Group+4+SUM13

Karissa and Ismael

Parallel and Perpendicular Lines (Introduction) In this lesson students will learn about parallel and perpendicular lines. They will use real world examples to visualize what is happening with these two types of lines. Using examples throughout the lesson, students will be able to master the differences between slopes with parallel and perpendicular lines.


 * Teacher: **** Date: ** ** Period(s): **


 * Materials: Notebook for notes, pencil, calculator (optional) **
 * Objectives **
 * ** Content Standard(s) ** || ** Content Objective(s) ** || ** Language Objective ** ||
 * 8.0 - Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a line perpendicular to a given line that pass through a given point. || By the end of class, SWBAT
 * Decipher between parallel and perpendicular lines

As evidenced by:
 * Drawing both sets of lines and solving example problems on white board || By the end of class, SWBAT
 * Use the words parallel and perpendicular when describing lines ||

// Both new vocabulary and review vocabulary that is pertinent to this lesson (review vocab is italicized) // || ** Language of Instruction ** // How language will be used throughout the lesson that students will need to comprehend // || ** Language of Production ** // How students will need to use language to demonstrate proficiency with the language objective. // ||
 * Academic Language Considerations **
 * ** Vocabulary & Concepts **
 * * // Line //
 * Parallel
 * Perpendicular
 * // Point //
 * // Slope //
 * // Negative //
 * // Reciprocal //
 * // Intersect //
 * // Right angle //
 * First let’s look at the pair of LINES and see if we can see any relationship between them.
 * We can see that these two pairs of lines never INTERSECT. This makes them PARALLEL.
 * When two lines are PARALLEL their SLOPES are the same.
 * We can look at these two lines and notice they INTERSECT in one place. Something special about this intersection is it is a RIGHT ANGLE. This means that the lines are PERPENDICULAR.
 * When two lines are PERPENDICULAR their SLOPES are the NEGATIVE RECIPROCAL of each other.
 * The students will say, “I first need to identify the slope of the lines. And then if the slopes are equal the lines are parallel, if the slopes are the negative reciprocal of each other they are perpendicular.” ||  ||   ||

// What will the teacher present? What is the teacher going to say? What will the teacher be doing? // || ** Student Actions (W, I, P, S) ** // What do you expect the students will be doing? // || ** Monitoring Learning ** // What questions will you ask? What content will you look or listen for? How might you address misconceptions? // || minutes || ** Closure **
 * Overview of Lesson **
 * ** Time Interval ** || ** Teacher Actions **
 * 5 minutes || ** Warm-up **
 * Have warm up on the board when the students walk into class
 * Warm up-
 * Ø Draw railroad tracks
 * Ø Draw the railroad crossing sign
 * After students finish this show them that the railroad tracks are parallel and the sign is perpendicular lines
 * **INDEPENDENT**
 * Come into class, sit down and start warm up
 * Draw the pictures that are on the warm up
 * **PARTNERS**
 * After finishing share with a partner what they believe the drawings should look like
 * Ask how they knew what railroad tracks look like
 * Ask if they all know what the railroad sign looks like
 * If they do not put a picture up of the sign on the board so all the students can get an idea of what I am talking about ||  ||   ||
 * 25 minutes || * Show what parallel lines and perpendicular lines are on a graph going off of the warm up
 * Parallel lines: remain the same distance apart over their entire length. No matter how far you extend them, they will never meet.
 * Perpendicular lines: are lines that cross at a 90 degree angle
 * Graph y=3x+5 and 2y=6x+14
 * Show that they are parallel
 * Explain that this is because they have the same slope
 * Graph 3y= -x+6 and y=3x+7
 * Show that these lines are perpendicular
 * Explain that this is because the slopes are the negative reciprocal of each other
 * **WHOLE CLASS**
 * Write down the definitions as I go though them in their notebooks
 * Draw the graphs that are in the lesson plan and make sure to make the differentiation between the two different types of lines
 * Understand the difference between parallel and perpendicular in regards to slope ||  || * Ask if there needs to be any clarification regarding the subject material
 * I will be walking around the room making sure the students have drawn the correct graphs on their paper so they have the examples in their notes ||
 * 20 minutes || * Informal: have one partner explain what parallel lines are and the other explain what perpendicular lines are
 * Ø If they can teach the other then they will know how to do it
 * Ø Ask a partner group what their answers were so that I make sure they all have the correct answers
 * Formal: get out the individual white boards and do example problems and have them show the answer
 * What is the slope of a line parallel to y=2x+3? What is the slope of a line perpendicular to y= -1/2x+4?
 * (Draw pair of perpendicular lines on board) What kinds of lines are these? (Draw a pair of non-perpendicular, intersecting lines) What kinds of lines are these?
 * Draw a line parallel to y=3x+5 and draw a perpendicular line to y=2x+8.
 * Ø If most of the class gets the answers correct continue
 * If a good part of the class does not get the answers correct then go back and re-explain the lesson || * **PARTNERS**
 * Participate in pair share and not rely on partner to answer the questions for them
 * **INDEPENDENT**
 * Participate in the white board activity to ensure that the lesson was understood
 * If the example problems are hard and they do not understand, ask questions
 * Listen as students share between each other for understanding of concepts
 * Ensure that the students are on task talking about what they are supposed to be discussing
 * Ask good example problems for the students to solve on their individual white boards ||  ||
 * 5
 * Explain that tomorrow there we will continue on with parallel and perpendicular lines
 * Explain that we will learn how to find the equations of these lines with a different equation and a point
 * Show that there are parallel and perpendicular lines all around the world
 * As in the warm up, railroad tracks
 * Windows have both parallel and perpendicular lines
 * Etc…
 * Assign the homework work sheet
 * Ask them to go home and find 5 examples of parallel and perpendicular lines and be ready to share tomorrow for the warm up
 * **WHOLE CLASS**
 * Be attentive to the closing of the lesson
 * Make sure they understand that this lesson can be applied to their lives and futures ||  ||   ||


 * Useful Video!! (an introduction to parallel and perpendicular lines)**
 * [|Useful Video 2] (a rap on mathematical lines) Must watch!!**