Lesson Plan: Geometric Constructions - Bisectors, Perpendicular Lines, and Parallel

Lines

Objective: Students will be able to construct perpendicular and parallel lines, as well as
angle bisectors and segment bisectors, using basic tools such as a compass and
straightedge.

Materials:

 Compass
 Straightedge (ruler or T-square)
 Pencil
 Blank paper
 Printed handouts with instructions and examples

Introduction:

1. Begin by reviewing basic terms and concepts related to lines, angles, and
segments, such as:
 Types of angles (acute, right, obtuse)
 Types of lines (parallel, perpendicular)
 Bisectors (angle bisectors, segment bisectors)
2. Explain that geometric constructions allow us to create accurate diagrams of
these concepts using only a compass and straightedge.
3. Provide examples of situations where geometric constructions might be useful,
such as designing a building, creating a map, or solving a geometry problem.

Activity 1: Constructing Perpendicular and Parallel Lines

1. Demonstrate how to construct a perpendicular line through a given point on a

line segment:
 Place the compass on the given point and draw an arc that intersects the
line segment on both sides.
 Without changing the compass width, place the compass on each
intersection point and draw arcs that cross each other.
 Draw a line through the point that intersects both arc intersections.
2. Have students practice constructing perpendicular lines through different points
on line segments, using the same steps.
3. Demonstrate how to construct a parallel line through a given point:
  Place the compass on the given point and draw an arc.
 Without changing the compass width, place the compass on the original
line and draw arcs that intersect the first arc.
 Draw a line through the point that is parallel to the original line.
4. Have students practice constructing parallel lines through different points, using
the same steps.

Activity 2: Constructing Bisectors

1. Demonstrate how to construct an angle bisector:

 Draw an angle with vertex A.
 Place the compass on vertex A and draw an arc that intersects both sides
of the angle.
 Without changing the compass width, place the compass on each
intersection point and draw arcs that cross each other.
 Draw a line through vertex A that intersects the arc intersection.
2. Have students practice constructing angle bisectors for different angles, using the
same steps.
3. Demonstrate how to construct a segment bisector:
 Draw a line segment.
 Place the compass on one endpoint and draw an arc.
 Without changing the compass width, place the compass on the other
endpoint and draw another arc that intersects the first arc.
 Draw a line through the endpoints that intersects the arc intersection.
4. Have students practice constructing segment bisectors for different segments,
using the same steps.

Conclusion:

1. Review the different constructions that were learned in the lesson.

2. Ask students to share examples of real-life situations where geometric
constructions might be useful.
3. Provide resources (such as online tutorials or additional practice problems) for
students who want to continue exploring geometric constructions on their own.
Activity: Constructing Perpendicular and Parallel Lines

Objective: To practice constructing perpendicular and parallel lines using Euclidean

tools.

Materials:

 Compass
 Straightedge (ruler or T-square)
 Pencil
 Blank paper
 Worksheet with practice problems (optional)

Instructions:

1. Begin by reviewing the steps for constructing perpendicular and parallel lines.
2. Demonstrate the construction of a perpendicular line through a given point on a
line segment. Model each step of the construction and explain the reasoning
behind it. Encourage students to ask questions and take notes.
3. Provide students with several practice problems to construct perpendicular lines
through different points on line segments. These problems can be provided on a
worksheet or written on the board.
4. Monitor students as they work and provide feedback as needed.
5. Demonstrate the construction of a parallel line through a given point. Model
each step of the construction and explain the reasoning behind it. Encourage
students to ask questions and take notes.
6. Provide students with several practice problems to construct parallel lines
through different points. These problems can be provided on a worksheet or
written on the board.
7. Monitor students as they work and provide feedback as needed.
8. After students have completed the practice problems, have them share their
constructions with the class. Encourage them to explain their thinking and discuss
any challenges they faced.
9. If time allows, have students work in pairs to create their own problems for
constructing perpendicular and parallel lines. They can then swap problems with
another pair to solve.

Assessment:
To assess students' understanding of the concepts and skills learned in this activity, you
can:

 Observe students as they work and provide feedback as needed.

 Ask students to explain the steps for constructing perpendicular and parallel
lines.
 Provide additional practice problems for students to solve independently or in
groups.
 Incorporate questions related to this activity on a quiz or test.

Activity: Constructing Bisectors

Objective: To practice constructing angle bisectors and line segment bisectors using
Euclidean tools.

