Math g8 m2 Topic C Lesson 12 Teacher PDF

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 8•2
Lesson 12: Angles Associated with Parallel Lines
Student Outcomes
 Students know that corresponding angles, alternate interior angles, and alternate exterior angles of parallel
lines are equal. Students know that when these pairs of angles are equal, then lines are parallel.
 Students know that corresponding angles of parallel lines are equal because of properties related to
translation. Students know that alternate interior angles of parallel lines are equal because of properties
related to rotation.
 Students present informal arguments to draw conclusions about angles formed when parallel lines are cut by a
transversal.
Classwork
Exploratory Challenge 1 (7 minutes)
Students complete the Exploratory Challenge individually or in pairs. Students investigate the properties of angles
formed by two nonparallel lines cut by a transversal.
Exploratory Challenge 1
In the figure below, 𝑳𝟏 is not parallel to 𝑳𝟐 , and 𝒎 is a transversal. Use a protractor to measure angles 1–8. Which, if any,
are equal in measure? Explain why. (Use your transparency if needed.)
The following angle measures are equal: ∠𝟏 = ∠𝟑, ∠𝟐 = ∠𝟒, ∠𝟓 = ∠𝟕, and ∠𝟔 = ∠𝟖. The pairs of angles listed are
equal because they are vertical angles. Vertical angles are always equal because a rotation of 𝟏𝟖𝟎° around the vertex of
the angle will map it to its opposite angle.

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Discussion (5 minutes)
Discuss what students noticed about the angles in the first diagram with nonparallel lines. Ask students the following
questions during the discussion.
 What did you notice about the pairs of angles in the first diagram when the lines, 𝐿1 and 𝐿2 , were not parallel?
 ∠1 = ∠3, ∠2 = ∠4, ∠5 = ∠7, and ∠6 = ∠8. Vertical angles were equal in measure.
 Why are vertical angles equal in measure?
 We can rotate the angle around its vertex 180°, and it maps onto its opposite angle. Since rotations
are angle-preserving, it means that the angles are equal in measure.
 Angles that are on the same side of the transversal in corresponding positions (above each of 𝐿1 and 𝐿2 or
below each of 𝐿1 and 𝐿2 ) are called corresponding angles. Name a pair of corresponding angles in the
diagram. (Note to teacher: Have students name all pairs of corresponding angles from the diagram one pair at
a time.)
 ∠1 and ∠5, ∠4 and ∠8, ∠2 and ∠6, ∠3 and ∠7
 When angles are on opposite sides of the transversal and between (inside) the lines 𝐿1 and 𝐿2 , they are called
alternate interior angles. Name a pair of alternate interior angles. (Note to teacher: Have students name
both pairs of alternate interior angles from the diagram one pair at a time.)
 ∠4 and ∠6, ∠3 and ∠5
 When angles are on opposite sides of the transversal and outside of the parallel lines (above 𝐿1 and below 𝐿2 ),
they are called alternate exterior angles. Name a pair of alternate exterior angles. (Note to teacher: Have
students name both pairs of alternate exterior angles from the diagram one pair at a time.)
 ∠1 and ∠7, ∠2 and ∠8
Exploratory Challenge 2 (9 minutes)

Students complete the Exploratory Challenge individually or in pairs. Students investigate the properties of angles
formed by two parallel lines cut by a transversal.
Exploratory Challenge 2
In the figure below, 𝑳𝟏 ∥ 𝑳𝟐 , and 𝒎 is a transversal. Use a protractor to measure angles 1–8. List the angles that are
equal in measure.
∠𝟏 = ∠𝟑 = ∠𝟓 = ∠𝟕 and ∠𝟐 = ∠𝟒 = ∠𝟔 = ∠𝟖

