Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
SAN ROQUE, TARLAC CITY, TARLAC

RADIO TV-BASED INSTRUCTION

(June 2, 2021-Wednesday @ 2 pm)

Learning Area: MATHEMATICS GRADE 8

Title: Parallelism and Perpendicularity
Length: 25 minutes
Scriptwriter: Ma. Corazon N. Tolentino
Objective: Determines the conditions under which lines and segments
are parallel or perpendicular. (M8GE-IVe-1)

Time Technical Instructions Spiel

5 BIZ: INSERT SOA
PROGRAM ID
Insert Aral Good afternoon Grade 8 learners! Welcome to Aral
TarlakHenyo
TarlakHenyo here on RTV Tarlac Channel 26, simulcast
(Slide1)
over DZTC Radyo Pilipino Tarlac.
We are also live on Converge Cable TV, Channel 100.
Broadcasting live at Santa Ignacia, Tarlac,
I am Ma. Corazon N. Tolentino, your teacher broadcaster
today for Mathematics Grade 8.
How are you today Grade 8 learners? I hope you’re doing
great. Join me for the twenty-five minutes discussion of
today’s lesson about Parallelism and Perpendicularity.

Kindly prepare your Math 8 learning materials and learning

activity sheets. Find your most comfortable place and be at
your best.
5 BIZ: MSC UP AND
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13 Insert Aral Last Monday, you have learned about the different angles
TarlakHenyo
formed when parallel lines cut by a transversal discussed by
(Slide 1)
Teacher Jay-Ar.
20 (Insert PPT Slide 2) Let us check if you can still remember them by answering
the activity entitled “Name that Angle”
Write your answers in your Mathematics notebook or type it
on the comment section here on RTV Tarlac Channel 26.

Are you ready learners? Alright! Let’s begin.

3 BIZ: MSC UP AND
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(Insert PPT Slide 3) Kindly refer to the given figure.

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 Line l is parallel to line m with transversal line A-B forming
eight angles as labeled from angle one to angle eight.
Angles one to four are formed at the upper part were line m
and line A-B intersect. And, angles five to eight for the
intersection of line l and line A-B.
(Insert PPT Slide 4) For item number one, name the corresponding angles.
(Repeat)

You have five seconds to answer. Go!

5 SFX: “5 SECS
TIMER”
(Insert PPT Slide 5-8) We have four pairs of corresponding angles. These are:
Angle one and angle five
Angle two and angle six
Angle four and angle eight
Angle three and angle seven
Very Good!

Corresponding angles are pair of non-adjacent angles on the

same side of the transversal, one interior and one exterior
angle.
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(Insert PPT Slide 9) Let’s proceed to item number two. Name the Alternate
Interior Angles. (Repeat)

You have five seconds to answer.

5 SFX: “5 SECS
TIMER”
(Insert PPT Slide 10) If you answer, Angles three and five, and, Angles four and
six, then you are correct! Good job.

Alternate Interior angles are non-adjacent interior angles

that lie on opposite side of the transversal.
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(Insert PPT Slide 11) Are you ready for the next item?
Alright! Name the alternate exterior angles. (Repeat)

Your five seconds start now.

5 SFX: “5 SECS
TIMER”

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 (Insert PPT Slide 12) The correct answer is:
Angle one and angle seven
Angle two and angle eight

Great! When we say alternate exterior angles, these are non-

adjacent exterior angles that lie on opposite side of the
transversal.
3 BIZ: MSC UP AND
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(Insert PPT Slide 13) And for the last item, name that angle number four, we are
looking for the same side interior angles. (Repeat)

Again, you have five seconds to answer.

5 SFX: “5 SECS
TIMER”
(Insert PPT Slide 14) Same side interior angles are the consecutive angles on the
same side of the transversal.

So, if you answer angles four and five, angles three and six,
then you are correct!
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Were you able to get all the answers correctly?

That’s great! Well done learners!

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(Insert PPT 15) With all these, I know you are now ready for our lesson
today. At this point, we will discuss about Parallelism and
Perpendicularity.
(Insert PPT 16) At the end of the session, you are expected to determine
which conditions under which lines and segments are
parallel and perpendicular.
14 (Insert PPT Slide 17) Let us first discuss about parallel lines.

Parallel lines are coplanar lines that do not intersect.

10 (Insert PPT Slide 18) In the given example, line L-M is parallel to line N-O.
13 (Insert PPT Slide 19) The line that intersects the parallel line is called Transversal.
In this example, line t is the transversal.
10 (Insert PPT Slide 20) Let us now proceed to the theorems and postulates used to
identify if the given lines are parallel.
20 (Insert PPT Slide 21) The first one is the Converse of Corresponding Angles
Postulate. This states that, if two lines are intersected by a

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 transversal and the corresponding angles are congruent, then
the lines are parallel.
(Insert PPT Slide 22) In the given example, the corresponding angles such as
angles one and five, angles four and eight, angles two and
six and angles three and seven are congruent, then line l is
parallel to line m.
(Insert PPT Slide 23) Next we have, the converse of Alternate Interior Angles
Theorem.