Materials:

 Compass
 Straightedge (ruler or T-square)
 Pencil
 Blank paper
 Worksheet with practice problems (optional)

Instructions:

1. Begin by reviewing the steps for constructing angle bisectors and line segment
bisectors.
2. Demonstrate the construction of an angle bisector. Model each step of the
construction and explain the reasoning behind it. Encourage students to ask
questions and take notes.
3. Provide students with several practice problems to construct angle bisectors of
different angles. These problems can be provided on a worksheet or written on
the board.
4. Monitor students as they work and provide feedback as needed.
5. Demonstrate the construction of a line segment bisector. Model each step of the
construction and explain the reasoning behind it. Encourage students to ask
questions and take notes.
 6. Provide students with several practice problems to construct line segment
bisectors of different line segments. These problems can be provided on a
worksheet or written on the board.
7. Monitor students as they work and provide feedback as needed.
8. After students have completed the practice problems, have them share their
constructions with the class. Encourage them to explain their thinking and discuss
any challenges they faced.
9. If time allows, have students work in pairs to create their own problems for
constructing angle bisectors and line segment bisectors. They can then swap
problems with another pair to solve.

Assessment:

To assess students' understanding of the concepts and skills learned in this activity, you
can:

 Observe students as they work and provide feedback as needed.

 Ask students to explain the steps for constructing angle bisectors and line
segment bisectors.
 Provide additional practice problems for students to solve independently or in
groups.
 Incorporate questions related to this activity on a quiz or test.

Title Slide: Constructing Perpendicular and Parallel Lines

Introduction

 Briefly introduce the topic of constructing perpendicular and parallel lines using
Euclidean tools
 Explain why this skill is important and relevant to everyday life and different fields
of study

Section 1: Perpendicular Lines

 Define what perpendicular lines are

 Explain why perpendicular lines are important and where they can be found in
real life situations
  Demonstrate the steps for constructing a perpendicular line through a given
point on a line segment using a compass and straightedge (ruler or T-square)
 Show examples of different problems that can be solved using the skill of
constructing perpendicular lines

Section 2: Practice Problems

 Provide several practice problems for students to construct perpendicular lines

through different points on line segments
 Demonstrate each problem and provide feedback and guidance as needed
 Encourage students to work in groups or pairs to solve the problems and share
their solutions with the class

Section 3: Parallel Lines

 Define what parallel lines are

 Explain why parallel lines are important and where they can be found in real life
situations
 Demonstrate the steps for constructing a parallel line through a given point using
a compass and straightedge
 Show examples of different problems that can be solved using the skill of
constructing parallel lines

Section 4: Practice Problems

 Provide several practice problems for students to construct parallel lines through
different points
 Demonstrate each problem and provide feedback and guidance as needed
 Encourage students to work in groups or pairs to solve the problems and share
their solutions with the class

Conclusion

 Recap the main points covered in the presentation

 Reinforce the importance and usefulness of constructing perpendicular and
parallel lines using Euclidean tools
 Encourage students to continue practicing and applying these skills in their
studies and everyday life
1. Define what perpendicular lines are: Perpendicular lines are two lines that
intersect at a right angle, which is a 90-degree angle. They have opposite
reciprocal slopes, which means that if one line has a slope of m, the other line has
a slope of -1/m.
2. Explain why perpendicular lines are important and where they can be found
in real life situations: Perpendicular lines are important because they are used
to create right angles, which are essential in many fields, such as construction,
engineering, and mathematics. They can be found in real life situations such as
building construction, where walls and floors need to be perpendicular to each
other, and in surveying, where right angles are used to establish the boundaries
of a property.
3. Demonstrate the steps for constructing a perpendicular line through a given
point on a line segment using a compass and straightedge (ruler or T-
square):
 Step 1: Draw a line segment and label the given point as P.
 Step 2: Place the compass on point P and draw two arcs that intersect the
line segment.
 Step 3: Without changing the width of the compass, place the compass on
each of the intersection points of the arcs and draw two more arcs that
intersect each other.
 Step 4: Draw a straight line through the given point P and the intersection
point of the two new arcs. This line will be perpendicular to the original
line segment.
4. Show examples of different problems that can be solved using the skill of
constructing perpendicular lines: Constructing perpendicular lines can be used
to solve various geometric problems, such as:
 Constructing the perpendicular bisector of a line segment
 Creating a perpendicular line to a given line that passes through a given
point
 Constructing a rectangle or square with right angles at each corner
 Finding the shortest distance between a point and a line
 Creating a perpendicular line to a curve at a given point
 1. Provide a variety of line segments: To give students ample practice, provide a
variety of line segments of different lengths and orientations. Ensure that each
line segment has at least two points on it that can be used to construct a
perpendicular line.
2. Create practice problems: Create several practice problems for students to
solve. For each problem, give the line segment and the point through which a
perpendicular line needs to be constructed. For example, "Construct a
perpendicular line through point P on line segment AB." Provide several such
problems, varying the line segments and points.
3. Demonstrate each problem: Demonstrate each problem step-by-step using a
visual aid such as a whiteboard or projector. Show the students how to use a
compass and straightedge to construct the perpendicular line through the given
point on the line segment. Make sure to emphasize the key steps, such as
drawing the two arcs with the compass and connecting the intersection point to
the given point.
4. Provide feedback and guidance: As students work on the problems, provide
feedback and guidance as needed. Walk around the classroom and observe the
students' progress, offering tips and correcting any mistakes. Encourage students
to ask questions if they are unsure of any steps.
5. Encourage group work and sharing: Encourage students to work in groups or
pairs to solve the problems. This will foster collaboration and encourage students
to learn from one another. After completing the practice problems, encourage
students to share their solutions with the class, either by presenting their work or
by displaying it on a bulletin board.

