PARALLELISM

PARALLEL LINES
 Are coplanar lines that are always the same distance apart (called
“equidistant”), and will never meet intersect, when extended infinitely
in both direction.
 Parallel lines are marked with “feathers” (arrows) such as > or >>.
 The notation to indicate parallel lines are two vertical bars ││.

Examples:
A B D
2 cm
2 cm A C
b

Notation: a ║ b ´ ║ CD
Notation: AB ´

PARALLEL RAYS
 Two rays are parallel if the corresponding lines determined by them
are parallel. In other words, two rays in the same plane are parallel if
they do not intersect each other even if extended indefinitely beyond
their initial points.

Example:
M N

O P

Notation: ⃗
MN ║ ⃗
OP

PARALLEL SEGMENTS
 Two segments are parallel if the corresponding lines determined by
them are parallel. In other word, two segments which are in the same
plane and do not intersect each other even if extended indefinitely in
both directions are said to be parallel.

Example:
R S
T U
Notation: RS ║ TU
PROPERTIES OF PARALLEL LINES
When two lines are cut by a transversal line, the properties below will
help us determine whether the lines are parallel.

1. Two lines cut by a transversal line are parallel when the

corresponding angles are equal.
Examples: ∠ 1=∠5 , ∠3=∠7 , ∠ 2=∠ 6 , ∠4=∠ 8
The pairs of angles shown above are examples of corresponding
angles. In general, they are angles that are in relative positions and
lying along the same side.

2. Two lines cut by a transversal line are parallel when the alternate
interior angles are equal.
Examples: ∠ 4=∠5 , ∠3=∠6
Alternate interior angles are a pair of angles found in the inner
side but are lying opposite each other.

3. Two lines cut by a transversal line are parallel when the alternate
exterior angles are equal.
Examples: ∠ 1=∠8 , ∠2=∠7
Alternate exterior angles are a pair of angles found in the outer
side but are lying opposite each other.
4. Two lines cut by a transversal line are parallel when the sum of the
consecutive interior angles is 180°.
Examples: ∠ 3+∠5=180° , ∠4 +∠ 6=180°
Consecutive interior angles are consecutive angles sharing the
same inner side along the line.
5. Two lines cut by a transversal line are parallel when the sum of the
consecutive exterior angles is 180°.
Examples: ∠ 1+∠7=180° , ∠ 2+∠8=180°
 PERPENDICULARITY

PERPENDICULAR LINES, SEGMENTS AND RAYS

 Two lines, segments or rays that intersect to form right angles.
 Are marked with a “square” (a box) drawn at the point of intersection.
 The notation to indicate perpendicular lines is .

Example: B

D
Notation: AD ┴ CB

Perpendicular Bisector of a Line Segment

 A line or a ray or another line segment that is perpendicular to the
line segment and intersects it at its midpoint.

Example:

GI ≅ IH

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
angles. m

If m is perpendicular to
1 2 n, then ∠1, ∠2, ∠3, and
∠4 are right angles.
n 3 4
 2. If the angles in a linear pair are congruent, then the lines containing
their sides are perpendicular.

If ∠1 and ∠2 form a
linear pair and ∠1≅∠2,
then m ┴ n.

3. If two angles are adjacent and complementary, the non-common sides

are perpendicular.
C R

If ∠CAR and ∠EAR

are complementary
and adjacent, then
AC ┴ AE.

