid?

A. A trapezoid has four right angles.
B. A trapezoid has four congruent sides.
C. A trapezoid has pairs of opposite sides parallel.
D. A trapezoid has exactly one pair of opposite sides parallel.

8. If □MATH is a rhombus and

A. 45° B. 87° C. 88° D. 92°

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CO_Q4_Mathematics 8_Module 5
 9. Which of the following are properties of a rhombus?
I. All sides are congruent. IV. Diagonals are congruent.
II. All angles are right angles. V. No sides are parallel.
III. Diagonals are perpendicular to each other.

A. I, II, III, IV, V C. I, II, III, IV

B. I, III, IV D. I and III

10. Anna was asked by her teacher to find the perimeter of the floor of their
classroom with a length of 18 m and a width of 12 m. Is Anna correct when
she got a perimeter of 60 m?
A. No, the perimeter of the floor of the classroom should be 216 m.
B. Yes, since the floor of the classroom is a quadrilateral.
C. Yes, since the floor of the classroom is a rectangle.
D. No, the perimeter should be 30 m.

11. Given the parallelogram FARM, if , what is the measure of ?

A. 138° B. 128° C. 48° D. 42°

For items 12 – 15, refer to the figure at the right and complete the proof on the
table. Write the letter of the correct answer from the list of statements below.
A. E M
B.
C. Vertical Angle Theorem 4 3
D. Interior Angles Same Side-Parallel Theorem
E. Substitution Property of Equality 2 R O
T
F. Corresponding Angles-Parallel Theorem
G. Transitive Property of Equality 1

Given: ⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ and N

Prove: ⃗⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗
Proof:
Statements Reasons
1. ⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ 1. Given
2. are 2. If two parallel lines are cut by a
supplementary angles transversal, then same-side interior
angles are supplementary (Interior
Angles Same Side-Parallel Theorem).
3. 3. Definition of supplementary angles
4. 4. ______(12)_____________
5. 5. Substitution Property of Equality
6. 6. Given
7. 7. Definition of Congruent Angles
8. _____(13)________ 8. ________(14)_____________
9. are 9. Definition of supplementary angles
supplementary angles
10. ⃗⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ 10. ________(15)______________

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CO_Q4_Mathematics 8_Module 5
 Determining the
Lesson
Conditions under which
1 Lines and Segments are
Parallel or Perpendicular
Do you like sports? Tennis, basketball, volleyball, badminton, and soccer
are some of the sports that we Filipinos like playing or watching. Everybody loves
sports but have you ever been curious of the design of each court? If you take a
closer look at the courts, you will notice that they consist of lines: parallel lines and
perpendicular lines. Parallel lines and perpendicular lines are evident in our
surroundings, in our house, the perimeter fence, designs in our clothing, and many
others. They play important roles in geometry and in real life.

Ultimately, this lesson provides understanding of concepts in geometry that

lead to prove the conditions under which lines and segments are parallel or
perpendicular.

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CO_Q4_Mathematics 8_Module 5
 What’s In

Activity: Supply Me!

You have learned in module 4 the different conditions that guarantee lines
are parallel and the relationships between angles formed when two parallel lines
are cut by a transversal. This time, you are encouraged to remember the angle
pairs formed when parallel lines are cut by a transversal.

Directions: Use the figure below in answering each of the following questions.
Supply the reason. The first item is done for you.

1. If the , what is the ? 4. If the , what is the ?

Answer: 110 Answer: ___________________
Reason: ___________________
Reason: Alternate interior angles
are congruent.

2. If the , what is the ? 5. If the , what is the ?

Answer: ___________________ Answer: ___________________
Reason: ___________________ Reason: ___________________

3. If the , what is the ? 6. If the , what is the ?

Answer: ___________________ Answer: ___________________
Reason: ___________________ Reason: ___________________

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CO_Q4_Mathematics 8_Module 5
 What’s New

Activity 1: Am I Perpendicular or Not?

