Date:
Theme: Geometry.
Unit topic: Deductive proofs.
Lesson topic: Intercept theorem.
Time:
Duration:
Period:
Instructional objectives: At the end of the lesson, the students should be able to:
i. State the above theorem;
ii. Prove the theorem ;
iii. Apply theorem in problem solving;
iv. Solve applied questions.
Instructional resources:A chart showing intercept.
Presentation:
------Step 1: Identification of students’ prior ideas.
Mode: whole class.
Teacher’s activities: asks the students to define intercept in their own words.
Students’ activities: respond thus;
If the lines AB and CD cut the transversal PQ in three parts, the part of the transversal cut off
between the lines is called an intercept.
P
A X B
Intercept
C Y
D
Q
------Step 2: Exploration.
Mode: whole class.
Teacher’s activities: leads the students in proving the theorem.
If three or more parallel lines cut off equal intercepts on a transversal, then they cut off equal
intercepts on any other transversal.
A X
𝑥1
B 𝑦1 Y
P
𝑥2
C𝑦2 Z
Q
Given: Three parallel lines cutting a fourth line at A, B, C so that |AB|= |BC| and cutting
another line at X, Y, Z respectively.
To prove: |XY|= |YZ|
Construction: Draw 𝑋𝑃 ̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅ 𝐵𝑌 𝑎𝑛𝑑 ̅̅̅̅
𝑌𝑄 parallel to ABC to cut ̅̅̅̅ 𝐶𝑍 at P and Q respectively.
Proof:
AXPB is a parallelogram (opposite sides are parallel)
∴|XP|= |AB| (opposite sides of parallelogram are equal)
Similarly:
|YQ|= |BC| (opposite sides of parallelogram YQCB)
∴|XP|= |YQ| (given that |AB|= |BC|)
In s XPY and YQZ:
|XP|= |YQ| (proved)
𝑥1 = 𝑥2 (𝑐𝑜𝑟𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑖𝑛𝑔 𝑎𝑛𝑔𝑙𝑒𝑠)
𝑦1 = 𝑦2 (𝑐𝑜𝑟𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑖𝑛𝑔 𝑎𝑛𝑔𝑙𝑒𝑠)
∴ XPY ≡ YQZ (AAS)
∴ |XY|= |YZ|
Students’ activities: answer questions and take note.
------Step 3: Discussion.
Mode: whole class.
Teacher’s activities: leads the students in solving problems with the theorem.
1. Find the lettered lengths k, m, n, …, in the diagrams below. All dimensions are in cm.
a. b. 3cm
3.1cm n 3cm
k
2.5cm m 2.5cm
k = 3.1cm (intercept theorem) n = 3cm and m = 2.5cm (intercept theorem)
a. q d.
5.2cm s
8cm
P 7cm r 4cm
r = 5.2cm and s = 4cm (intercept theorem)
P = 7cm and q = 8cm
Students’ activities:
e. f. 8cm
t 3cm 5cm w
v z
u
2.5cm 𝑥6cm
t = 2.5cm, v = 2.5cm and u = 6cm (ie 3cm + 3cm) 𝑦
𝑥 = 5cm, w = 6cm and y = z = 8cm
------Step 4: Application.
Mode: whole class.
Teacher’s activities: leads the students in applying the theorem in more questions.
2. Use the diagram below to answer the following questions;
|𝑋𝑃|
a. What is the ratio |𝑋𝑌|?
|𝑍𝑄|
b. What is the ratio |𝑄𝑋|?
c. If |XP|= 9cm, what is |XY|?
d. If |ZQ|= 3.5cm, what is |QX|?
X
Q
P Z
Y
Solution:
|𝑋𝑃| 2
a) The ratio |𝑋𝑌| = 5
|𝑍𝑄| 1
b) The ratio |𝑄𝑋| =
4
5
c) If |XP|= 9cm, then |XY|= × 9𝑐𝑚 = 22.5𝑐𝑚
2
d) If |ZQ|= 3.5cm, then |QX|= 4 × 3.5𝑐𝑚 = 14.0𝑐𝑚.
Students’ activities: answer questions and take notes.
------Step 5: Evaluation.
Mode: whole class.
Teacher’s activities: asks the students to solve this;
|𝐴𝐷|
In the diagram below, a) What is the ratio |𝐷𝐵| ? b) If |DB|= 5cm, what is |AB|?
A D B
Students’ activities: respond thus;
|𝐴𝐷| 2
a. The ratio =
|𝐷𝐵| 1
b. If |DB|= 5cm, then |AB|= 5𝑐𝑚 × 3 = 15𝑐𝑚
Assignment:
In the diagram below, ̅̅̅̅
𝐴𝐹 is divided so that |AB|= |BC|= |CD|= |DE|= |EF| and ̅̅̅̅ ̅̅̅̅ . If |AY|= 7.5cm,
𝐹𝑋||𝐷𝑌
what is |YX|?
F
E
D
C
B
X
Y A
References:
New General Mathematics for SS 1 by J B Channon etal.
New Concept Mathematics for SS 1 by H N Odogwu etal.