Anito, Mervin

Name of the
Klein Grade Level: VIII Date: June 14, 2023
Teacher:
Kadusale
Learning Area: Mathematics Quarter: 4th Module No: M8GEIVe-1
Lesson Title: Parallel and Perpendicular Lines
Learning determines the conditions under which lines and segments are parallel or perpendicular.
Competencies:
Determines the conditions under which lines and segments can be considered
Knowledge parallel or perpendicular to each other.

Learning Prove that lines or segments are parallel or perpendicular to each other by showing
Skills that their slopes are equal or negative inverses of each other.
Objectives
Appreciate the importance of parallel and perpendicular lines by citing their practical
Attitude applications in the real world.

Resources
Laptop, cellphones with geogebra app and display monitor.
Needed:
Motivational/
Preparation Introductory Methodology
Activity
 Prayer
Preliminaries  Checking of attendance
 Introductory Activity

Parallel
4 pics 1 word Perpendicular
Lines
Systems of Linear Equations and their graphs
1. What is a system of linear equations? What are the three categories of systems of
Review
linear equations?
2. What are the graphs of those system?
Presentation Activity Methodology
Indicator #1: Within curriculum (Algebra)
Groupings: 4 groups
Using your knowledge of algebra, determine the slopes (m) of the following lines.
Rewrite the equations into slope-intercept form if needed to identify the slope. Write
your answers on the table provided and then graph each system using your
geogebra app.
A: Parallel Lines
Systems of Linear Equations y=mx+b Slope m
1. y=2 x +3 2
y=2 x−1 2
2. 3x - 2y = 7 3 7 3
y= x −
3x - 2y = -5 2 2 2
3 5 3
y= x +
2 2 2

3. 4x + y = 9 y=−4 x +9 −4
4x + y = 2 y=−4 x +2 −4
4. y = 3x + 14 3
y = 3x - 13 3
B. Perpendicular Lines
Systems of Linear Equations y=mx+b Slope m
1. y=2 x +3 2
−1 −1
y= x +5
2 2
2. 3 x−2 y=7 3 7 3
y= x −
2 x+3 y =−5 2 2 2
−2 5 −2
y= x−
3 3 3
3. 2x + 5y = -3 −2 3 −2
y= x−
5x - 2y = 8 5 5 5
 5 5
y= x −4
2 2
4. y=−3 x +6 −3
1 1
y= x −4
3 3
1. Consider a set of linear equations that, when plotted, do not intersect with
each other. How do their slopes differ from one another?
Analysis 2. Consider a set of linear equations that, when plotted, pass through each
other in a way that resembles the shape of the letter “t” or a cross. How are
their slopes different from one another?

Abstraction 3.Examples of parallel lines are the graphs of the systems of linear equations
that do not intersect. What do you think is required for lines to be
considered parallel to one another?
4. Perpendicular lines are the graphs of the systems of linear equations that
intersect in perfectly t-shaped manner. What do you think is required for
lines to be considered perpendicular to one another?
Perpendicular Lines

In geometry, two lines (or segments or rays) are perpendicular if they intersect to
form congruent adjacent angles.

The drawings below indicate two perpendicular lines, a line perpendicular to a plane,
and two perpendicular planes.

Theorem:

From a point not on a given line, there is exactly one line perpendicular to the given
line.

Parallel Lines

Parallel lines are lines in the same plane that do not intersect.

Parallel Postulate
Through a point not on a line, exactly one line is parallel to the given line. Consider
the figure below, in which line m and point P (with P not on m) both lie in plane R. It
seems reasonable that exactly one line can be drawn through P parallel to line m.
 Indicator # 2
Literary Use of the terms parallel and perpendicular in different contexts
1. The train tracks run parallel to each other, ensuring that trains can travel
safely in both directions.
2. The basketball court has parallel lines painted on the floor to mark the
boundaries and help players stay within the designated area.
3. Parallel and perpendicular wirings are common techniques used in building
electrical systems to efficiently and safely distribute power and connect
various devices and fixtures.
4. The carpenter carefully measured and cut the wooden boards at right angles
to ensure that they would fit together perpendicular to the floor.
5. The two roads intersect at a perpendicular angle, forming a four-way stop for
vehicles.

