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Constructing Perpendicular and Parallel Lines

CONSTRUCTING

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Suzette Borja Siador
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© © All Rights Reserved
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1 views

Constructing Perpendicular and Parallel Lines

CONSTRUCTING

Uploaded by

Suzette Borja Siador
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Objectives:

• Knowledge: Understand the properties of perpendicular and parallel lines.


• Skills: Construct perpendicular and parallel lines using a ruler and compass.
• Attitudes: Develop patience and precision in geometric constructions.
• Values: Appreciate the importance of geometry in real-life applications.
Content/Topic: Constructing Perpendicular and Parallel Lines
Learning Resources/Materials/Equipment:
• Whiteboard and markers
• Geometry compass
• Ruler
• Pencils
• Worksheets with geometric shapes
Procedures: 4.1 Introductory Activity (10 minutes)
• Display a diagram with two intersecting lines on the board.
• Ask two questions: "What do you notice about the angles formed where these
lines intersect?" and "Can you think of any real-world examples where parallel or
perpendicular lines are important?"
4.2 Activity (15 minutes)
• Explain the basic concepts of perpendicular and parallel lines.
• Demonstrate how to use a ruler and compass to construct a perpendicular line at
a point on a given line.
• Have students practice constructing perpendicular lines individually.
4.3 Analysis (10 minutes)
• Present five questions related to the topic, such as "What is the relationship
between the angles formed by perpendicular lines?" and "How can you test if two
lines are parallel using a ruler and compass?"
4.4 Abstraction (10 minutes)
• Provide five multiple-choice questions with three options each, focusing on
concepts related to the topic. For example, "What is the symbol for parallel
lines?"
4.5 Application (20 minutes)
• Divide the class into three groups.
• Group 1: Reporting - Each group member gives an example of a real-world
situation where parallel lines are used.
• Group 2: Coloring - Use rulers and compasses to create an artistic design with
parallel and perpendicular lines.
• Group 3: Role-playing - Act out scenarios where understanding parallel and
perpendicular lines is crucial, such as architecture or city planning.
4.6 Generalization (10 minutes)
• Pose three questions that encourage students to generalize their understanding,
like "What can you conclude about the relationship between perpendicular lines
and the angles they form?" or "How do parallel lines impact the layout of a city?"
5. Assessment/Evaluation:
Construct a line segment AB of length 5 cm. Now, construct a line perpendicular to AB
at point A. Label the intersection point with BC. What is the measure of ∠ABC? a) 45
degrees b) 90 degrees c) 135 degrees
Draw a pair of parallel lines and mark a transversal. How many pairs of corresponding
angles do you observe? a) 0 b) 1 c) 2 d) 4
Given line l and point P not on line l, construct a line through point P that is parallel to
line l.
You are given two lines, m and n. Using a ruler and compass, construct a line that is
perpendicular to both m and n.
If two lines are perpendicular to the same line, what can you conclude about the two
lines? a) They are parallel. b) They intersect at a right angle. c) They are neither parallel
nor perpendicular.
Construct a triangle XYZ with side lengths XY = 6 cm, XZ = 4 cm, and YZ = 5 cm. Is
triangle XYZ a right triangle? a) Yes b) No
Given a line segment PQ, construct a line segment RS that is parallel to PQ and three
times the length of PQ.
True or False: If a pair of lines are parallel, they will never intersect.
Answer Key:
1. b) 90 degrees
2. d) 4
3. Construct a line parallel to line l through point P.
4. Construct a line perpendicular to both m and n.
5. a) They are parallel.
6. a) Yes
7. Construct RS = 3 times the length of PQ and parallel to PQ.
8. True
6. Assignment:
• Assign two questions as homework that require students to construct
perpendicular and parallel lines in different scenarios.

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