In the given example, if angle four is congruent to angle six,

and angle three is congruent to angle five, then line l is
parallel to line m.
(Insert PPT Slide 24) If the alternate exterior angles are congruent, then the lines
are parallel. This statement refers to the Converse of the
Alternate Exterior Angles Theorem.

In the given, if angle one is congruent to angle seven and

angle two is congruent to angle eight, then line l is parallel
to line m.
(Insert PPT Slide 24- Let’s proceed to the converse of consecutive interior and
25)
exterior angles theorem.

To satisfy the condition of parallelism, consecutive interior

angles or consecutive exterior angles should be
supplementary, which means that the sum of the two angles
equal to one hundred eighty degrees.
Is that clear to you? Alright, let us continue the discussion.
(Insert PPT Slide 27) What can you notice with our next example?
(Insert PPT Slide 28) Yes, there are three lines going to same direction. It is called
dual parallel theorem which states that if two lines are both
parallel to a third line, then the two lines are parallel.

That is, if line l is parallel to line m, and line m is parallel to

line t, then line m is parallel to line t.
(Insert PPT Slide 29) The next figure represents dual perpendicular theorem. In
this example, two coplanar lines are both perpendicular to
the third line. This will also satisfy the condition that two
lines are parallel.
To further understand, let’s have some examples.
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(Insert PPT Slide 30) Using the figure with the following information
Measures of angles three and six is equal to sixty
degrees.
Measure of angle seven is one hundred twenty degrees
while measure of angle two is sixty degrees.
Measures of angle eight and angle one is also the same
which is equal to one hundred twenty degrees.
(Insert PPT Slide 31) State the postulate or theorem that justifies that line a is
parallel to line b.

For number one, we have angle one is congruent to angle

eight.
(Insert PPT Slide 32) Correct! The answer is converse of alternate exterior angles
theorem.
(Insert PPT Slide 33) Using the same example, the given is angle two and angle
seven are supplementary, what postulate or theorem is used
to justify that line a is parallel to line b?
(Insert PPT Slide 34) Very Good! The answer is Converse of Consecutive Interior
Angles Theorem
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(Insert PPT Slide 35) I hope you can still follow our discussion. Kindly open your
learning activity sheet on page seventeen and let us try to
answer some item.

You may write your answer in your Math Notebook or type

in the comment section of our fb live.
(Insert PPT Slide 36) Write the word YES if the given measures and angles form
satisfy that line a is parallel to line b, otherwise, write the
word NO if it does not satisfy parallelism.

Are you ready learners? Alright!

(Insert PPT Slide 37) Let’s have drill A number one. The given measures are
seventy-two degrees and one-hundred eight degrees. Is it a
YES or a NO?

You have five seconds to answer. Go!

5 SFX: “5 SECS
TIMER”
(Insert PPT Slide 38) If your answer is YES, then you are correct!
a is parallel to b by converse of consecutive exterior angles

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 theorem. The sum of the two angles is equal to one hundred
eighty degrees.
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(Insert PPT Slide 39) Next item, we have, drill A number four in your learning
activity sheet. The given measures are both one hundred
fifteen degrees. Is line a and line b parallel? YES or NO?

Your five seconds start now.

5 SFX: “5 SECS
TIMER”
(Insert PPT Slide 40) Great! The answer is YES, because of the converse of
alternate interior angles theorem.
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32 (Insert PPT Slide 41) We will now proceed to perpendicularity.

There are three given figures. All of them are intersecting

line, but which of them represents perpendicularity?
(Insert PPT Slide 42) That is right! Figure two is the correct answer. Why is that
so?
(Insert PPT Slide 43) Because perpendicular lines are intersecting lines that form
four right angles.
What are the other conditions to prove perpendicularity? Let
us discuss them one-by-one.
(Insert PPT Slide 44) The first one is the definition of perpendicularity. Based on
the illustration given, if line x is perpendicular to line y, then
angles one, two, three and four are right angles.
(Insert PPT Slide 45) The next theorem states that if the angles in a linear pair are
congruent, then the lines containing their sides are
perpendicular.

In our example, when line x and y intersect and angles one

and two form a linear pair at the same time the two angles
are congruent, then line x is perpendicular to line y.
(Insert PPT Slide 46) For the third theorem, if two angles are adjacent and
complementary, then the non-common sides are
perpendicular.

Given angle CAE with the bisector AR, if angle C-A-R and
angle R-A-E are complementary and adjacent, then side C-
A is perpendicular to side E-A.
(Insert PPT Slide 47) Other theorems that satisfy the condition of perpendicularity

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 is the perpendicular bisector theorem and its converse.