140
a. What did you notice about the measures of ∠𝟏 and ∠𝟓? Why do you think this is so? (Use your transparency
if needed.)
∠𝟏 and ∠𝟓 are equal in measure. We can translate ∠𝟏 along a vector on line 𝒎 so that the vertex of ∠𝟏
maps onto the vertex of ∠𝟓. Translations are angle-preserving, so the two angles will coincide.
b. What did you notice about the measures of ∠𝟑 and ∠𝟕? Why do you think this is so? (Use your transparency
if needed.) Are there any other pairs of angles with this same relationship? If so, list them.
∠𝟑 and ∠𝟕 are equal in measure. We can translate ∠𝟑 along a vector on line 𝒎 so that the vertex of ∠𝟑
maps onto the vertex of ∠𝟕. Translations are angle-preserving, so the two angles will coincide. Other pairs of
angles with this same relationship are ∠𝟒 and ∠𝟖 and ∠𝟐 and ∠𝟔.
c. What did you notice about the measures of ∠𝟒 and ∠𝟔? Why do you think this is so? (Use your transparency
if needed.) Is there another pair of angles with this same relationship?
The measures of ∠𝟒 and ∠𝟔 are equal. A rotation of 𝟏𝟖𝟎° around a center would map ∠𝟒 to ∠𝟔. Rotations
are angle-preserving, so we know that ∠𝟒 and ∠𝟔 are equal. ∠𝟑 and ∠𝟓 have the same relationship.
Discussion (15 minutes)

Discuss what students noticed about the angles in the second diagram with parallel lines. Ask students the following
questions during the discussion.
 We are going to discuss what you observed when you measured and compared angles in
Exploratory Challenge 2. What we will do is make some informal arguments to prove some of the things you
noticed. Each time you answer “why,” “how do you know,” or “explain,” you are making an informal
argument.
 Were the vertical angles in Exploratory Challenge 2 equal like they were in Exploratory Challenge 1? Why?
 Yes, for the same reason they were equal in the first diagram, rotation.
 What other angles were equal in the second diagram when the lines 𝐿1 and 𝐿2 were parallel?
 ∠1 = ∠3 = ∠5 = ∠7 and ∠2 = ∠4 = ∠6 = ∠8
 Let’s look at just ∠1 and ∠5. What kind of angles are these, and how do you know?
 They are corresponding angles because they are on the same side of the transversal and in
corresponding positions (i.e., above each of 𝐿1 and 𝐿2 or below each of 𝐿1 and 𝐿2 ).
 We have already said that these two angles are equal in measure. Who can explain why this is so?
 Translation along a vector in line 𝑚 will map ∠1 onto ∠5. Translations preserve degrees of angles, so
the two angles are equal in measure.
Insert and label a point at the vertex of each angle, points 𝐴 and 𝐵, for example. Draw the vector between the two
points. Trace one of the angles on a transparency, and demonstrate to students that a translation along a vector of
exactly length 𝐴𝐵 would map one angle onto the other. Further, if there is a translation along vector ⃗⃗⃗⃗⃗
𝐴𝐵 , then
) ⃗⃗⃗⃗⃗
𝑇𝑟𝑎𝑛𝑠𝑙𝑎𝑡𝑖𝑜𝑛(𝐿1 maps to 𝐿2 . The vector 𝐴𝐵 on line 𝑚 is also translated but remains on line 𝑚. Therefore, all of the
angles formed by the intersection of 𝐿1 and 𝑚 are translated along ⃗⃗⃗⃗⃗
𝐴𝐵 according to the translation. That is why the
corresponding angles are equal in measure, that is, 𝑇𝑟𝑎𝑛𝑠𝑙𝑎𝑡𝑖𝑜𝑛(∠1) maps to ∠5.
 What did you notice about ∠3 and ∠7?
 These two angles were also equal in measure for the same reason as ∠1 and ∠5.

