Learning Target: Students can identify lines and

3.1 Pairs of planes. Students can identify parallel and

perpendicular lines. Students can identify
Lines & Angles corresponding, alternate interior, alternate exterior,
and consecutive interior angles.

Vocabulary Definition Picture

Parallel Lines

Parallel Planes

Skew Lines

Lesson 3.1 Example 1

a. Line(s) parallel to ⃡𝐶𝐷 and containing point A.

⃡ and containing point A.

b. Line(s) skew to 𝐶𝐷

c. Line(s) perpendicular to ⃡𝐶𝐷 and continaing point A.

d. Plane(s) parallel to plane EFG and containing point A.

Monitoring Progress (Page 126)

⃡ .
1. Line(s) through point F that appear skew to 𝐸𝐻

Postulate 3.1 Parallel Postulate Postulate 3.2 Perpendicular Postulate

If there is a line and a point not on the line, then there If there is a line and a point not on the line, then there
is exactly one line through the point parallel to the is exactly one line through the point perpendicular to
given line. the given line.

Lesson 3.1 Example 2:

The given line markings show how the roads in a town are related to one another.
a. Name a pair of parallel lines.
b. Name a pair of perpendicular lines.

c. Is ⃡𝐹𝐸 ∥ ⃡𝐴𝐶 ? Explain.

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 Vocabulary Definition Example

Transversal

Angles that lie on the same side of the transversal and

in corresponding position relative to the coplanar
lines.

Angles that lie between the two coplanar lines and on

opposite sides of the transversal.

Angles that lie outside the two coplanar lines and on

opposite sides of the transversal.

Angles that lie between the two lines and on the same
side of the transversal.

Lesson 3.1 Example 3

a. Corresponding:

b. Alternate interior:

c. Alternate exterior:

d. Consecutive Interior:

Monitoring Progress (Page 128): Classify the numbered pairs of angles.

e. 14. 15.

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Additional Example: Classify each angle pair as vertical, corresponding, alternate interior,
alternate exterior, or consecutive interior angles.

1. 4 and 5

2. 10 and 13

3. 9 and 13

4. 5 and 16

5. 1 and 4

6. 9 and 4

7. 7 and 13

8. 2 and 10

9. 11 and 14

10. If two lines are intersected by a third line, is the third line necessarily a transversal? Justify your
answer with a diagram.

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 Learning Target: Students can apply
3.2 Parallel Lines & Transversals parallel line theorems to find angle
measures and solve real-life problems.

If two parallel lines are cut by a transversal, then…

Theorem 3.1:
Corresponding Angles Theorem

Theorem 3.2:
Alternate Interior Angles Theorem

Theorem 3.3:
Alternate Exterior Angles Theorem

Theorem 3.4
Consecutive Interior Angles Theorem

Adaptation of Lesson 3.2 Example 1: Find the missing angle measures.

Lesson 3.2 Example 2: Lesson 3.2 Example 3:

Find the value of x. Find the value of x.

4
Lesson 3.2 Example 5:
When sunlight enters a drop of rain, different colors of light leave the drop at
different angles. This process is what makes a rainbow.

For violet light,

𝑚∠2 = 40°. What is 𝑚∠1?
How do you know?

Monitoring Progress (Page 133 and 134)

1. Given 𝑚∠1 = 105°, find 𝑚∠4, 𝑚∠5, and 𝑚∠8.

Tell which theorem you used in each case.

2. Given 𝑚∠3 = 68° and 𝑚∠8 = (2𝑥 + 4)°, what is the value of x?
Show your work.

4. Use the diagram in Example 5. For yellow light, 𝑚∠2 = 41°. What is 𝑚∠1?

5
 Learning Target: Students can use the converse of
3.3 Proofs with the parallel line theorems to show that two lines are
parallel. Students can apply the Transitive Property
Parallel Lines of Parallel lines.

Proving that Two Lines are Parallel

Theorem 3.5:
Corresponding Angles Converse
Two lines are cut by a transversal.

Theorem 3.6:
Alternate Interior Angles Converse
Two lines are cut by a transversal.

Theorem 3.7:
Alternate Exterior Angles Converse
Two lines are cut by a transversal.

Theorem 3.8:
Consecutive Interior Angles Converse
Two lines are cut by a transversal.

Lesson 3.3 Example 1:

Find the value of x that makes 𝑚 ∥ 𝑛.

Monitoring Progress (Page 138)

1. Is there enough information in the diagram to conclude that 𝑚 ∥ 𝑛?

2. Explain why the Corresponding Angles Converse is the converse of the

Corresponding Angles Theorem.
6
Adaptation of Lesson 3.3 Example 2:
Use the Corresponding Angles Converse to Prove the Alternate Interior Angles Converse.