Perpendicular bisector theorem states that any point

equidistant from the endpoints of a segment lies on the
perpendicular bisector of the segment. That is, if line P-M is
perpendicular to segment A-B, and segment M-A is
congruent to segment M-B, then segment P-A is congruent
to segment P-B.
(Insert PPT Slide 48) On the other hand, for the converse of perpendicular
bisector theorem, if segment P-A is congruent to segment P-
B, then line P-D is perpendicular to segment A-B, and
segment D-A is congruent to segment D-B.
Can you still follow dear grade eight learners? Alright, let us
continue. This time, let us apply the theorems.
(Insert PPT Slide 49) In the figure, line D-E is perpendicular to line A-C, and ray
B-G is the common side of segment B-D and segment B-C,
what kind of angle is angle D-B-C?
(Insert PPT Slide 50) Correct! The answer is Right angle.
(Insert PPT Slide 51) Using the same given,
line D-E is perpendicular to line A-C, and ray B-G is the
common side of segment B-D and segment B-C, if the
measure of angle G-B-D is fifty-five degrees, find the
measure of angle G-B-C.
(Insert PPT Slide 52) If your answer is thirty-five degrees, then you are correct!
Great!

Since the two angles are complementary, we have, angle G-

B-C plus angle D-B-C equal to ninety degrees.

Substituting the values of the angles, that is, x plus fifty-five

equals ninety.

By subtraction property, x is equal to ninety minus fifty-

five.

Therefore, x is equal to thirty-five degrees.

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(Insert PPT Slide 53) To check if you really understand the lesson, let’s answer
the next drill in your learning activity sheet on page
eighteen, drill letter B. Your task is to find the value of x.

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 (Repeat)

You may write your answer in your Math notebook or type

it in the comment section here on RTV Tarlac Channel 26.
(Insert PPT Slide 54) Let’s have item number two. Find the value of x given that
line s is perpendicular to line b.

The given shows that x angle and sixty degrees is opposite

of the right angle. (Repeat)

You have five seconds to answer.

5 SFX: “5 SECS
TIMER”
(Insert PPT Slide 55) Brilliant! The answer is thirty degrees.
Since, x and sixty are complementary, for our solution:
x plus sixty equals ninety
x is equal to ninety minus sixty
therefore, the value of x is thirty degrees

(Insert PPT Slide 56) For the next item, we have, drill letter b number five.
The two angles are complementary with these given values:
eight x degrees and ten x degrees. Find the value of x.
(Repeat)

Your timer starts now.

5 SFX: “5 SECS
TIMER”
(Insert PPT Slide 57) If your answer is five, then you are correct!

For the solution:

Eight x plus ten x equal to ninety
Combining similar terms, eight x and ten x becomes
eighteen x
Divide both sides by eighteen, that is, ninety divided by
eighteen equals five.
(Insert PPT Slide 58) To check if the answer is correct, let us find the measure of
the two angles.

Let ten x be the first angle, so, ten times five which is the
value of x equals fifty degrees.

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 For the second angle, we have, eight x
Eight times five is forty degrees.

So, fifty plus forty is ninety which means they are

complementary angles.

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9 (Insert PPT Slide 59) Did you get the answers correctly?

Great job! Congratulations learners!

You may continue answering the other items in your

instructional support and submit it to your Math teacher.
(Insert PPT Slide 60) Let us now have a recap on the lesson that has been
discussed.
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58 (Insert PPT Slide 61) First, we have, the conditions that justify parallelism.

Take note of the following postulates and theorems.

The Converse of Corresponding Angles Postulate
The Converse of Alternate Interior and Exterior Angles
Theorem
The Converse of Same Side Interior and Exterior Angles
Theorem
The Dual Parallel Theorem
And the Dual Perpendicular Theorem
(Insert PPT Slide 62) And to prove that the given line is perpendicular to each
other, you need to consider the following:
It forms four right angles.
The angles in a linear pair must be congruent.
The two angles are adjacent and at the same time
complementary
And the use of perpendicular bisector theorem and its
converse.
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15 I hope you learned a lot today.
Again, I am Ma. Corazon N. Tolentino, your Mathematics 8
anchor teacher. Until next time!

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 Keep Safe and God bless everyone!
secs TOTAL

Prepared by:

MA. CORAZON N. TOLENTINO

Teacher-Broadcaster/Scriptwriter

Checked/Reviewed by:

REDENTOR B. TABAMO DANNY T. SAPUAY

Content Editor, HT-III Content Editor, HT-III

Noted:

GEMMA L. MELEGRITO, Ed. D

Principal III

Reviewed & Evaluated:

AUGUSTO L. BALLESTEROS BOBBY P. CAOAGDAN, Ed. D.

Education Program Supervisor, Mathematics Education Program Supervisor, LRMDS

Recommending Approval:

PAULINO D. DE PANO, Ph. D.

Chief Education Supervisor, Curriculum Implementation Division

MARIA CELINA L. VEGA, CESE

Assistant Schools Division Superintendent

Approved:

RONALDO A. POZON, Ph. D., CESO V

Schools Division Superintendent

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