141
 What other pairs of corresponding angles are in the diagram?

 ∠4 and ∠8 and ∠2 and∠6
 In Exploratory Challenge 1, the pairs of corresponding angles we named were not equal in measure. Given the
information provided about each diagram, can you think of why this is so?
 In the first diagram, the lines 𝐿1 and 𝐿2 were not parallel. A translation of one of the angles would not
map onto the other angle.
 Are ∠4 and ∠6 corresponding angles? If not, why not?
 No, they are not on the same side of the transversal in corresponding locations.
 What kind of angles are ∠4 and ∠6? How do you know?
 ∠4 and ∠6 are alternate interior angles because they are on opposite sides of the transversal and inside
the lines 𝐿1 and 𝐿2 .
 We have already said that ∠4 and ∠6 are equal in measure. Why do you think this is so?
 You can use rotation to map one of the angles onto the other. Rotations are angle-preserving.
Mark the midpoint, point 𝑀 for example, of the segment between the vertices of the two angles. Trace one of the
angles on a transparency, and demonstrate to students that a 180° rotation around the point 𝑀 would map one of the
angles onto the other. Further, we know that a 180° rotation of a line around a point not on the line maps to a parallel
line. If we let there be the rotation of 180° around point 𝑀, then 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛(𝐿1 ) maps to 𝐿2 . The rotation of point 𝑀
maps to itself under rotation, and the line containing 𝑀, line 𝑚, will also map to itself under rotation. For that reason,
the angles formed at the intersection of 𝐿1 and line 𝑚, under rotation, will map to angles at the intersection of 𝐿2 and
line 𝑚 but on the other side of the transversal, specifically, 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛(∠4) maps to ∠6.
 Name another pair of alternate interior angles.
 ∠3 and ∠5
 In Exploratory Challenge 1, the pairs of alternate interior angles we named were not equal in measure. Given
the information provided about each diagram, can you think of why this is so?
 In the first diagram, the lines 𝐿1 and 𝐿2 were not parallel. A rotation around a point would not map
one angle onto the other angle.
 Are ∠1 and ∠7 corresponding angles? If not, why not?
 No, they are not on the same side of the transversal, so they cannot be corresponding angles.
 Are ∠1 and ∠7 alternate interior angles? If not, why not?
 No, they are not inside of the lines 𝐿1 and 𝐿2 , so they cannot be interior angles.
 What kind of angles are ∠1 and ∠7?
 They are alternate exterior angles because they are on opposite sides of the transversal and above 𝐿1
and below 𝐿2 .
 Name another pair of alternate exterior angles.
 ∠2 and ∠8
 These pairs of alternate exterior angles were not equal in measure in Exploratory Challenge 1. Given the
information provided about each diagram, can you think of why this is so?
 In the first diagram, the lines 𝐿1 and 𝐿2 were not parallel. A rotation of one of the angles would not
map onto the other angle.

142
 If you know that pairs of corresponding angles, alternate interior angles, and alternate exterior angles are
congruent, what do you think is true about the lines?
 The lines are parallel when pairs of corresponding angles, alternate interior angles, and alternate
exterior angles are congruent.
State the following theorem and its converse:
 THEOREM: When parallel lines are cut by a transversal, then the pairs of corresponding angles are congruent,
the pairs of alternate interior angles are congruent, and the pairs of alternate exterior angles are congruent.
 The converse of the theorem states that if you know that corresponding angles are congruent, then you can be
sure that the lines cut by a transversal are parallel. How could you phrase the converse of the theorem with
respect to other types of angles we have learned?
 When alternate interior angles are congruent, then the lines cut by a transversal are parallel.
 When alternate exterior angles are congruent, then the lines cut by a transversal are parallel.
Closing (4 minutes)
Provide students two minutes to fill in the example portion of the lesson summary in the student materials.
Summarize, or have students summarize, the lesson.
 When a pair of parallel lines are cut by a transversal, then any corresponding angles, any alternate interior
angles, and any alternate exterior angles are equal in measure.
 The reason that specific pairs of angles are equal is because of the properties we learned about the basic rigid
motions, specifically that they are angle-preserving.
 When a pair of nonparallel lines are cut by a transversal, any corresponding angles, any alternate interior
angles, and any alternate exterior angles are not equal in measure.

