MATHEMATICS 8

Name: ______________________________________ Date: ____________________

Grade: ______________________________________ Section: ___________________

Quarter: 4 Week: 4 MELC(s): Proves properties of parallel lines cut by a

transversal. M8GE- IVd-1
Determines the conditions under which lines and
segments are parallel or perpendicular. M8GE- IVe-1
➢ Title of Textbook/LM to Study: Mathematics 8 Learner’s Material
➢ Chapter: 9 Pages: 412- 420 Topic: Parallelism and Perpendicularity
➢ Objectives:
1. To prove properties of parallel lines cut by a transversal.
2. To determine the conditions under which lines and segments are
parallel or perpendicular.

Let Us Discover

In this Simplified Self-learning Module (SSLM), we will prove the properties of

parallel lines cut by a transversal. We will also determine the conditions under which
lines and segments are parallel or perpendicular.
Let us have a quick review of the angles formed by the transversal with the two
parallel lines using the illustrations of concepts as shown below.

I. PARALLELISM
transversal
Two lines are parallel if and only if they are coplanar and
they do not intersect. A line that intersects two or more lines 1 2
a
at different points is called a transversal. 3 4
b 5 6
7 8
The angles formed by the transversal with the two other b
lines are called exterior angles (∠1, ∠2, ∠7 and ∠8) and c
Figure 1
interior angles (∠3, ∠4, ∠5 and ∠6).

The pair of angles formed on same side of a transversal that are not adjacent are
called corresponding angles (∠1 and ∠5, ∠2 and ∠6, ∠3 and ∠7, ∠4 and ∠8), while
the interior angles that are not adjacent and of opposite side of a transversal are the
alternate-interior angles (∠3 and ∠6, ∠4 and ∠5) and exterior angles that are not
adjacent and of opposite side of a transversal are the alternate-exterior angles (∠1
and ∠8, ∠2 and ∠7).

To prove the properties of parallel lines cut by a transversal, postulates or

theorems will support the statements. On the other hand, its converse can be used
to prove that two lines are parallel.

GSC-CID-LRMS-FLAS, v.r. 01.00, Effective April 5, 2021

 For easy reference, use the table below:
POSTULATES OR THEOREMS INVOLVING PARALLEL
LINES
If two parallel lines are cut by a transversal,
then the corresponding angles are congruent.
(Corresponding Angles Postulate)
then the alternate interior angles are congruent.
(Alternate-Interior Angle Theorem)
then the alternate exterior angles are
congruent. (Alternate-Exterior Angle Theorem)
then the interior angles on the same side of the transversal
are supplementary.
(Same-side Interior Angles Theorem)
then the exterior angles on the same side of the transversal
are supplementary.
(Same-side Exterior Angles Theorem)
Table 1. Postulates or Theorems Involving Parallel Lines and its Converse
CONVERSE OF POSTULATES OR THEOREMS
INVOLVING PARALLEL LINES
Given two coplanar lines cut by a transversal,
if corresponding angles are congruent, then the two
lines are parallel. (CACP)
if alternate interior angles are congruent, then the lines
are parallel. (AICP)
such that the alternate exterior angles are congruent,
then the lines are parallel. (AECP)
if same side interior angles are supplementary, then the
lines are parallel.
(SSIASP)
so that exterior angles on the same side of the
transversal are supplementary, then the lines are
parallel. (SSEASP)

II. PERPENDICULARITY
Two lines that intersect to form right angles are said to be perpendicular. To prove
that two lines are perpendicular, you must show that one of the following theorems is
true:
1. If two lines are perpendicular to each other, then they form four right
1 3 angles. If a⊥b, then ∠1, ∠2, ∠3 and ∠4 are right angles.
a
2 4
2. If the angles in a linear pair are congruent, then the lines containing
b
their sides are perpendicular.
Figure 2 If ∠1 and ∠3 form a linear pair and ∠1 ≅ ∠3, then a⊥b.
L
E 3. If two angles are adjacent and complementary, the non-common
sides are perpendicular.
O V If ∠LOE and ∠VOE are complementary and adjacent, then LO ⊥ VO.
Figure 3

Let Us Try 1 2
a
3 4
b 5 6
Activity 1: Complete Me 7 8
Given the information, complete each proof below. c

Given: a || b Figure 4

1. Prove: ∠3 ≅ ∠6. Start by writing down the given.

Statement Reason
1. a || b 1. Given Notice that ∠3 and ∠2 are vertical angles.
2. ∠3 ≅ ∠2 2. _________________________ What theorem supports the statement?
3. ________ 3. Corresponding Angles Postulate
4. ∠3 ≅ ∠6 4. Transitive property of congruence What angles in the figure are corresponding?

