February 15, 2018

Thursday: 07:30 – 08:30 (Duterte)

09:30 – 10:30 (Arroyo)
10:30 – 11:30 (Macapagal)
12:00 – 01:00 (Ramos)
02:00 – 03:00 (Laurel)

LESSON PLAN IN MATH GRADE 8

I. Objective
At the end of the lesson, the students are expected to:
1. Define parallel line and perpendicular line
2. Determine the conditions under which lines and segments are parallel or perpendicular

II. Learning of the Content

Subject Matter: Determine the Conditions under which Lines and Segments are Parallel or Perpendicular
Reference: Maria Miller's book Math Mammoth Geometry 1
Materials: Visual aid, protractor. ruler

III. Procedure
1. Activity
 Daily Routine
 Drill/ Recall
 Motivation

Let ask the students How to describe the parallel line and perpendicular line?

2. Analysis
 Development of the Lesson
Parallel and Perpendicular Lines

This lesson explains what are parallel and perpendicular lines and has varied exercises for the students. The
lesson also includes a video where I show how to draw a perpendicular line and a rectangle using a protractor
or a triangular ruler.

Two lines or line segments can

either intersect (cross) each other or be parallel.
Think of the parallel lines as never meeting each
other, no matter how much you would continue
them to both directions.

These lines are parallel.

These lines intersect.

We say two lines or line segments

are perpendicular if they form a right angle (or
several right angles).

We can mark a right angle with a little corner .

How many right angles

The line segments AB
do lines u and t form?
and BC are perpendicular.

1. What about these lines? Do they intersect or are they

parallel? Continue the lines with your ruler.

2. Which line segments in these figures are parallel? Which are perpendicular?
a. Line segments AB and BC

are ____________________________________.

Line segments AD and BC

are ____________________________________.

b. Line segments EF and GH

are ____________________________________.

Line segments EH and FG

are ____________________________________.

How to draw a right angle (perpendicular line) and a rectangle

In the video below, I show you how to a right angle (or a perpendicular line to a given line) using either a protractor or a triangular ruler. I
also show how to draw a line perpendicular to a given line through a point on the line, or through a point not on the line. Lastly, I draw a
rectangle with given side lengths, using a protractor to make right angles, and a regular ruler to measure the sides.

How to draw a line that is perpendicular to a given line

First, draw a point on the given line. Next you will need a protractor or a triangular ruler.

1) Using a protractor:

Align the dot and the straight side of your protractor. Draw the line.
Also align your existing line and the 90° mark on the protractor.

2) Using a triangular ruler:

Align the inside edge with the given line. Draw the line.
Align the dot with the outside edge.

3. Draw perpendicular lines through these points.

4. Draw a line that is perpendicular to the given line and goes through the given point.
5. Complete these drawings so you get: a) a rectangle; b) a square. Use a protractor or a triangular
ruler to make sure the lines you draw are perpendicular to the existing lines.

a. b.

6. a. Draw here any triangle that has a right angle. It is called a right triangle.
(Hint: Start by drawing two lines that are perpendicular.)

b. Find the perimeter of your triangle in centimeters/millimeters.

Draw a line that is parallel to a given line. Method 1: A ruler.

Align the bottom side of the ruler with an existing line.

Then draw a line above the top of the ruler.

You can carefully slide the ruler up or down if you need

the parallel line to be further or closer to the existing line.
Doing that means the drawing may not be totally accurate, though.

Method 2: A protractor.

II. If the line is not long enough, you can

I. Draw a point on the given line. Then drawitausing a normal ruler. Then,
continue III. Draw
draw a perpendicular line. Make that line
perpendicular line through that point.
point on it. longer using a normal ruler. All done!

7. Sketch many lines that are

parallel to this line. Use
method 1. Then draw one
line that is perpendicular
to them all!
9. Draw a square with 5 cm sides.
Hint: first draw a line, longer than 5 cm.
Mark two points on it, 5 cm apart. Now
draw two lines perpendicular to your
starting line that go through those points.

10. Find rays, lines, and line segments that are either parallel or perpendicular to each other. You can use
these shorthand notations: ∥ for parallel and ⊥ for perpendicular.
For example, l ∥ m means l is parallel to m, and AB ⊥ CD means AB is perpendicular to CD.

b.