Directions: Given the figures below, determine whether the lines in each item are
perpendicular or not. Write PL if they are perpendicular and PN if not.
1. 2.

3. 4.

Questions:

1. What is your common observation in the figures given above?

2. What makes figures 1, 3 and 4 different from the second figure?
3. Which among the four figures show perpendicularity? You can check by
using a protractor to measure the four figures.
4. Define perpendicular lines based on your observation in the figure above.
5. Cite at least five (5) real life examples that you can think perpendicular lines
are used.

Activity 2: Name Me!

Directions: Below is the tree diagram that shows the relationship of some
quadrilaterals. Complete the diagram. The first step is done for you.

QUADRILATERALS

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CO_Q4_Mathematics 8_Module 5
Directions: Put a check on the characteristics applicable to the given quadrilaterals
below.

Parallelogram

Rectangle

Trapezoid
Rhombus
Properties

Square
All sides are congruent.
All angles are congruent.
Diagonals are perpendicular to each other.
Diagonals are congruent.
Exactly one pair of parallel sides.
Two pairs of opposite sides are congruent.
Questions:

1. Did you find difficulty in answering the tasks above?

2. What can you say about the relationship of the quadrilaterals presented on
the tree diagram and on the given table?
3. What do you think are the properties common to rectangle, square, and
rhombus?
4. Why are parallelograms considered special quadrilaterals?
5. Compare and contrast the properties of parallelograms and list all properties
that you found.

B. Complete Me!

Directions: Given the figures below, complete each table of proof.

1. Given:
3 c
Prove: 1
2 d

Proof:

Statements Reasons
1. 1. _______________
2. 2. Vertical Angle Theorem
3. 3. Transitive Property
4. 4. _________________

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CO_Q4_Mathematics 8_Module 5
 2. Given:

Prove: 1 a
Proof:
3 b
Statements Reasons
2
1. 1. _______________
2. . 2. Vertical Angles are
congruent.
3. 3. Transitive Property
4. 4. _________________

What is It

Are you already done answering the activities and questions provided above?
Are you ready to check if your answers are correct or not? If so, let us now discover
more about parallel lines, perpendicular lines, and quadrilaterals. Along the way,
you can finally uncover the theorems and postulates on the conditions under which
lines and segments are parallel including some properties of parallelogram.

Theorems on Conditions under which Lines and Segments are Parallel or

Perpendicular

Recall that two lines are parallel if and only if they are coplanar and do not
intersect. This concept is considered as a unique fundamental principle in
geometry. Let us start with the Parallel Postulate.

Parallel Postulate

Given a line and a point not on the given line, there is exactly one line
through the given point parallel to the given line.

q
P
s

Given, line m and point P not in m. Only one line s m. Lines t and q are not
parallel to m through P.

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CO_Q4_Mathematics 8_Module 5
 Now, let us discuss further the theorems and postulates that prove that two
lines are parallel or perpendicular. These theorems are converses of the theorems
discussed in module 4.

Postulate and Theorems

Alternate Interior Angle-Parallel Postulate

If two lines are cut by a transversal and a pair of alternate interior angles
are congruent, then the lines are parallel.

Alternate Exterior Angles-Parallel Theorem

If two lines are cut by a transversal and a pair of alternate exterior angles
are congruent, then the lines are parallel.

Corresponding Angles-Parallel Theorem

If two lines are cut by a transversal and a pair of corresponding angles are
congruent, then the lines are parallel.

Interior Angles Same Side-Parallel Theorem

If two lines are cut by a transversal so that the interior angles on the same
side of the transversal are supplementary, then the lines are parallel.

Perpendicular Same Line-Parallel Theorem

In a plane, if two lines are perpendicular to the same line, then they are
parallel to each other.

