Math 8 SLHT, q3, Wk8 M8ge-Iiii-J-1

SELF-LEARNING HOME TASK (SLHT)
Subject : MATHEMATICS Grade ___8__ Quarter: 3 Week: 8 .

MELC: applies triangle congruence to construct perpendicular lines Competency Code: M8GE-IIIi-j-1
Name _____________________________________ Section _____________ Date ____________

School _________________________________________ District _____________________________
A. Readings
T1 T1
T2
Do you recognize that the triangle at the left (T2) is a replica of the triangle at the right (T1)
of the vertical line?
(Imagine T1 is turned clockwise from the second quadrant to the third. Then at its position in the third
quadrant moved directly to the first quadrant, as where it is in the first figure.)
The animated illustration at the right shows the triangle rotated and brought to that position
as T2 is.
It is shown to you so you would understand

that: T1 ≅ T2.
And it implies that :
(referring to the length of the sides k
Indicated by k and t t T1
T2
k t
So that the vertices
have the coordinates
(𝒕, 𝒌)
(−𝒌, 𝒕)
T1
T2
We are working on this algebraically to see a relationship between side 𝒎 and side 𝒏 of the triangles.
Side m is a line positioned obliquely to the left

(𝒕, 𝒌)
Thus, the slope is expected to be negative.
While side n is a line positioned obliquely to the right

Thus, the slope is expected to be positive. (−𝒌, 𝒕) 𝒏
𝒎
T1
So, the slope of m T2
𝑡−0 𝑡 𝒕 (−𝒌, 𝟎) (𝟎, 𝟎) (𝒕, 𝟎)
Slope = = = −𝒌
−𝑘−0 −𝑘
While the slope of n
𝑘−0 𝒌
Slope = =
𝑡−0 𝒕
𝒕 𝒌 𝒌𝒕
Take a look at the computed slopes and multiply them: (− ) ( ) = − = −𝟏
𝒌 𝒕 𝒌𝒕
The product is negative 1.

When two numbers multiplied gives a -1, the numbers are negative reciprocals to each other.
Since the slopes of lines m and n are negative reciprocal to each other,
Then the lines are perpendicular to each other.
𝒏
𝒎
T1 Therefore, 𝑚 ⊥ 𝑛
T2
**We have just used congruent triangles.

to come up with two perpendicular lines.
B. Practice Exercises
In this activity, you will discover something as you do the process yourself. Read and follow
instructions and do as it may require you.
You need your compass to perform the tasks.
̅̅̅̅ , you shall construct a segment that would intersect 𝐴𝐵

Given 𝐴𝐵 ̅̅̅̅, and see how they are
related.
̅̅̅̅ on your paper (or notebook). Then follow the steps. (You are also guided with the
Draw 𝐴𝐵
illustrations.)
Position the sharp tip of the compass on one Then move the compass and position the sharp tip
endpoint of the segment, so let’s use B. then of the compass on the other endpoint of the
move the other arm (with the pencil) beyond the segment, so it’s A. then move the other arm (with
estimated half of the segment and draw arcs the pencil) beyond the estimated half of the
above and below the segment as illustrated here. segment and draw arcs above and below the
segment as illustrated here.
A B A B
When you have done the Draw a line that will

whole set of arcs, you will see connect the point of
two pairs of arcs intersecting, intersection of the two
on both sides of segment AB pairs of arcs as illustrated
as illustrated here. here
A B A B
J
Using a protractor, measure
the angle(s) formed by the
intersecting lines.
Is it 90 degrees?
So, you can see that:
If so, then the two lines are
perpendicular to each other. JR is perpendicular to AB at point F
In mathematical notation:
A F B JR ⊥ AB at F
R
C. Assessment/Application/Outputs (Please refer to DepEd Order No. 31, s. 2020)
Now, you do this on a sheet of paper.
Draw segment HR, without measuring.
Then as the steps presented in this activity, draw line MP perpendicular to HR at Q.
Perfect score: 12 points
Aspects for
Basis
consideration
Both pairs are evident 1 pair is evident Arcs seemed just drawn
Arcs drawn traces of compass traces of compass by hand
(5) (3) (1)
Lines and Lines are evidently not
Lines are straight and Lines are straight yet
points drawn using a
points are points are not
straightedge (ruler) and
labeled/named labeled/named
points are not
accordingly accordingly
labeled/named accordingly
(4) (3)
(2)
Neatness Work is very clean, arcs
Arcs and lines are Work is not neat at all
and lines are clearly
clear, but erasures left
drawn, erasures are
untidy marks
done neatly
(2) (1)
(3)
D. Suggested Enrichment/Reinforcement Activity/ies
Explore constructing a line perpendicular to a Explore constructing a line perpendicular to a

given line passing through a point NOT on given line passing through a point on the
the given line. In the illustration below, you given line. In the illustration below, you are
are given line AB, and a point P outside of given line AB, and a point P on the line AB.
AB. Study the steps Study the steps.
References:
Coronel, Antonio, Geometry, The Bookmark, Inc. 2002
https://www.youtube.com/watch?v=Ut4bl3m95xU
https://www.youtube.com/watch?v=JEKkjpGTtEA&t=13s
www.d11.org
https://www.yumpu.com/en/document/view/19080843/36-using-perpendicular-and-parallel-lines
Prepared by: Reviewed by:
VENUS EMPERATRIS O. MACAM PAMELA A. RODEMIO

Teacher III EPS in Mathematics
Buanoy National High School Division of Cebu Province
GUIDE
For the Teacher: Advise the students to read the reading and discussion portion before they attempt to answer the
practice exercises. Going through the parts sequentially will help them understand easily the topic.
For the Learner: Read through the self-learning home task from the first part to the last part. Doing so will help you
understand better the topic.
For the Parent/Home Tutor: Assist your child and make sure that he/she reads the self-learning home task from
beginning to end to ensure proper understanding of the concepts.

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SELF-LEARNING HOME TASK (SLHT)

Subject : MATHEMATICS Grade _8 Quarter: 3 Week: 8 .

Name _______________________________ Section _ Date ______

It is shown to you so you would understand

Side m is a line positioned obliquely to the left

While side n is a line positioned obliquely to the right

While the slope of n

The product is negative 1.

**We have just used congruent triangles.

̅̅̅̅ , you shall construct a segment that would intersect 𝐴𝐵

When you have done the Draw a line that will

D. Suggested Enrichment/Reinforcement Activity/ies

Explore constructing a line perpendicular to a Explore constructing a line perpendicular to a

Coronel, Antonio, Geometry, The Bookmark, Inc. 2002

Prepared by: Reviewed by:

VENUS EMPERATRIS O. MACAM PAMELA A. RODEMIO

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