PARALLEL LINES AND

TRAVERSALS
By Mr. Nguyen

Learning Goals and Objectives

Goal: Understand the relationship of

angles formed by two parallel lines and a
traversal.
Objective: Students will be able to
calculate the measurement of all other
angles given the measurement of one of
the eight angles formed by two parallel
lines and a traversal.

Math Talk
What do you notice about these the
intersections of these parking lines?

Why do you think that pattern exist?

Visual Representation Activity

Activity Results

Your results should match these results:

Relationship between m1 and m5
(corresponding angles): m1= m5
Relationship between m1 and m8
(alternate exterior angles): m1= m8
Relationship between m4 and m5
(alternate interior angles): m4= m5
Relationship between m4 and m6
(consecutive interior angles):
m4+m6=180

Postulate and Theorems

Logically Reasoning

Why do you think we have

one postulate and the rest
are theorems?

Prove the Theorems

Statements

Reasons

1. p q

1. Given

2. 13

2. Corresponding Angles Postulate

3. 14

3. Vertical Angles Theorem

4. 34

4. Transitive Property of Congruency

Applications of the Concepts

m6=65 because of 5 and 6 are vertical angles and thus

congruent.
m7=115 because of 5 and 7 are a linear pair and thus supplementary.
(65+115=180)
m8=65 because of 5 and 6 are corresponding angles and thus congruent.
m9=115 because of 7 and 9 are alternate exterior angles and
thus congruent.

Applications with Algebra

5x-24+89=180
5x+65=180
5x=115
x=23

How It All Connects

Prior knowledge: Prior to this lesson, we
learned the relationship when two lines
intersect. Mainly we learned that vertical
angles are congruent and angles that form
linear pairs are supplementary.
How it will connect later: When we add
another line that is parallel to the traversal,
we would have created a parallelogram.
Example of parallelograms are squares,
rectangles, and rhombuses.