Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

PASACAO CAMPUS
Sta Rosa Del Norte, Pasacao, Camarines Sur

DETAILED LESSON PLAN

Conditions for Parallel and Perpendicular lines

(Grade 8)

I. CONTENT STANDARD
The learner demonstrates understanding of key concepts of parallel and perpendicular
lines.

II. PERFORMANCE STANDARD

The learner is able to communicate mathematical thinking with coherence and clarity in solving
real-life problems involving parallelism and perpendicularity using appropriate representation.

III. LEARNING COMPETENCY

The learner determines which lines and segment are parallel or perpendicular.

IV. OBJECTIVES
At the end of the lesson the student are expected to:
a. define parallel and perpendicular lines;
b. determines the conditions for parallel and perpendicular lines; and
c. relate parallelism and perpendicularity in the field of architecture.

V. SUBJECT MATTER
A. Topic: Conditions for Parallel and Perpendicular lines
B. Reference: Grade 8 Mathematics Module(pp. 441), www.mathwarehouse.com
C. Instructional Materials: popsicle stick, bamboo stick, cartolina and marker
D. Skills to develop: modeling, speed and mathematical reasoning
E. Concepts:
1. Parallel lines- are coplanar lines that do not intersect.
2. Perpendicular line- is line that intersect ay 90-degree angle.
F. Values integration: accuracy, productivity, creativity
G. Methodology: inductive method, 4A’s

VI. LEARNING ACTIVITY

Time Teacher’s hints Teacher’s activity Student activity I.M’s

frame
5 minutes A. Preliminary
activity
1. Greetings Good morning class. Good morning sir.

2. Prayer Everybody, please stand for the (student will pray)

opening prayer.
3. Securing the
cleanliness Before you take your seats, (student will follow the
kindly arrange your chairs instructions)
 properly and please pick up all
the pieces of plastic and paper
under your chair.
4. Checking the
attendance Class beadle, will you please (checking of the
check the attendance of your attendance)
classmates if who is absent
from the class today.
5. Checking of
assignments Class, please pass your (student will pass their
preparation)
assignment and I will check it
5 minutes later.
6. Recall
Before we proceed to our new
topic, let us first have a short
recap your knowledge about
our last topic which is parallel
line cut by a transversal.
P
1 2
3 4 m

5 6
7 8 n

In the given figure m & n are

P is the transversal line in
parallel lines.
the figure. Thus, it
How about transversal?
intersects the parallel lines
and they were angles
formed like corresponding
angles, interior angles,
exterior angles, alternate
interior and exterior angles,
and so on.

Excellent! So, ∟1, ∟2, ∟7 and Sir, exterior angles.

∟8 are called?
They are interior angles.
Very good. How about ∟3, ∟4,
∟5 and ∟6?

Excellent! So, based from your

answer I think you learned a lot
from the past topic.

5 minutes Before we proceed to our new

B. Motivation lesson, let’s have a game first. Bambo
o stick,
Our game is called “Pick a Stick glue,
and Make a Stair”, now I will scissor
divide the class into two groups
and the task of each is to
compete with each other. The mechanics for the
 game are the following:
The mechanics for the game 1. Get a stick and make
are the following: a stair. (Stair is place
1. Get a stick and make a at the floor). The
stair. (Stair is place at stair must be
the floor). The stair compose of 4 square
must be compose of 4 inside.
square inside. 2. After that, every
2. After that, every member of the
member of the group group will pick a
will pick a stick and stick and surpass the
surpass the stair using stair using one foot
one foot only. only.
3. The first group who 3. The first group who
finished the game will finished the game
move forward for the will move forward
next task. for the next task.
4. At last, you are going to 4. At last, you are
assemble those stick going to assemble
into on figure. those stick into on
Note: the stick at both sides figure.
must be parallel. Note: the stick at both sides
must be parallel.

Yes sir!
So, are you ready class?

Okay the game start now.

We found it enjoying,
Okay class, how was the because using those sticks,
activity? we can create a mini stair
by considering its accurate
line.

Sir, it’s interesting, because

we need to be fast in order
Very good! Another one?
to surpass the stair
immediately and after that
we assemble those stick will
make into one figure.

Exactly! With that activity, what

do you think is our topic for
today? Parallel and perpendicular
lines.
10 C. Lesson In connection with that activity,
minutes proper our new topic for today is
Application of Parallel and
1. Presentation Perpendicular Lines.
of lesson
For today’s discussion we have
the following objectives:
2. Presentation
At the end of the lesson the
of objectives At the end of the lesson the
student are expected to:
 student are expected to: a. define parallel and
a. define parallel and perpendicular lines;
perpendicular lines; b. determines the
b. determines the conditions for
conditions for parallel parallel and
and perpendicular lines; perpendicular lines;
and and
c. relate parallelism and c. relate parallelism
perpendicularity in the and perpendicularity
field of architecture. in the field of
architecture.