Example 1 1
𝑚
Given: 2
3
Prove: 𝑛
4

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CO_Q4_Mathematics 8_Module 5
 Proof:

Statements Reasons
1. 1. Given
2. 2. Vertical angles are congruent.
3. 3. Transitive Property of Congruence
4. 4. Vertical angles are congruent.
5. 5. Transitive Property of Congruence
6. 6. Alternate Interior Angles-Parallel
Postulate
Example 2

Given: 1
𝑐
2
Prove: 3
𝑑

Proof: 𝑡
Statements Reasons
1. 1. Given
2. 2. Vertical angles are congruent.
3. 3. Transitive Property of Congruence
4. 4. Corresponding Angles-Parallel Theorem
Example 3
1
Given: 𝑎
Prove: 3
𝑏
2

Proof: 𝑡

Statements Reasons
1. 1. Given
2. 2. Vertical angles are congruent.
3. 3. Transitive Property of Congruence
4. 4. Corresponding Angles-Parallel
Theorem
Here are two other theorems involving parallel lines.

The Three Parallel Lines Theorem

In a plane, if two lines are both parallel to a third line, then they are
parallel.

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CO_Q4_Mathematics 8_Module 5
 The Two Perpendicular Lines Theorem

TheIf proofs of these

two coplanar theorems
lines are left fortoyou
are perpendicular to prove
a third in activity
line, then they arefound in
parallel
What’s More.
to each other.

Theorems on Perpendicular Lines

At this point, let us discuss and discover more about perpendicular lines.

Definition

Perpendicular Lines are defined as two lines that intersect to form

right angles. Line segments and rays can also be perpendicular.

To prove that two lines are perpendicular, you must show that one of the
following theorems is true.

Theorem 1
If two lines are perpendicular to each other, then they form right
angles.

In the accompanying figure, ⃡⃗⃗⃗⃗ 𝑆𝑀 and ⃡⃗⃗⃗⃗ 𝐸𝑈 E

intersect at point O to form right angles. We
⃡⃗⃗⃗⃗ is perpendicular to 𝐸𝑈
can read it as “ 𝑆𝑀 ⃡⃗⃗⃗⃗ ”.
In symbols, we write as 𝑆𝑀 ⃡⃗⃗⃗⃗ ⃡⃗⃗⃗⃗ . Since,
𝐸𝑈 S O M
𝑚 𝑀𝑂𝐸 , therefore 𝑚 𝑆𝑂𝐸 .
In the same manner, 𝑚 𝑆𝑂𝑈 and
𝑚 𝑀𝑂𝑈 . Thus, perpendicular lines
form four right angles.
U

If ⃡⃗⃗⃗⃗ bisects ̅̅̅̅, then ⃡⃗⃗⃗⃗ is called the perpendicular bisector of ̅̅̅̅ .

Definition

A perpendicular bisector of a line segment is a line or a ray or

another line segment that is perpendicular to the line segment and
intersects it at its midpoint.

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CO_Q4_Mathematics 8_Module 5
 Theorem 2

If the angles in a linear pair are congruent, then the lines containing
their sides are perpendicular.

Refer to the figure above. Since and form a linear pair and are
congruent, thus, ̅̅̅̅ and ̅̅̅̅ are perpendicular to each other. That is,
; and they are linear pair, therefore, ⃡⃗⃗⃗⃗ ⃡⃗⃗⃗⃗ .

Applying the theorems and postulates on parallel lines and perpendicular

lines to parallelograms, can you still determine which lines and segments are
parallel or perpendicular? Let’s take a look at the following examples.

EXAMPLE 4 L
Given: ̅̅̅̅ ̅̅̅̅, ̅̅̅̅ ̅̅̅̅

P N
E

From the figure above, we can state the following: ̅̅̅̅ ̅̅̅̅, ̅̅̅̅ ̅̅̅̅, ̅̅̅̅ ̅̅̅̅
since they are both perpendicular to the same line segment ̅̅̅̅. ̅̅̅̅ ̅̅̅̅ , ̅̅̅̅ and
̅̅̅̅ are perpendicular bisectors of ̅̅̅̅ and ̅̅̅̅, respectively. Also, the measure of
is 90 and while, and are supplementary angles and
at the same time adjacent, therefore they are linear pair.

