GROUP ACTIVITY 5

DEVELOPMENTAL LEARNING ACTIVITIES

Group Members: Date: 7/1/23

Arboleda, Enrico Joachim E.
Banal, Maria Michaela L.
Ruiz, Alexis Matthew A.
BME II-18

III. LEARNING ACTIVITIES

Teacher’s Activity Student’s Activity

B. Developmental Activity
So, what is your take away from our
activity?
➔ I’ve learned the different basic geometric
figures.
Very good!

1. Lesson Proper
Since you now have an overview of our ➔ (students will listen attentively)
topic, allow me to introduce our topic for
this session.

But first, let me show the objectives.

a.) Describe parallel lines, a bisector,
a perpendicular bisector, and an
angle bisector;
b.) Distinguish perpendicular bisector
from angle bisector; and
c.) Illustrate parallel lines, bisectors,
perpendicular bisectors, and
angle bisectors.

This session’s topic is the construction of

basic geometric figures.
Recalling our previous activity, what
terms did you come across?
➔ (students will answer)
Well done everyone!

Starting with the definition of terms.

● The term "construction" in
geometry refers to the precise
drawing of geometric figures. A
compass, straightedge (i.e. ruler),
and a pencil are used in these
creations. This is the "pure" form.
There is no computation involved
in this geometric creation.

● Parallel lines are defined as two

lines that never overlap at any
point. Based on the definition, can
you cite objects that show parallel
lines?
➔ (students will answer)
That’s correct.

● Bisector a line that divides a line or

an angle into two equal parts. What
measure do the segments on each
side of the original segment have
when a bisector passes through
the midpoint of the original
segment? What is the measure of
the angles on each side when a
bisector cuts the original angle?
➔ (students will answer)
Correct, the measures of the
segments or angles should be half
of the original segment or original
angle.
 ● When a bisector cuts a line, it is
called a perpendicular bisector. It is
a line perpendicular to another line
that divides the original line into
two congruent parts.

● And when a bisector cuts an angle,

it is called an angle bisector. It is a
ray, segment, or line that divides a
given angle into two angles of
equal measures.

To construct the figures, we use

compass and straightedge.
● Compass is a tool for drawing
circles and arcs measuring
distances between points,
consisting of two arms linked by a
moveable joint, one arm ending in
a point and the other frequently
containing a pencil or pen.

● Straightedge is a ruler (with or

without units) used to guide in
making a straight line or figure.

Do you have any questions or

clarifications?
➔ None.

Since you don’t have any questions, we ➔ (students will listen attentively)
now proceed on how to construct the
basic geometric figures using a compass
and a straightedge.

I will illustrate and supply the steps for

constructing the basic geometric figures
and ensure that you will list the following
steps. Is that understood?
➔ Yes, teacher.
For the materials, I have bond paper, a
pencil, a compass, and a straightedge.
The first construction is to construct a ➔ (students will watch carefully and list
segment congruent to a given segment. down the steps)

Given 𝐷𝐸, we need to construct 𝑀𝑁

congruent to 𝐷𝐸.

Step 1: Draw a line with the straightedge

and mark the point M on the line.

Step 2: Fix the compass opening to

match the length of 𝐷𝐸.
Step 3: Mark the point N on the line with
the distance of 𝐷𝐸 from point M.

That’s for the first construction. Were

you able to list down the steps?
➔ Yes, teacher.

Second construction is construction of ➔ (students will watch carefully and list

an angle congruent to a given angle. down the steps)

Given ∠B, we need to construct ∠B’

congruent to ∠B.
Step 1: Draw an arbitrary arc with center
B of the given angle, then redraw the arc
with center B' using the same compass
setting.

Step 2: Measure the arc between the

sides of the original angle, then mark it
off with center B' on the arc.

Step 3: Connect the mark to B’.

Were you able to follow the steps?
➔ Yes, teacher.

Next construction is constructing an ➔ (students will watch carefully and list

angle bisector. down the steps)

Given ∠B, we need to construct angle

of ∠CBD.

Step 1: Place points C and D on either

side of B so that BC = BD. This can be
done by drawing an arc of a circle with
the center a B.
Step 2: Draw an arc with center B of any
radius.