143
Lesson Summary
Angles that are on the same side of the transversal

in corresponding positions (above each of 𝑳𝟏 and
𝑳𝟐 or below each of 𝑳𝟏 and 𝑳𝟐 ) are called
corresponding angles. For example, ∠𝟐 and ∠𝟒
are corresponding angles.
When angles are on opposite sides of the

transversal and between (inside) the lines 𝑳𝟏 and
𝑳𝟐 , they are called alternate interior angles. For
example, ∠𝟑 and ∠𝟕 are alternate interior angles.
When angles are on opposite sides of the

transversal and outside of the parallel lines (above
𝑳𝟏 and below 𝑳𝟐 ), they are called alternate
exterior angles. For example, ∠𝟏 and ∠𝟓 are
alternate exterior angles.
When parallel lines are cut by a transversal, any corresponding angles, any alternate interior angles, and any
alternate exterior angles are equal in measure. If the lines are not parallel, then the angles are not equal in
measure.
Exit Ticket (5 minutes)

144
Name Date
Exit Ticket
Use the diagram to answer Questions 1 and 2. In the diagram, lines 𝐿1 and 𝐿2 are intersected by transversal 𝑚, forming
angles 1–8, as shown.
1. If 𝐿1 ∥ 𝐿2 , what do you know about ∠2 and ∠6? Use informal arguments to support your claim.
2. If 𝐿1 ∥ 𝐿2 , what do you know about ∠1 and ∠3? Use informal arguments to support your claim.

145
Exit Ticket Sample Solutions
Use the diagram to answer Problems 1 and 2. In the diagram, lines 𝑳𝟏 and 𝑳𝟐 are intersected by transversal 𝒎, forming
angles 1–8, as shown.
1. If 𝑳𝟏 ∥ 𝑳𝟐 , what do you know about ∠𝟐 and ∠𝟔? Use informal arguments to support your claim.
They are alternate interior angles because they are on opposite sides of the transversal and inside of lines 𝑳𝟏
and 𝑳𝟐 . Also, the angles are equal in measure because the lines 𝑳𝟏 and 𝑳𝟐 are parallel. If we rotated angle 𝟐
𝟏𝟖𝟎° around the midpoint of the segment between the parallel lines, then it would map onto angle 𝟔.
2. If 𝑳𝟏 ∥ 𝑳𝟐 , what do you know about ∠𝟏 and ∠𝟑? Use informal arguments to support your claim.
They are corresponding angles because they are on the same side of the transversal and above each of lines 𝑳𝟏
and 𝑳𝟐 . Also, the angles are equal in measure because the lines 𝑳𝟏 and 𝑳𝟐 are parallel. If we translated angle 𝟏
along a vector (the same length as the segment between the parallel lines), then it would map onto angle 𝟑.
Problem Set Sample Solutions

Students practice identifying corresponding, alternate interior, and alternate exterior angles from a diagram.
Use the diagram below to do Problems 1–10.

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1. Identify all pairs of corresponding angles. Are the pairs of corresponding angles equal in measure? How do you
know?
∠𝟏 and ∠𝟓, ∠𝟒 and ∠𝟖, ∠𝟐 and ∠𝟔, ∠𝟑 and ∠𝟕

There is no information provided about the lines in the diagram being parallel. For that reason, we do not know if
the pairs of corresponding angles are equal in measure. If we knew the lines were parallel, we could use translation
to map one angle onto another.
2. Identify all pairs of alternate interior angles. Are the pairs of alternate interior angles equal in measure? How do
you know?
∠𝟒 and ∠𝟓, ∠𝟑 and ∠𝟔

