Download VOCABULARY: Parallel lines, parallel planes, skew lines

WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Andrea Sisk
Date October 15, 2012
Edline was updated this week:
Length of Lesson 10 days
Content Area Geometry
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.
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
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?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
1.Identify the relationships between two lines or two planes
2.Name angles formed by a pair of lines and a transversal
3.Use the properties of parallel lines to determine congruent
angles
4.Use algebra to find angle measures
5.Recognize angle conditions that occur with parallel lines.
6.Prove that two lines are parallel based on a given angle
relationships
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will actively
participate in class examples, discussion, classwork and group
work, including authentic problem solving tasks and
vocabulary 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 (Glencoe
Geometry text and
supplementals)
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
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.
Warm ups (daily)
Homework (daily)
“Grab & Go”
worksheets/ activities
Unit Test
Additional materials as
needed (rulers, compass,
grid paper, etc)
CONTENT AREA
READING:
Guided Notes
INTERVENTIONS:
ASSIGNMENTS:
Struggling students will be
referred to RTII
Small group/flexible
grouping will occur.
Various computer programs.
1.(3-1) Parallel Lines and
Transversals –Day 1 Page
129 – 130 # 22 – 46 even
2.(3-2) Angles and Parallel
Lines – Day 1 Page 136 –
137 # 14 – 25, 32 – 36
3. Wrap-Up (3-1) and (3-2)
3-1/3-2 Practice Worksheet
and 3-2 Application WS
4.(3-3) Slopes of Lines – Day
1 Page 142 # 16 – 38 even
5. (3-3) Slopes of Lines – Day
2 3-3 Practice Worksheet and
3-3 Application WS
6. (3-4) Equations of Lines –
Day 1 Page 148 # 15 – 43 odd,
46 – 49
7. (3-4) Equations of Lines –
Day 2 3-4 Practice
Worksheet and 3-4
Application WS
8. (3-5) Proving Lines
Parallel – Day 1 Page 155 #
13 – 24, 26 – 31, 38, 39
9. (3-5) Proving Lines
Parallel – Day 2 Section 3-5
Practice Worksheet
10. Chapter 3 Review WS