Indicator #1 Within and Across the curriculum

Problems on Parallel and Perpendicular Lines

A. Parallel lines
−5
Find the equation of a line parallel to y= x−2 and passes through
2
the point ( 1,1 )
B. Perpendicular
1. Determine the equation of the line that is perpendicular to x− y =0 and
passes through the origin.
C. Determine whether the following pairs of lines with the given equations are
parallel or perpendicular to each other.
1. 4x + 5y = 10
4x + 5y = -5
2. 3x - y = -2
x + 3y = 5
D. A car travels in a straight line along a road with a constant velocity of 60
km/h. A second car starts from the same point but moves perpendicular to
the road with a velocity of 40 km/h. After 2 hours, how far apart are the two
cars?
E. A biker starts from a point and travels in a straight line with a constant
velocity of 30 km/h. Another biker starts from the same point but moves
perpendicular to the path of the first biker with a velocity of 20 km/h. After 2
hours, how far apart are the two bikers?
Four groups will be formed from the students. Sets of problems to be solved will be
distributed to each group. The problems will be answered by each group in ten
minutes. Two reporters will be chosen to present while engaging the class in
discussion on their work.
1. Parallel Lines: Find the equation of a line parallel to y = -3x + 2 and passes
through the point (2, 5).
2. Perpendicular Lines: Determine the equation of the line that is perpendicular
to 4x + 2y = 8 and passes through the origin.
Application
3. Parallel or Perpendicular Lines: Determine whether the following pairs of
lines with the given equations are parallel or perpendicular to each other.
a) 3x + 5y = 15 5x - 3y = 7
b) 2x - 4y = 8 4x + 8y = 16
4. Two sprint runners start from the same point and run in parallel straight
paths. Runner A has a constant speed of 10 m/s, while runner B has a
constant speed of 8 m/s. After 20 seconds, how far apart are the two
runners?
Assessment I. Write T if the statement is true, otherwise write F if it is false.
1. lines have the same slope.
2. Perpendicular lines have negative reciprocal slopes.
3. Two lines can be both parallel and perpendicular to each other.
4. Parallel lines never intersect.
 5. If two lines are perpendicular, their slopes are always negative reciprocals
of each other.
6. Two lines with the same slope are always parallel.
7. Perpendicular lines form a 90-degree angle where they intersect.
8. Parallel lines have the same y-intercept.
9. Two lines that are not parallel must intersect at some point.
10. If two lines are perpendicular, the product of their slopes is always -1
II. Solving
a. Find the equation of a line parallel to y=x +1 that passes through the
point (1, 1).
b. Determine the equation of a line perpendicular to y=2 x +2 which
passes through the point (2, 2).
c. Determine whether the following pairs of lines with the given equations
are parallel or perpendicular to each other:
3 x− y=−2
x +3 y=5
d. Car A is traveling east on a road with a constant velocity of 8 miles/h. At
the same time, Car B starts from the same point and travels north with a
constant velocity of 15 miles/h. After 1 hour, how far apart are the two
cars?

Research about probability and answer the following guide questions.

1. What is probability and how is it defined in the context of mathematics?
2. How is probability calculated for simple events?
3. What are the different types of probability (e.g., theoretical, experimental,
subjective)?
Assignment 4. What are some common probability terms and concepts?
5. How do you calculate the probability of an event?
6. What are some examples of simple probability problems, such as coin tosses,
dice rolls, or card draws?
7. Are there any real-life applications or examples where understanding simple
probability is important?

Observer:

FELYN I. QUIÑANOLA
Master Teacher – I, Mathematics