There is no information provided about the lines in the diagram being parallel. For that reason, we do not know if
the pairs of alternate interior angles are equal in measure. If the lines were parallel, we could use rotation to show
that the pairs of angles would map onto one another, proving they are equal in measure.
3. Use an informal argument to describe why ∠𝟏 and ∠𝟖 are equal in measure if 𝑳𝟏 ∥ 𝑳𝟐 .
The reason that angle 𝟏 and angle 𝟖 are equal in measure when the lines are parallel is because you can rotate
around the midpoint of the segment between the parallel lines. A rotation would then map angle 𝟏 onto angle 𝟖,
showing that they are congruent and equal in measure.
4. Assuming 𝑳𝟏 ∥ 𝑳𝟐 , if the measure of ∠𝟒 is 𝟕𝟑°, what is the measure of ∠𝟖? How do you know?
The measure of ∠𝟖 is 𝟕𝟑°. This must be true because they are corresponding angles of parallel lines.
5. Assuming 𝑳𝟏 ∥ 𝑳𝟐 , if the measure of ∠𝟑 is 𝟏𝟎𝟕° degrees, what is the measure of ∠𝟔? How do you know?
The measure of ∠𝟔 is 𝟏𝟎𝟕°. This must be true because they are alternate interior angles of parallel lines.
6. Assuming 𝑳𝟏 ∥ 𝑳𝟐 , if the measure of ∠𝟐 is 𝟏𝟎𝟕°, what is the measure of ∠𝟕? How do you know?
The measure of ∠𝟕 is 𝟏𝟎𝟕°. This must be true because they are alternate exterior angles of parallel lines.
7. Would your answers to Problems 4–6 be the same if you had not been informed that 𝑳𝟏 ∥ 𝑳𝟐 ? Why or why not?
No. The fact that the lines are parallel is the reason we can state that specific pairs of angles are equal in measure.
We can use basic rigid motions to prove that angles associated with parallel lines have the property of being equal
in measure when they are corresponding, alternate interior, or alternate exterior angles. If the lines are not
parallel, then we could still classify the angles, but we would not know anything about their measures.
8. Use an informal argument to describe why ∠𝟏 and ∠𝟓 are equal in measure if 𝑳𝟏 ∥ 𝑳𝟐 .
The reason that angle 𝟏 and angle 𝟓 are equal in measure when the lines are parallel is because you can translate
along a vector equal in length of the segment between the parallel lines; then, angle 𝟏 would map onto angle 𝟓.
9. Use an informal argument to describe why ∠𝟒 and ∠𝟓 are equal in measure if 𝑳𝟏 ∥ 𝑳𝟐 .
The reason that angle 𝟒 and angle 𝟓 are equal in measure when the lines are parallel is because when you rotate
angle 𝟒 around the midpoint of the segment between the parallel lines, angle 𝟒 will map onto angle 𝟓.
10. Assume that 𝑳𝟏 is not parallel to 𝑳𝟐 . Explain why ∠𝟑 ≠ ∠𝟕.
If the lines are not parallel, then all we know about angle 𝟑 and angle 𝟕 is that they are corresponding angles.
If the lines are parallel, we could use translation to map one angle onto the other to show that they are equal in
measure. However, we are to assume that the lines are not parallel, which means that their corresponding angles
will not be equal in measure.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 8•2

Lesson 12: Angles Associated with Parallel Lines

Lesson 12: Angles Associated with Parallel Lines

Exploratory Challenge 2 (9 minutes)

Lesson 12: Angles Associated with Parallel Lines

Discussion (15 minutes)

Lesson 12: Angles Associated with Parallel Lines

 What other pairs of corresponding angles are in the diagram?

Lesson 12: Angles Associated with Parallel Lines

Lesson 12: Angles Associated with Parallel Lines

Angles that are on the same side of the transversal

When angles are on opposite sides of the

When angles are on opposite sides of the

Exit Ticket (5 minutes)

Lesson 12: Angles Associated with Parallel Lines

Lesson 12: Angles Associated with Parallel Lines

Lesson 12: Angles Associated with Parallel Lines

Exit Ticket Sample Solutions

Problem Set Sample Solutions

Use the diagram below to do Problems 1–10.

Lesson 12: Angles Associated with Parallel Lines

∠𝟏 and ∠𝟓, ∠𝟒 and ∠𝟖, ∠𝟐 and ∠𝟔, ∠𝟑 and ∠𝟕

∠𝟒 and ∠𝟓, ∠𝟑 and ∠𝟔

3. Use an informal argument to describe why ∠𝟏 and ∠𝟖 are equal in measure if 𝑳𝟏 ∥ 𝑳𝟐 .

8. Use an informal argument to describe why ∠𝟏 and ∠𝟓 are equal in measure if 𝑳𝟏 ∥ 𝑳𝟐 .

9. Use an informal argument to describe why ∠𝟒 and ∠𝟓 are equal in measure if 𝑳𝟏 ∥ 𝑳𝟐 .

10. Assume that 𝑳𝟏 is not parallel to 𝑳𝟐 . Explain why ∠𝟑 ≠ ∠𝟕.

Lesson 12: Angles Associated with Parallel Lines

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