Here are some practice problems for constructing perpendicular lines through different
points on line segments:

1. Construct a perpendicular line through point Q on line segment CD.

2. Construct a perpendicular line through point R on line segment EF.
3. Construct a perpendicular line through point S on line segment GH.
4. Construct a perpendicular line through point T on line segment IJ.
5. Construct a perpendicular line through point U on line segment KL.
1. Define what parallel lines are: Parallel lines are lines that never meet or
intersect. They are always the same distance apart from each other and have the
same slope.
2. Explain why parallel lines are important and where they can be found in real
life situations: Parallel lines are important in geometry and many real-life
situations. For example, they are used in architecture and construction to make
sure that walls, floors, and other elements are straight and level. Parallel lines are
also used in roadways and railways to ensure that vehicles stay in their lanes and
follow a specific path.
3. Demonstrate the steps for constructing a parallel line through a given point
using a compass and straightedge: Here are the steps to construct a parallel
line through a given point using a compass and straightedge:
a. Draw a line segment and mark a point on it. This will be the given point.
b. Place the compass on the given point and draw an arc that intersects the line
segment in two places.
c. Without adjusting the compass, place the tip on one of the intersection points
and draw another arc that intersects the line segment in a new point.
d. Draw a line through the given point and the new point of intersection on the
line segment. This line will be parallel to the original line segment.
4. Show examples of different problems that can be solved using the skill of
constructing parallel lines: Constructing parallel lines is an important skill in
geometry and can be used to solve many problems. Here are some examples:
a. Construct a parallelogram with a given side length and angle measure.
b. Construct a square with a given side length.
c. Construct a rectangle with a given length and width.
d. Construct a triangle with a given base and height, where the base is parallel to
a given line segment.
e. Construct a trapezoid with a given length of one base and height, where the
other base is parallel to a given line segment.
Activity 1: Constructing Angle Bisectors

Materials needed: Compass, straightedge, paper

1. Introduce the concept of angle bisectors to the students and show them how to
construct one using a compass and straightedge.
2. Have the students practice constructing angle bisectors for several different
angles, such as acute, right, and obtuse angles.
3. Provide the students with a worksheet that includes several angle measures and
ask them to construct the bisectors for each one.
4. Once the students have completed the worksheet, have them measure the angles
to check that the bisectors were constructed correctly.
5. Finally, challenge the students to create their own angles and construct the
bisectors for them.

Activity 2: Constructing Line Segment Bisectors

Materials needed: Compass, straightedge, paper

1. Introduce the concept of line segment bisectors to the students and show them
how to construct one using a compass and straightedge.
2. Have the students practice constructing line segment bisectors for several
different line segments of varying lengths.
3. Provide the students with a worksheet that includes several line segments and
ask them to construct the bisectors for each one.
4. Once the students have completed the worksheet, have them measure the length
of each half of the line segment to check that the bisectors were constructed
correctly.
5. Finally, challenge the students to create their own line segments and construct
the bisectors for them.

Activity 3: Bisector Treasure Hunt

Materials needed: Compass, straightedge, paper, small objects

1. Hide several small objects around the classroom or outside (depending on the
location of the activity).
2. Provide the students with a worksheet that includes several clues that lead them
to each hidden object.
3. Each clue should require the students to construct either an angle bisector or a
line segment bisector in order to find the hidden object.
4. Once the students have found all the objects, have them use them to create a
larger geometric shape, such as a triangle or quadrilateral.
5. Finally, have the students present their shapes to the class and explain how they
found each object using the bisectors they constructed.