Moreover, we can say that PEAL is a quadrilateral since it is a four-sided

figure. Can you say that □PEAL is a parallelogram?

This time let us discover the relationships of parallel and perpendicular lines
in parallelograms.

Definition

A quadrilateral is a polygon with four sides. The symbol ▭ is used to

indicate a quadrilateral. For example, ▭PEAL, this is read as “Quadrilateral
PEAL.”

Quadrilaterals are classified according to the number of pairs of parallel

sides.

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CO_Q4_Mathematics 8_Module 5
 1. Parallelogram – is a quadrilateral with two pairs of parallel sides. It is
further classified as:
a. Rhomboid – is a parallelogram with no right angle and any two
consecutive sides are not congruent.

b. Rectangle – is a parallelogram with four right angles.

c. Rhombus – is a parallelogram with four congruent sides.

 Square – is a rectangle with four congruent sides. It is both a
rectangle and a rhombus because it satisfies the definition of a
rectangle and a rhombus.

2. Trapezoid – is a quadrilateral with exactly one pair of parallel sides. If the

non-parallel sides, called legs, are congruent, then the trapezoid is
isosceles.

3. Trapezium – is a quadrilateral with no pair of parallel sides.

Given the definitions, we can now deduce the following properties.

Points to Remember

A quadrilateral is a parallelogram if:

 A pair of opposite sides are both parallel and congruent.
 Two pairs of opposite sides are congruent.
 Consecutive angles are supplementary.
 The diagonals bisect each other.
 Opposite angles are congruent.

Let’s take a look at this example.

EXAMPLE 5
1. Given the parallelogram at the right, find the value of y.

Solution: 𝒚 𝟑𝟎
In the given quadrilateral, we know
that the two angles given are opposite
angles and opposite angles are congruent
𝟐𝒚 𝟒𝟓
in a parallelogram. Hence, we can
formulate an equation out of this.

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CO_Q4_Mathematics 8_Module 5
 Equate the two expressions.

Add (-y) to both sides of the equation,

(Addition Property of Equality).

Add (+45), (Addition Property of Equality)

Simplify
Result

What’s More

Activity 1: Justify Me!

A. Determine whether each pair of lines and are parallel or not and justify
your answer.
𝑙 𝑙 𝑙3
1. 3.
𝑙
𝑙3
𝑙

2. 4. 𝑙3
𝑙 𝑙 𝑙

𝑙
𝑙3

B. Refer to the figure at the right, explain why . Justify your answer with a
theorem or postulate. Choose your answers from the choices provided in the box.
b a
1. If , then

2. If , then

3. If , then 1 2 5 6
3 4 7 8
4. If , then

5. If , then

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CO_Q4_Mathematics 8_Module 5
 Corresponding Angles-Parallel Theorem Law of Substitution
Interior Angles Same Side-Parallel Theorem Reflexive Property
Alternate Interior Angles-Parallel Theorem Supplementary Angles
The Three Parallel Lines Theorem Vertical Angle Theorem
Alternate Exterior Angles-Parallel Theorem Linear Pair Postulate
Transitive Property of Equality Exterior Angles Same Side-Parallel Theorem

Activity 2: Think More!

Direction: Given the figure at the right, find the length of each specified segment.
M
A
1. FAME is a parallelogram.
a. ̅̅̅̅
D
b. ̅̅̅̅
c. ̅̅̅̅̅
E
F
d. ̅̅̅̅
2. In FAME, if and , what is ?
(Show your solution).

Activity 3: Prove Me!