Given: ∠4 ≅ ∠5 Statements Reasons

Prove: 𝑔 ∥ ℎ

Adaptation of Lesson 3.3 Example 3: In the

diagram below, 𝑟 ∥ 𝑠 and ∠1 ≅ ∠3.
Use properties, theorems and/or converses we’ve covered to show that 𝑝 ∥ 𝑞.

Statements Reasons
𝑟∥𝑠 Given in the Diagram

∠1 ≅ ∠3 Given in the Diagram

Theorem 3.9 Picture

Transitive Property of
Parallel Lines

Lesson 3.3 Example 4: The flag of the United States has 13

alternating red and white stripes. Each stripe is parallel to the stipe
immediately below it. Explain why the top stripe is parallel to the
bottom stripe.

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Monitoring Progress (Page 141)

5. Each step is parallel to the step immediately above it. The bottom step is parallel
to the ground. Explain why the top step is parallel to the ground.

6. In the diagram below, 𝑝 ∥ 𝑞 and 𝑞 ∥ 𝑟. Find 𝑚∠8.

Explain your reasoning.

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 Learning Target: Students can find the distance
3.4 Proofs with from a point to a line. Students can use
perpendicular lines theorems to identify parallel and
Perpendicular Lines perpendicular lines.

The distance from a point to a line is defined as…

Lesson 3.4 Example 1 Monitoring Progress (Page 148)

⃡ .
Find the distance from point A to 𝐵𝐷 ⃡ .
1. Find the distance from point E to 𝐹𝐻

Theorems with Perpendicular Lines

Theorem 3.10:
Linear Pair Perpendicular Theorem

If two lines intersect to form a linear pair of

congruent angles, then the lines are
perpendicular.

Theorem 3.11:
Perpendicular Transversal Theorem
In a plane, if a transversal is perpendicular to
one of two parallel lines, the it is perpendicular
to the other line.

Theorem 3.12:
Lines Perpendicular to a Transversal
Theorem

In a plane, if two lines are perpendicular to the

same line, then they are parallel to each other.

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Lesson 3.4 Example 3
The photo shows the layout of a neighborhood.
Determine which lines, if any, must be parallel in
the diagram. Explain your reasoning.

Monitoring Progress (Page 151)

Use the lines marked in the photo.

3. Is 𝑏 ∥ 𝑎? Explain your reasoning.

4. Is 𝑏 ⊥ 𝑐? Explain yoru reasoning.

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 Learning Target: Students can find the slope of the
Algebra Review Skills: line between two points. Students can write the
Slope-Intercept Form equation of a line in slope-intercept form. Students
can graph a line written in slope-intercept form.

Vocabulary Definition

Slope

Directions: Find the slope of each line given below. Write your answer in simplest form.

1. 2. 3.

4. 5. 6.

Directions: Find the slope of the line between each of the points given below.

1. (0, 1) and (6, 13) 2. (1, -9) and (5, -21) 3. (-2, -16) and (3, 34)

4. (2 -8) and (6, -6) 5. (3, 10) and (3, 14) 6. (-4, 13) and (6, -2)

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 Vocabulary Definition

y-intercept

Slope-Intercept
Form

Directions: Plot at least three points and then use a ruler to graph a line.

7.
1
𝑦 = 𝑥−2 8. 𝑦 = 4𝑥 + 1 9.
3
𝑦 = − 𝑥+4
3 2

10. 𝑦 = −2𝑥 11. 𝑦 = 𝑥 − 1 12. 𝑦 = 4

13. −3𝑥 + 𝑦 = 0 14. 𝑥 = −2 15. 𝑦 = 4 − 𝑥

16. Some values of the linear function 𝑓 are shown in the table above.
Which of the following defines 𝑓?
A. 𝑓(𝑥) = 2𝑥 + 3
B. 𝑓(𝑥) = 3𝑥 + 2
C. 𝑓(𝑥) = 4𝑥 + 1
D. 𝑓(𝑥) = 5𝑥
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 Learning Target: Students can write the equation of
Algebra Review Skills: a line given the slope and a point on the line.
Point-Slope Form Students can write the equation of a line given two
points.

Vocabulary Definition

Point-Slope
Form

Directions: Write an equation in point-slope form for each line described below.
Then, convert your equation into slope-intercept form.

1.
1
slope = 4; (-8, 3) 2. slope = 4; (5, -7)

3. 4.

