Download VOCABULARY: Parallel lines, parallel planes, skew lines

WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Andrew Pollick Date 10/10/2011
Edline was updated this week:
Length of Lesson 12 days
Content Area Geometry Advanced
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:Parallel and Perpendicular lines
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
2.9.11.G Solve problems using analytic geometry.
2.8.11.J Demonstrate the connection between algebraic equations and
inequalities and the geometry of relations in the coordinate plane.
2.8.11.L Write the equation of a line when given the graph of the line, two
points on the line, or the slope of the line and a point on the line.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: The special angel relationships that result when a
transversal intersects parallel lines. Slope and forms for the equation of a line are
reviewed, problems are solved by writing linear equations and using the slope to
determine if liens are parallel, perpendicular, or neither. Student understanding
of parallel and perpendicular lines are expanded to find the distance between a
point and a line and between 2 parallel lines.
ESSENTIAL QUESTIONS:
•
Can you identify the relationship between 2 lines or 2
planes
•
Name angles formed by a pair of lines and a
transversal
•
Use the properties of parallel lines to determine
congruent angles
•
Use algebra to find angle measures
•
Find slopes of lines and use slope to identify parallel
and perpendicular lines
•
Write an equation of a line given information about its
graph and solve problems by writing equations
•
Recognize angle conditions that occur with parallel
lines and prove 2 lines are parallel based on given conditions
•
Find the distance between a point and a line or 2
parallel lines
VOCABULARY: Parallel lines, parallel planes, skew lines.
Transversal, consecutive interior angles, alternate interior
angles, alternate exterior angles, corresponding angles, slope,
rate of change, slope-intercept form, point slope form,
equidistant
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
1.
Identify the relationships between two lines or two
planes [1 day]
2.
Name angles formed by a pair of lines and a
transversal [1 day]
3.
Use the properties of parallel lines to determine
congruent angles [1 day]
4.
Use algebra to find angle measures [1 day]
5.
Recognize angle conditions that occur with parallel
lines. [1 day]
6.
Prove that two lines are parallel based on a given
angle relationships [1 day]
7.
Find the distance between a point and a line [1 day]
8.
Find the distance between parallel lines [1 day]
9.
Use a graphing calculator to determine the points of
intersection of a transversal and two parallel lines [1 day,
review/test 2 days]
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will actively
participate in class examples, discussion, and group work.
FORMATIVE ASSESSMENTS:
#1. Exit Tickets
#2. Pre-Assessment
#3. Graphic Organizers
Others: Summarizing Main Idea
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Compare Contrast
Others: Graphic Organziers,
Summarizing, Cooperative
Education, Partnering
Unit 3 Parallel and
Perpendicular Lines
(Glencoe Geometry text)
Describe usage: See below for
Compare/Contrast, Graphic
Organizers, Cooperative
Education, Partnering, NoteTaking. Check for understanding
and summarizing using warm
up, homework, formative
assessment questioning or exit
tickets to determine whether to
continue lesson or do
interventions as needed. (model,
spiral scaffolding, instruct/
reteach as needed)
Scaffolding used:
#1. Guided Notes
#2 . Build on Prior Knowledge
Others: Graphic Organizers,
Build Vocabulary
Describe usage: Warm up to
include spiraling review of prior
Warm ups (daily)
Homework (daily)
“Grab & Go”
worksheets/ activities
Unit Test
CONTENT AREA
READING:
Guided Notes
INTERVENTIONS:
ASSIGNMENTS:
Struggling students will be
referred to RTII
Small group/flexible
grouping will occur.
Various computer programs.
•
(3-1) Parallel Lines
and Transversals –Day 1
Page 129 – 130 # 22 – 46 even
•
(3-1) Parallel Lines
and Transversals –Day 2
Page 128 # 1 – 21/ Section 3-1
Practice Worksheet
•
(3-2) Angles and
Parallel Lines – Day 1 Page
136 – 137 # 14 – 25, 32 – 36
•
(3-2) Angles and
Parallel Lines – Day 2 Page
136 # 1 – 13/ Section 3-2
Practice Worksheet
•
(3-3) Slopes of Lines
– Day 1 Page 142 # 16 – 38
even
•
(3-3) Slopes of Lines
– Day 2 Page 142 # 1 – 14/
Section 3-3 Practice
Worksheet
•
(3-4) Equations of
Lines – Day 1 Page 148 # 15 –
43 odd, 46 – 49
•
(3-4) Equations of
Lines – Day 2 Page 147 # 1 –
14/Section 3-4 Practice
Worksheet
•
(3-5) Proving Lines
Parallel – Day 1 Page 155 #
13 – 24, 26 – 31, 38, 39
knowledge to include upcoming
lesson. All notes are guided notes
to build vocabulary, interspersed
with group activities. Graphic
organizers utilized when
appropriate to compare/contrast
vocabulary.
Other techniques used:
MINI LESSON:
Based on daily assessments
(formative and summative),
additional modeling, instruction,
homework, review, interventions,
group work, computer or teacher
guided practice will be done.
•
(3-5) Proving Lines
Parallel – Day 2 Page 154 # 1
– 12/ Section 3-5 Practice
Worksheet
•
(3-6) Perpendiculars
and Distance – Day 1 Page
162 # 11 – 16, 19 – 24
•
(3-6) Perpendiculars
and Distance – Day 2 Page
163 # 2 – 5, 7, 8/ Section 3-6
Practice Worksheet
•
Chapter 3 Review
WS