Given the figure below, complete each proof:

1
r
1. Given: , 2
s
Prove: 3
t
Proof:

Statements Reasons

1. 1. _________________

2. 2. If two parallel lines are cut by transversal,

then corresponding angles are congruent.
3. __________ 3. Given

4. 4. _________________

5. __________ 5. Transitive Property

6. 6. ___________________

15
CO_Q4_Mathematics 8_Module 5
2. Given: ,
Prove: 1
r

2
s

t
Proof:

Statements Reasons
1. , 1. Given
2. 2. __________________
3. _______________ 3. Corresponding angles are
congruent.
4. 4. _________________
5. 5. Transitive Property of
Equality
6. 6. ___________________

What I Have Learned

Directions: Tell whether each statement is true or false by checking the box that
corresponds to your answer. If false, change the underlined word/s to
make the statement true.

True False

1. Parallel lines are coplanar lines that do not intersect.

2. Two intersecting are always perpendicular.
3. If two parallel lines are cut by a transversal and a pair of
alternate interior angles are supplementary, then the
transversal is perpendicular to the two parallel lines.

4. Line 1 is a transversal if it intersects two coplanar lines

and 3 at the same point/s.
5. If two lines are cut by a transversal and a pair of alternate
interior angles are congruent, then the lines are parallel.

16
CO_Q4_Mathematics 8_Module 5
6. If a transversal is perpendicular to two parallel lines, then
the interior angles on the same side of the transversal are congruent.
7. If a line is the perpendicular bisector of a line segment, then
the line intersects the segment at any point.
8. If the angles in a linear pair are congruent, then the lines
containing their sides are perpendicular.
9. If two coplanar lines are perpendicular to a third line, then
the two coplanar lines are perpendicular to each other.
10. Given a line and a point not on the line, there is exactly one
line through the point parallel to the given line.

What I Can Do

Directions: Refer to the figure below. Make a two – column proof to prove
the following. The first part is done for you.
1. Given: .
Prove:
𝑥
2 1
𝑦
3

𝑡
Statements Reasons
1.
2.
3.
4.
2. Given: ̅̅̅̅ bisects ̅̅̅
̅̅̅ bisects ̅̅̅̅

Prove: GIVE is a parallelogram

I
G
4
D
1 2

3
E V

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CO_Q4_Mathematics 8_Module 5
 Statements Reasons
1. ̅̅̅̅ bisects ̅̅̅ 1. Given
̅̅̅ bisects ̅̅̅̅

2. ̅̅̅̅ ̅̅̅ ̅̅̅̅ ̅̅̅̅ 2. Definition of segment

bisector.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.

Assessment

POST-ASSESSMENT

Directions: Read and answer each question carefully and write the letter of the
correct answer on a separate sheet of paper.

1. The symbol used to indicate parallelism is _____.

A. B. C. D. ↔

2. Lines that intersect to form right angles are said to be _____.

A. coinciding B. intersecting C. parallel D. perpendicular

For items 3 - 7, refer to the figure at the right.

3. Which statement is true if ?
A. C.
B. D.

4. Which pair of angles are supplementary?

A. C.
B. D.

5. If , which pair of angles are congruent?

A. B. C. D.

6. If , what is the value of if and ?

A. B. 35 C. D. 70

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CO_Q4_Mathematics 8_Module 5
7. If , and what is the measure of
?
A. B. C. D.

For items 8 - 9, refer to the figure at the right.

8. If , all the following statements are true EXCEPT:

A. C.
B. D.

9. If , and , find the values of and .

A. C.
B. D.

10. In the figure at the right, which of the following

guarantees that ?
A. and are congruent.
B. and are supplementary.
C. and form a linear pair.
D. and are supplementary.

11. Given that ⃡⃗⃗ ⃗⃗⃗⃗⃗ at , find the possible algebraic expressions to represent
and such that the values for the variables and are 7 and 13,
respectively.

A.
B.
C.
D.

For items 12-15, refer to the figure given below and complete the proof.
Choose the letter of your answer from the box
provided.