Step 3: Draw an arc with center C of any

radius more than half of CD. Repeat with
the same radius for center D. Keep in
mind that the two arcs must cross.

Step 4: Connect B to the point where

the arc crosses.
That’s all for the third construction. Were
you able to follow?
➔ Yes, teacher.

Fourth construction is constructing the ➔ (students will watch carefully and list
midpoint and perpendicular bisector of a down the steps)
segment.

Given 𝐷𝐸, we will construct the midpoint

X of 𝑀𝑁 and perpendicular bisector of
𝐷𝐸.

Step 1: Draw two arcs on both sides of

𝐷𝐸 using center D and radius r that is
greater than half of 𝐷𝐸. Mark the arcs’
intersections as M and N.
Step 2: Connect M and N using a
straightedge forming 𝑀𝑁 that intersects
𝐷𝐸 at point X.

Step 3: 𝑀𝑁 is the perpendicular bisector

of 𝐷𝐸 and the intersection of 𝑀𝑁 with 𝐷𝐸
is the midpoint of 𝐷𝐸.

That is it for the fourth construction, is

everything clear?
➔ Yes, teacher.

Next construction is constructing a ➔ (students will watch carefully and list

perpendicular to a given line through a down the steps)
given point on the line.
Given line m and point P on m, we need
to construct a line through P
perpendicular to m.

Step 1: Using center P and any radius,

locate two points, S and T, on the circle
which is on line m.

Step 2: Using center S and T, draw a

radius which is greater than half of ST,
draw two arcs on both sides of ST above
P. Mark the intersection of the arcs as L
and N.
Step 3: Connect L and N using a
straightedge forming line LN that
intersects line m at point P.

Step 4: The perpendicular bisector of 𝑆𝑇

is the perpendicular to m that passes
through P.

Since P is the midpoint of ST, SP and PT

are equal. Subsequently, the
perpendicular bisector of ST contains P
and is perpendicular to line m.

Is the information clear, students?

➔ Yes, teacher.

We now move to the last construction,

➔ (students will watch carefully and list
constructing a parallel to a given line
down the steps)
through a point, not on that line.
Given point N and line l, we need to
construct a line parallel through a point
not on that line.

Step 1: Draw any line through N that

meets the given line.

Step 2: Perform construction on copying

an angle using angle at S on the other
side of the line just drawn with vertex N.
Step 3: Extend the side of the new angle
through N, giving the desired parallel
lines.

That’s it for the last construction. Were

you able to follow and list down all the
steps?
➔ Yes, teacher.

Do you have any questions or

clarifications?
➔ None.

2. Drill / Activity
If none, then we proceed to the activity.
Please ready your pencil, compass, and
straightedge. Bond papers will be
provided.
➔ (students will prepare the materials)

(in every column the teacher will

distribute bond papers)
➔ (students will pass the bond papers)
Directions: Construct the following basic
geometric figures: a.) Parallel lines, b.)
Perpendicular bisector, and c.) Angle
bisector. Use the following steps in
constructing the following basic
geometric figures. And you will be given
10 minutes to complete the activity.

Is the activity’s instructions clear to you?

➔ Yes, teacher.

Then, you may start.

➔ (students will do the activity)

After 10 minutes…
➔ (students are finished)

Put down your pencils. Please pass your

work to the front, finished or not.
➔ (students will stand up and pass the
paper in front)

3. Wrap-up
Before we end, let’s have a recall on
what you have learned today.

Can someone enumerate the basic

geometric figures that we have
constructed today?
➔ (a student will enumerate the basic
geometric figures)
Great!

Can someone define each term?

➔ (each student will define each term)

Well done everyone! Seems that we

achieved our objectives for today.
4. Assignment
For your assignment, construct the ➔ (students will copy their assignment)
remaining basic geometric figures which
are: a.) constructing a segment
congruent to a given segment, b.)
constructing an angle congruent to a
given angle, and c.) constructing a
perpendicular to a given line through a
given point on the line.

Were you able to copy your assignment?

➔ Yes, teacher.

Then, that’s all for today’s session.

Goodbye class.
➔ Goodbye and thank you teacher.