5. (1, 6) (3, 4) 6. f(4)= -2 and f(8) = 4

13
Monitoring Progress
Directions: Write an equation in point-slope form for each line using the information given below.
Then, convert your answer into slope-intercept form.

2
1. (3, -1) 𝑚 = −2 2. (4, 0) 𝑚 = − 3

3. 4. (1, 4). (3, 10)

5. g(2) = 3 and g(6) = 5

6. The student council is ordering customized foam hands to promote school spirit. The table shows the cost
of ordering different numbers of foam hands. Can the situation be modeled by a linear equation? Explain.
If possible, write a linear model that represents the cost as a function of the number of foam hands.

Number of 4 6 8 10 12
Foam Hands
Cost (dollars) 34 46 58 70 82

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 Learning Target: Students can use slope to
3.5 Part 1: Equations of determine if two lines are parallel. Students can

Parallel Lines
write the equation for a parallel line through a given
point.

Graph each line on the grid at the right.

What are your observations?

a. 𝑦 = 3𝑥 − 4
−1
b. 𝑦 = 𝑥−4
2

c. 𝑦 = 3𝑥 + 1
−1
d. 𝑦 = 𝑥+2
2

Theorem 3.13 Slopes of Parallel Lines

Directions: Find the slope of each line. Then, determine which lines, if any, are parallel.
3
Line 𝑎: 𝑦 = 5 𝑥 + 8 Line 𝑏: 5𝑦 = 3𝑥 − 10 Line 𝑐: −5𝑥 + 3𝑦 = 12

Line 𝑎: 𝑥 + 2𝑦 = 8 Line 𝑏: 2𝑥 + 6𝑦 = −12 Line 𝑐: −12𝑦 = 4𝑥 − 24

Line 𝑎: (9, 9) 𝑎𝑛𝑑 (−3, 5) Line 𝑏: (−6, −4) 𝑎𝑛𝑑 (12, 2) Line 𝑐: (−1, −3) 𝑎𝑛𝑑 (4, −3)

Line 𝑎: (−6, −10) 𝑎𝑛𝑑 (2, 2) Line 𝑏: (5, 12) 𝑎𝑛𝑑 (5, −2) Line 𝑐: (−3, 2)𝑎𝑛𝑑 (0, 4)

15
Lesson 3.5 Example 3: Write an equation in slope-intercept form for the line passing through the
point (-1, 1) that is parallel to the line 𝑦 = 2𝑥 − 3.

Monitoring Progress (Page 158)

4a. Write an equation in slope-intercept form for the line passing through the point (1, 5) that is
parallel to the line 𝑦 = 3𝑥 − 5

16
 Learning Target: Students can use slope to
3.5 Part 2: Equations of determine if two lines are parallel, perpendicular, or

Perpendicular Lines
neither. Students can write the equation for a
parallel or perpendicular line through a given point.

Graph each line on the grid at the right. What are your observations?

a. 𝑦 = 3𝑥 − 4
−1
b. 𝑦 = 𝑥
3

1
c. 𝑦 = 2 𝑥 − 5

d. 𝑦 = −2𝑥 + 1

Theorem 3.14 Slopes of Perpendicular Lines

Lesson 3.5 Example 2:

Find the slope of each line. Determine which of the lines below are parallel
and which are perpendicular.

Directions: Using their slope, determine if any of the lines are parallel or perpendicular.
6
Line 𝑎: 𝑦 = 5 𝑥 − 1 Line 𝑏: 12𝑦 = −10𝑥 + 12 Line 𝑐: 5𝑥 + 6𝑦 = 12

17
Directions: Using their slope, determine if any of the lines are parallel or perpendicular.
Line 𝑎: (0, 8) 𝑎𝑛𝑑 (12, 11) Line 𝑏: (7, 10) 𝑎𝑛𝑑 (7, 15) Line 𝑐: (4, 8) 𝑎𝑛𝑑 (−2, 8)

Lesson 3.5 Example 4: Write an equation in slope-intercept form for the line passing through the point (2, 3) that
is perpendicular to the line 2𝑥 + 𝑦 = 2.

Monitoring Progress (Page 158)

4b. Write an equation in slope-intercept form for the line passing through the point (1, 5) that is perpendicular to
the line 𝑦 = 3𝑥 − 5.

5. How do you know that the lines 𝑥 = 4 𝑎𝑛𝑑 𝑦 = 2 are perpendicular?

Additional Example: Find the midpoint of 𝑃𝑄 ̅̅̅̅ . Then write an equation of the line that passes through the
̅̅̅̅ . This line is called the perpendicular bisector.
midpoint and is perpendicular to 𝑃𝑄
P(6, 9) Q(18, 13)

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