Given: ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ and

Prove: ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗

19
CO_Q4_Mathematics 8_Module 5
 Proof:

Statements Reasons
⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ Given
1. are same-side 1. Definition of Same-Side Interior Angles
interior angles
2. are supplementary 2. If two parallel lines are cut by a transversal,
angles then same-side interior angles are
supplementary.
3. 3. Definition of Supplementary Angles
4. are vertical angles 4. Definition of Vertical Angles
5. 5. _______(12)____________
6. 6. Definition of Congruent Angles
7. 7. Substitution Property of Equality
8. 8. Given
9. 9. Definition of Congruent Angles
10. ______(13)_____________ 10. _______(14)____________
are supplementary 11. Definition of Supplementary Angles
angles
are same-side 12. Definition of Same-Side Interior Angles
interior angles
13. ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ 13. ________(15)___________

A. 𝑚 𝑚
B. 𝑚 𝑚
C. Vertical Angles Theorem
D. Transitive Property of Equality
E. Substitution Property of Equality
F. Corresponding Angles-Parallel Postulate
G. Interior Angles Same Side-Parallel Theorem

20
CO_Q4_Mathematics 8_Module 5
 Additional Activities

Construct Me!

Refer to the figure below and construct a two-column proof to prove the
following given.

1. Given: and are supplementary angles.

and are supplementary angles.
Prove: ̅̅̅̅ ̅̅̅̅
P E
1 4
S
2 3

L
T

2. What is the value of x, for which

1 p
2
4
q
3

a. ,
b. ,
c. ,

21
CO_Q4_Mathematics 8_Module 5
References
Abuzo, Emmanuel P., Bryant, Merden L., Cabrella, Jem Boy B. Caldez, Belen P.,
Callanta, Melvin M., Castro, AnastaciaPreserfina I., Halabaso, Alicia R.,
Javier, Sonia P., Nocom, Roger T., and Ternida, Conception S. (2013).
Grade 8 Mathematics Learners Module. pp. 441-480. Philippines. Book
Media Press, Inc. and Printwell, Inc.
Bernabe, J. & Jose-Dilao, S (2009). Geometry Textbook for Third Year. pp. 70-
71 and 115-141. Araneta Avenue, Quezon City, Philippines. SD
Publications, Inc.
Boyd, C. (1998). Geometry Integrated, Applications and Connections. pp. 288-
320. Columbus, United States of America. Glencoe/McGraw – Hill.

Diaz, Zenaida B., Maharlika Mojica P. Manalo, Catalina B., Suzara, Josephine
L. Mercado, Jesus P., Esparrago, Marlo S., Reyes, Jr., Nestor V. Next
Century Mathematics 8. pp. 547-599. Philippines. Phoenix Publishing
House.
Gabriel, Judy L., and Mallari, Ma. Theresa G. (2017). Mathematics for Grade 8:
A Spiral Approach. pp. 182 – 188. Cubao, Quezon City, Philippines.
Educational Resources Corporation.
Nivera, Gladys C. (2014). Grade 8 Mathematics Pattern and Practicalities. pp.
398-417. Salesiana Books by Don Bosco Press. Makati City, Philippines.
Romero, Karl Freidrich Jose D. (2003). Geometry in the Real World. pp. 87-93.
Makati City, Philippines. Salesiana Publishers, Inc.

Website Links
https://www.slideshare.net>mobile. Angles formed by parallel lines cut by
transversal – slideshare. December 17, 2019

https://www.mathisfun.com>parallel lines, pairs of angles – Math is fun.

December 17, 2019
https://www.mathopenref.com. Constructions. Retrieved on December 21,
2019
https://www.slideshare.net>mobile. Proving Lines are Perpendicular. Retrieved
on December 21, 2019
https://www.nj01001706.schoolwrites.net.pdf. Proofs with Perpendicular Lines
3.4. Retrieved on December 20, 2019

24
CO_Q4_Mathematics 8_Module 5
For inquiries or feedback, please write or call:

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