Name of Learner: _________________________________________ Date: _____________________

Grade Level: _____________________________________________ Section: __________________

LEARNING ACTIVITY SHEET
DETERMINING THE CONDITIONS UNDER WHICH LINES AND SEGMENTS ARE PARALLEL OR
PERPENDICULAR

BACKGROUND INFORMATION FOR LEARNERS

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 is a learning material that will help you determine the conditions under which lines and
segments are parallel or perpendicular. This is composed of different tasks. If you’ve done well,
something awaits you at the end of this material. Good luck and have fun!

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

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 .
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.

2. If the angles in a linear pair are congruent, then the lines containing their sides are
perpendicular.

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

LEARNING COMPETENCY
 Determines the conditions under which lines and segments are parallel or perpendicular.
(M8GE-IV3-1)

ACTIVITIES

ACTIVITY 1
I. Below are pairs of lines. Mark the necessary parts using “feathers” or arrows (> or >>) to
indicate and justify parallelism. Then, write the correct notation.
1. 2. 3.

Notation: ____________ Notation: ____________ Notation: ____________

4. 5.

Notation: ____________ Notation: ____________

II. Refer to the given figure and the given conditions in answering the succeeding questions.
Draw if your answer is YES; otherwise, draw .
Given:
MI ≅ IL
SE≅ EL
 m∠ SEI =90 °
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) Are ∠ SIE and ∠ EIL complementary angles? _________
7) Do ∠ MIS and ∠ SIL form a linear pair? _________
8) Is the m∠ MIS=90 ° ? _________
9) Is SI shorter than MS ? _________
10) Is SL shorter than ML? _________

ACTIVITY 2
I. State whether the given pairs of lines/segments/rays are parallel. Write a one-sentence
explanation to justify your answer. Use the space provided below the figures.
1) 2) 3) 4) 5)

1) _____________________________________________________________________
2) _____________________________________________________________________
3) _____________________________________________________________________
4) _____________________________________________________________________
5) _____________________________________________________________________
II. Given any two distinct lines on a plane, the lines either intersect or are parallel. If two lines
intersect, then they form angles. Consider the figures below to answer the questions that
follow.

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
PERFORMANCE TASK:
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:

Processing Questions:
1. Based on your design, how will you ensure that the compartments of the shoe rack are
parallel? Determine 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
determine that these parts are really perpendicular?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

RUBRIC FOR SCORING (Performance Task)

REFLECTION

I have learned that

____________________________________
____________________________________
I have difficulty in
___________________________________
___________________________________
I appreciate
_____________________________________
____________________________________
____________________________________

Victory!
 Hands up to you my dear Math Legends. Congratulations, you successfully finished all the
activities. It has been tougher and tougher each week but no doubt you are the toughest. I am so
proud of your progress and I hope you continue to learn as we venture on the next challenges. 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 a certified .

REFERENCES

 Learner’s Material in Grade 8 Mathematics

 Teacher’s Guide in Grade 8 Mathematics
 Curriculum Guide in Grade 8 Mathematics
 https://www.storyofmathematics.com/parallel-lines
 https://www.math-only-math.com/properties-of-parallel-lines.html
 https://mathbitsnotebook.com/Geometry/ParallelPerp/PPdefinitions.html
 https://www.mathsisfun.com/perpendicular-parallel.html

ANSWER KEY
 PREPARED BY:

MA. FRANCIA B. BALMAS

TEACHER 1, ALIMSOG INTEGRATED SCHOOL