Download Chapter 3 - Woodland Hills School District

WOODLAND HILLS ACADEMY LESSON PLAN
SAS and Understanding By Design Template
Name Amber Mesko
Date 10/15/2012
Length of Lesson 13 days
Content Area Geometry
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Parallel and Perpendicular lines
Solve problems using analytic geometry.
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.
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
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
2.9.11.G
2.8.11.J
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.
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
Students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identify the relationships between two lines or two planes
[1 day]
Name angles formed by a pair of lines and a transversal [1
day]
Use the properties of parallel lines to determine congruent
angles [1 day]
Use algebra to find angle measures [1 day]
Recognize angle conditions that occur with parallel lines.
[1 day]
Prove that two lines are parallel based on a given angle
relationships [1 day]
Find the distance between a point and a line [1 day]
Find the distance between parallel lines [1 day]
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,
class work, and whiteboards.
OTHER EVIDENCE:
Daily warm ups, homework, exit tickets, summarizing main ideas,
Keystone Classroom Diagnostic Tool, Study Island, foresight
scores, unit test and quizzes
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
(Active Engagement, Explicit
Instruction, Metacognition,
Modeling, Scaffolding )
MINI LESSON:
MATERIALS AND
RESOURCES:
INTERVENTIONS:
Unit 3 Parallel and
Perpendicular Lines
(Glencoe Geometry text)
Math Lab
Keystone Classroom
Diagnostic Tool
DAILY: Warm up to include
spiraling review of prior
knowledge to include
upcoming lesson
Warm ups (daily)
Homework (daily)
“Grab & Go” worksheets/
activities
Unit Test
DAILY: Check for
understanding using warm up,
homework, exit slips or
formative assessment
questioning to determine
whether to continue lesson or
do interventions as needed.
(model, spiral scaffolding,
instruct/ reteach as needed)
Based on daily assessments
(formative and summative),
additional modeling,
instruction, homework,
review, interventions, group
work, computer or teacher
guided practice will be done.
Additional materials as
needed (rulers, compass, grid
paper, etc)
ASSIGNMENTS:

(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

(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