3. Abstraction
How do you determine the conditions under the line and segments are parallel or perpendicular?

4. Application
 Evaluation
 IV. Agreement
Study about parallel lines and perpendicular lines.

Prepared by:

MS. MARICEL E. YANGER

February 9, 2017

Monday: 07:30 – 08:30 (Duterte)

09:30 – 10:30 (Arroyo)
10:30 – 11:30 (Macapagal)
 12:00 – 01:00 (Ramos)
02:00 – 03:00 (Laurel)

LESSON PLAN IN MATH GRADE 8

I.Objective
At the end of the lesson, the students are expected to:
1. Define parallel line and perpendicular line
2. Determine the conditions under which lines and segments are parallel or perpendicular

II.Learning of the Content

Subject Matter: Determine the Conditions under which Lines and Segments are Parallel or Perpendicular
Reference: Maria Miller's book Math Mammoth Geometry 1
Materials: Visual aid, protractor. ruler

III.Procedure
1.Activity
 Daily Routine
 Drill/ Recall
 Motivation
Let ask the students How to describe the parallel line and perpendicular line?

2.Analysis
* Development of the Lesson
Parallel and Perpendicular Lines
Now that we have a better understanding of lines and angles, we are ready to begin applying some of these
concepts onto the Caresian coordinate plane. We will use our previous knowledge of slopes
and algebraic equations to learn about parallel and perpendicular lines in the coordinate plane.
Although the coordinate plane is used extensively in the study of algebra, it is very useful in geometry as
well. In algebra, when you study slope, essentially what you are dealing with is angles. More specifically,
the slope of a line is the measure of an angle of a line from a perfectly horizontal line (or the x-axis).
This concept is illustrated below.This goes to show that different areas of mathematics are connected
and consistent with each other.

You can take an

angle formed by
two lines and
place one of the
lines on the x- axis
to see a
relationship
between
angles and
slopes.

Parallel Lines
Recall that two
lines in a
plane that
never intersect are called parallel lines. Working with parallel lines in the coordinate plane is fairly
straightforward. The reason for this is because the slope of a line is essentially the measure of an angle of a line
from a perfectly horizontal line (or the x-axis). Thus, in the coordinate plane, if we want two different lines to
never intersect, we simply apply the same slopes to them.Let's take a look at the following equations:

How do we determine if these lines are parallel or if they intersect at some point?
First, it will help to put both equations in slope-intercept form. The first equation is already of this form so we do
not need to change it. The second equation, however, needs to be manipulated. Let's work it out:
Now, we add y to both sides of the equation to get

Subtracting 4x from both sides of the equation gives

4. Application
 Evaluation

IV.Agreement
Study about the parallel line and perpendicular line for your Test tomorrow.

Prepared by:

MS. MARICEL E. YANGER

February 19, 2017

Monday: 07:30 – 08:30 (Duterte)

09:30 – 10:30 (Arroyo)
10:30 – 11:30 (Macapagal)
12:00 – 01:00 (Ramos)
02:00 – 03:00 (Laurel)

LESSON PLAN IN MATH GRADE 8

I. Objective
At the end of the lesson, the students are expected to:
1. Answer the activity on identifying angle relationship in parallel lines cut by a transversal.
2. Measure the scores of the students
II. Learning of the content
Subject Matter: Identifying Angle Relationships in Parallel lines Cut by a Transversal
Reference: Mathematics Learner’s Module pp. 450-454
Materials: Visual Aids, Chalk and board

III. Procedure
1. Activity
 Daily Routine
 Checking of Attendance
 Motivation

Can you define what is a parallel line? Transversal line?

2. Analysis
 Development of the Lesson
Parallel lines – are straight lines which lie on the same plane and do not intersect.
The symbol for parallel lines is ||

A line is a Transversal if and only if it intersects two or more lines, each at a different point.
3. Abstraction
 Recall the definition of parallel line and transversal line
4. Application
 Evaluation
Answer Activity 7 on page 454

Activity 7 LINES AND ANGLES

I. Study the figure and answer the following questions as accurate as you can. The
figure below shows a || b with t as transversal.

Name:
1. 2 pairs of corresponding angles __________ _________
2. 2 pairs of alternate interior angles __________ _________
3. 2 pairs of alternate exterior angles __________ _________
4. 2 pairs of interior angles on the same __________ _________ side of the transversal
5. 2 pairs of exterior angles on the same __________ _________ side of the transversal

II. Based on your observations of the measures of the angles formed by parallel lines
cut by a transversal, what can you say about the following angles?
a. Corresponding angles ________
b. Alternate interior angles ________
c. Alternate exterior angles ________
d. Pairs of exterior angles ________
e. Interior angles on the same side of the transversal ________

III. Find the value of x given that l1 ║ l2.

1. m∠1 = 2x + 25 and m∠8 = x + 75 ________

2. m∠2 = 3x – 10 and m∠6 = 2x + 45 ________
3. m∠3 = 4v – 31 and m∠8 = 2x + 7 _______
IV. Agreement
Prepare for a long quiz tomorrow.

Prepared by:

Mrs. MARITESS V. MIRAFLOR