A E

ACTIVITY 1
1) Which of the following term/s do not describe a pair of parallel lines?
a. Noncoplanar
b. Coplanar
c. Equidistant
d. Same direction
2) Which of the following real-world examples do not represent a pair of
parallel lines?
a. Hands of a clock
b. Windscreen wipers
c. Staircase and railings
d. Vertical strings of a tennis racket’s net
3) If the lines p and q are parallel and m∠ 8=108 ° , what must be the
value of ∠1?
a. 82°
b. 180°
c. 108°
d. 90°
4) If the two lines are parallel and cut by a transversal line, what is the
value of x ?
a. 120° 60°
b. 60°
c. 180°
d. 90°
x
5) Which of the following term/s describe/s a pair of perpendicular
lines?
a. Noncoplanar
b. Form right angles
c. Adjacent
d. Collinear
6) If two angles are ____________, the non-common sides are
perpendicular.
a. Adjacent and supplementary
b. Adjacent and complementary
c. Non-adjacent and supplementary
d. Non-adjacent and complementary
7) Which of the following is the correct notation of “line b is
perpendicular to line e”?
a. b ║ c
b. b │ c
c. b ⊥ c
d. b ≅ c
8) When are lines said to be perpendicular to each other?
a. When lines intersect
b. When lines are coplanar
c. When lines form a right angles
d. When lines intersect and form right angles
9) How will you write “line segment AB is parallel to line segment CD” in
mathematical notation?
a. AB ║ CD
´ CD
b. AB║ ´
c. AB⊥ CD
´
d. AB⊥ ´
CD
10) Which of the following pairs of sides in ∆ GAZ are perpendicular?
a. GA ∧AZ G
b. AZ∧GZ
c. GA ∧GZ
d. No sides are perpendicular
Z
A
ACTIVITY 2
Given any two distinct lines on a plane, the lines either intersect or are
parallel. If two lines intersect, then they form four angles. Consider the
figures below to answer the questions that follow.
n
m a

b
Figure 1 Figure 2

s l1

t
l2

Figure 3 Figure 4

Questions
1. What is common in the four figures?
_____________________________________________________________________
2. What makes figure 3 and 4 different from the first two figures?
_____________________________________________________________________
3. Which among the four figures show perpendicularity?
_____________________________________________________________________
4. When are lines said to be perpendicular to each other?
_____________________________________________________________________
5. How useful is the knowledge on perpendicularity in real life? Cite an
example in which perpendicularity is important in real life.
_____________________________________________________________________
_____________________________________________________________________

ACTIVITY 3
I. State whether the given pair of lines/segments/rays are parallel. Write
a one-sentence explanation to justify your answer.
1) m
 o

W
X

2)

3) k

4)

1 cm 1 cm

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. Consecutive interior angles
e. Consecutive exterior angles

ACTIVITY 4
Refer to the given figure and the given conditions in answering the
succeeding questions. Draw if your answer is YES; otherwise, draw
S
Given:
MI ≅ IL
SE≅ EL E
m∠ SEI =90 °
 M L

I
1) Is ML⊥ IS ?
2) Is MS ⊥ SL?
3) Is SL⊥ ML?
4) Are ∠ MSI and ∠ ISL complementary angles?
5) Are ∠ MIS and ∠ SIE complementary angles?
6) Is IE a perpendicular bisector of SL?
7) Do ∠ MIS and ∠ SIL form a linear pair?
8) Is the m∠ MIS=90 ° ?
9) Is SI shorter than SE?
10) Is SE shorter than MI ?

ACTIVITY 5
You are working in a furniture shop as a designer. One day, your immediate
supervisor asked you to make a design of a wooden shoe rack for a new
client, who is a well-known artist in the film industry. In as much as you
don’t want to disappoint your boss, you immediately think and draw a
design for his approval.

Draw your design here:

1. Based on your design, how will you ensure that the compartments of
the shoe rack are parallel? Describe the different ways to ensure that
the compartments are parallel.
2. Why is there a need to ensure parallelism on the compartments? What
would happen if the compartments are not parallel?
3. How should the sides be positioned in relation to the base of the shoe
rack? Does positioning of the sides in relation to the base matter?
4. In what part of the shoe rack is the concept of perpendicularity
applies? How will you make sure that these parts are really
perpendicular?
 RUBRIC FOR THE PERFORMANCE TASK
CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
4 3 2 1
The design The design The design The design does
shows wise use shows the use of shows some use not show the
of the key key concepts of of the key use of the key
Accuracy concepts of parallelism and concepts of concepts of
parallelism and perpendicularity parallelism and parallelism and
perpendicularity of lines. perpendicularity perpendicularity
of lines. of lines. of lines.
The design is The design is The design The design does
comprehensive presentable and makes use of not use
and displays makes use of the concepts of geometric
Creativity the aesthetic the concepts of geometric representations
aspects of the geometric representations and is not
mathematical representations. but not presentable.
concepts presentable.
learned.
The explanation The explanation The explanation The explanation
is clear, is clear. It covers is is incomplete
exhaustive or important understandable and
thorough. It concepts. It uses with some inconsistent
includes effective evidence of with little
Mathematica interesting facts mathematical mathematical evidence of
l Reasoning and principles. reasoning. reasoning. mathematical
It uses complex reasoning.
and refined
mathematical
reasoning.
Good Day!
Welcome to Math Legends!
I know you are excited to begin your adventure this week.
But before you start let me tell you first on what you are going to
encounter along the way in order to become a certified Math
Legend.
This material is composed of seven level where you need
to complete different tasks then earn ranks. If you’ve done well,
something awaits you in every challenge.
Good luck and have fun! Be a Math Legend Grand
Master after all the levels.

Read your work and be an anchor for today.

Can you read well the total number of confirmed
cases in the Philippines? If yes, then, that’s good because
today you will learn more about these numbers.
For now, you passed level 1. Get your badge now!

Congratulations, you are certified

Victory!
Hands up to you my dear Math Legends. Congratulations, you
successfully finished all the levels for the first half of this school year. It has
been tougher and tougher each week but no doubt you are the toughest. You
didn’t give up until the final battle. I am so proud of your progress and I hope
you continue to learn as we venture on the last semester. Keep the fire
burning as you move forward in search for knowledge. Good job and keep it
up.
For that, here’s your final badge. You are certified Math Legend Grand
Master.
 Victory!
I’m so proud you’re learning a lot in this module while
enjoying every learning adventure you are in. It’s another
challenging week but you never give up, and that’s the spirit.
You’ve slain all the tasks given to you and completed the level 2.
More adventures to come on the next modules. This time it’s
time for you to get your final badge. You may cut and paste it in
your notebook. Then, write a short diary about your experiences
doing this level.

Were you able to understand the topic and get at least 12

points in the practice? If yes, then you surpass another
challenge, you can now get your next badge and be ready for
more.
Congratulations, you are Keep it up!
If not, don’t worry you can go back, try again and practice
more. You can do it!

You’re almost there. Let us test if you are ready to

become a Math Legend by answering the aralinks activity.
See the guide below to answer it.
This is the top challenge which will determine your skill as
a Math Legend. Do your best and good luck!
 How was the activity? Was it easy or difficult? Did it help
you understand our topic better? Were you able to answer all the
questions? What’s your score?
If you get 15 and above, that’s very good! You
successfully completed the top challenge. You may now have
your third badge.

Excellent, you are

Math Legendary Challenge 1

Another challenge unlocked. Well done!
Here’s another badge for your hark work in accepting the
tasks given to you on this day.

You are not just brave but also

Another challenge unlocked. Well done!

Here’s another badge for your hark work in accepting the
tasks given to you on this day.

You are not just brave but also

Wow! You’ve made this far. Are you excited for the finale
of this level? Well, I know you can do this. Winners never initiate
retreat. So, let’s do this.
 Victory!
I know you’ve learned a lot in this module and I hope you
had a wonderful experience. It’s tough and challenging week for
you but knowing you’ve reached this far, it’s amazing and I am
proud of you. You completed the level 1 and hoping that you’re
looking forward for the next levels on the coming modules. Now
it’s time for you to get your final badge. You may cut and paste it
in your notebook. Then, write a short diary about your
experiences doing this level.

How well did I learn?

In this module, I was able to:

1. visualize numbers up to 100 000 with

emphasis on numbers 10 001–100 000
2. give the place value and value of a digit in
numbers up to 100 000
3. read and write numbers, in symbols and in
words, up to hundred thousand

MY SIGNIFICANT
LEARNING EXPERIENCE
 In this module, I have learned that

__________________

How well did I perform?

In this module, I was able to:

1. accomplish all the activities

2. answer the activities honestly

3. actively participate during the virtual meeting

4. make the required outputs