The following are the

conditions for parallel and
perpendicular lines:

(insert picture)
(discussion)
3. Activity

a. Pre- activity In order to attain those

objectives, let us conduct the
second activity.

I will divide the class into three

groups and each group will
select their leader to facilitate
their group mates.

Each group will be provided an

activity sheet. The activity
sheet contains the task that can
be done by constructing a
model/miniature.

After that, each group will

present their output based on
the given task, and your activity
5 minutes will be graded according to the
b. Activity rubric.
proper
COMPONENT CRITERIA OF
RUBRIC
 Accuracy
 Stability
 Creativity
 Mathematical reasoning
D. Post- (rubric attached at the back)
Group 1.
activity
1. What is a parallel Popsicl
(Activity sheet hints)
line? e stick,
Group 1. 2. What is stick
1. What is a parallel line? perpendicular line? glue,
2. What is perpendicular 3. Construct a model white
of a bridge. glue,
 line? cartolin
3. Construct a model of a Group 2. a,
bridge. 1. Illustrate parallel marker
and perpendicular
Group 2. lines.
1. Illustrate parallel and 2. Construct a model
perpendicular lines. of a building.
2. Construct a model of a
building. Group 3.
1. Differentiate parallel
Group 3. and perpendicular
1. Differentiate parallel lines. Give a
and perpendicular lines. concrete example.
Give a concrete 2. Construct a model
example. of a little house.
2. Construct a model of a
little house.

10 3. Analysis and Now kindly present and display

minutes abstraction your work based from the
activity that assigned to you.
Group 1.
Now may I call group one to 1. Parallel lines are the
present your output? coplanar lines that do not
intersect.
2. Perpendicular line is the
line that intersects at 90-
degree angle.
3.

Excellent! So let us give them a

round of applause. Next is Group 2.
group 2. 1.

2.

Amazing presentation. Let us

give them a big hand. Now may
 I call group 3? Group 3.
1. Parallel lines are line
having the same direction
that does not intersect,
while perpendicular line is a
line that intersects in the
other line at exactly 90-
degree angle.
2.

Very good. So let us give them

a big round of applause.

Now, let us rate your output.

How did you find the activity Sir, the activity is exciting
class? and challenging.

How can you say that the Because through the use of
activity is exciting and parallel and perpendicular
challenging? lines, we made a different
kinds of miniature that can
be seen in our surrounding.

Very good. Another? Sir, we found out that the

concepts of parallelism and
perpendicularity has many
uses and use it in the field
of architecture.

Perfect! Based our activity?

Anyone from the class, what is
a parallel line? Parallel lines are coplanar
lines that do not intersect.
Correct. How about
perpendicular line? Perpendicular line is a line
that intersects at 90-degree
angle.
Exactly. So, how can we
establish parallelism and
perpendicularity of lines? The use of parallelism and
perpendicularity of lines in
real life in particular is on
the design of carpenters,
architects, and engineers in
their work.
Bright answer.
5 minutes 4. Generalizati
on I have here different
illustration, identify if it is
parallel or perpendicular. “Am I
parallel or perpendicular”?
m n
Sir, it’s not perpendicular.

Figure 1
Not perpendicular.
a

b
Figure 2

Figure 3 s Sir it’s perpendicular.

Parallel sir.

figure 4
r

k Not parallel.
l

figure 5
Based from the activity, identify
here the parallel and
perpendicular lines.

(the students will identify

the parallel and
perpendicular lines)
 Excellent! Based from your
answer it shows that you are
really learned, considering the
lesson for today.
5 minutes 5. Application
Based from the activity, what
do you think is the other
significant application of
Parallelism and
Perpendicularity? Sir, the other significant
application of Parallelism
and Perpendicularity is in
the field of architecture.
Because the concept of this
will be used in designing
and planning the
architectural works.

Considering the concept of

parallel and
Correct! Another one? perpendicularity, it can be
used to create a building,
fence, house and bridge.
Precisely! Thank you for your
awesome answer.

VII. EVALUATION

1. Differentiate parallel & perpendicular lines.

2. Identify if it is parallel, perpendicular, or both.
a.) b.)
a
 c.) d.)

3. Create a model/miniature of road, rail road, gate and fence. (choose only one)

VIII. ASSIGNMENT
1. Construct a miniature of any architectural works. (this serve as your project)
2. Study quadrilateral and parallelogram.
3. Find the properties of quadrilateral.

References: Grade 8 Mathematics Module (pp. 441), www.mathwarehouse.com

Prepared by:

ROWEL H. PALCOTILO
Math 4A