2. Prove: ∠3 and ∠5 are supplementary.

What is given?
Statement Reason
1. _______________ 1. Given Notice that ∠1 and ∠5 are corresponding
2. ∠1 ≅ ∠5 2. _______________ angles. What postulate supports the
3. m∠3 + m∠1=180 3. Linear Pair Postulate statement?
4. m∠3 + m∠5=180 4. ________________
5. ∠3 and ∠5 are 5. Definition of What property of equality supports the
statement?
supplementary Supplementary∠s

GSC-CID-LRMS-FLAS, v.r. 01.00, Effective April 5, 2021

Activity 2: Am I Parallel or Perpendicular?
Determine which lines are parallel or perpendicular by using the given conditions.
For items 1 and 2, use figure 5.
1. Given: ∠1 ≅ ∠2 by Corresponding Angles Postulate 1 3
w
Lines w and x are cut by the transversal y.
∠1 and ∠2 are corresponding angles. 2
x
Thus, lines w and x are ________.

2. Given: m ∠3 = 106⁰ and m ∠1= 74⁰ y z

Lines y and z are cut by the transversal w. Figure 5
∠1 and ∠3 are exterior angles on the same side, m ∠1 + m ∠3 = 180⁰.
Thus, lines ____ and z are parallel.

3. Given: m ∠SEA = 23⁰ L

m ∠LEA is obtained using m∠ MEB= 67⁰ by Vertical Angles Theorem.
m ∠SEA + m ∠LEA = 23⁰ + 67⁰ = 90⁰ A
Since ∠SEA + ∠LEA are complementary,
Thus, lines SI and LM are ______. 23⁰ E
S
a I
67⁰ a
Let Us Do B
a
M
Figure 6
Activity 3. Prove It!

I. Complete the proof of the Alternate Exterior Angle Theorem

Statement Reason
Given: a || b 1 2 1. a || b
Prove: ∠1 ≅ ∠8 a 3 4 2. ∠1 ≅ ∠4
5 6 3. ∠4 ≅ ∠8
b 4. ∠1 ≅ ∠8
7 8 e
c
a 1 7
II. Use the given conditions to decide which lines are 2 8

parallel or perpendicular. 3 9
i
4 10
1. ∠2 ≅ ∠9 4. ∠4 ≅ ∠7 11
5 12
2. ∠4 ≅ ∠6 5. ∠1 ≅ ∠5 r
6 13
3. m∠8 + m∠9= 180 6. m ∠11= 51⁰; m ∠12= 39⁰

Let Us Apply

Activity 4. Design it!

Teody is learning to make a 3-layer wooden medicine cabinet using his design as
shown below. Help him ensure that the layers are perfectly parallel to each other by
labelling the measures of angles formed by the slanting division.

GSC-CID-LRMS-FLAS, v.r. 01.00, Effective April 5, 2021

 • Based on your angle measurements, prove that the layers 3D View
are parallel.
• Why is there a need to ensure parallelism on the layers?
What would happen if they were not parallel?
• How should the sides be positioned in relation to the base of
the 3-layer wooden medicine cabinet? Does positioning of Front View
the sides in relation to the base matter?

Rubrics

CRITERIA Outstanding (4) Satisfactory (3) Developing (2) Beginning (1)

Accuracy The computations are accurate The computations are The computations are The computations are
and show a wise use of the key accurate and show the erroneous and show erroneous and do not
concepts of parallelism and use of key concepts of some use of the key show the use of key
perpendicularity of lines. parallelism and concepts of concepts of
perpendicularity of lines. parallelism and parallelism and
perpendicularity of perpendicularity of
lines. lines.
Creativity The design is comprehensive The design is The design makes use The design doesn’t
and displays the aesthetic presentable and makes of the geometric use geometric
aspects of the concepts use of the concepts of representations but representations and
learned. geometric not presentable. not presentable.
representations.
Mathematical The explanation is clear, The explanation is clear The explanation is The explanation is
Reasoning exhaustive or thorough and and coherent. It covers understandable but incomplete and
coherent. It includes interesting the important concepts. not logical. Some inconsistent. Little
facts and principles. It uses It uses effective evidence of evidence of
complex and refined mathematical reasoning. mathematical mathematical
mathematical reasoning. reasoning. reasoning.

References

Mathematics 8 Teacher's Guide pp. 469-498

SSLM Development Team

Writer: Aire Jane D. Cinco
Evaluator: Clarence S. Solis, Arlene E. Cometa
Illustrator: Aire Jane D. Cinco
Creative Arts Designer: Reggie D. Galindez
Education Program Supervisor - Mathematics: Zaida N. Abiera
Education Program Supervisor - Learning Resources: Sally A. Palomo
Curriculum Implementation Division Chief: Juliet F. Lastimosa
Asst. Schools Division Superintendent: Carlos G. Susarno, Ph. D.
Schools Division Superintendent: Romelito G. Flores, CESO V

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021