Download Geometry Unit Design Chapter 3

Chapter 3 Unit Design
Unit Title: Chapter 3: Parallel and Perpendicular Lines
Course: Geometry
Unit Length: 11 days
Date Created: October 22, 2010
Updated: November 18, 2011
IL Goals/Standards:
-Recognize angle pairs that occur with parallel lines 9B. 4
-Prove that two lines are parallel based on given angle relationships 9C 11.17.
-Use the properties of parallel lines to determine congruent angles 9C. 11.17.
-Use algebra to find angle measures 7A, B, C, 11. 03
-Find the slope of a line 9A. 11.9
-Use a slope to decide if two lines are, parallel, perpendicular or neither 9A. 11.9
-Write equations in point-slope and slope intercept form 9A 11. 09.
-Recognize angle conditions that occur with parallel lines 9A 11. 05.
-Prove that two lines are parallel based on given angle relationships 9C 11. 11
College Readiness Standards:
Properties of Plane Figures:
(16-19) Exhibit some knowledge of the angles associated with parallel lines;(20-23) Find the measure of an angle
using properties of parallel lines; Exhibit knowledge of basic angle properties and special sums of angle measures (e.g., 90°, 180°, and 360°);
(24-27) Use several angle properties to find an unknown angle measure.
Graphical Representations:
(20-23) Exhibit knowledge of slope; (24-27) Determine the slope of a line from points or equations; Match linear graphs with their equations;
(28-32) Use properties of parallel and perpendicular lines to determine an equation of a line or coordinates of a point.
Unit Overview
Unit Components
3.1 Parallel Lines
Transversals
Unit Vocabulary/ Concepts/Topics
 Parallel lines
 Parallel planes
 Skew lines
 Transversal
 Alternate exterior angles
 Alternate interior angles
 Consecutive interior angles
 Consecutive exterior angles
 Corresponding angles
3.2 Angles and Parallel Lines
3.3 Slopes of Lines
Unit Vocabulary/ Concepts/Topics
 Corresponding Angles Postulate
 Alternate Interior Angles Theorem
 Consecutive Interior Angles Theorem
 Alternate Exterior Angles Theorem
 Perpendicular Transversal Theorem
Learner/Performance Objectives: The student will . . .
-identify the relationships between two lines or two 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 including equations with
decimals and fractions
-find the slope of a line
-use a slope to decide if two lines are parallel, perpendicular or
neither
-write equations in standard, point-slope and slope intercept
form
-recognize angle conditions that occur with parallel lines
-prove that two lines are parallel based on given angle
relationships
Unit Vocabulary/
Concepts/Topics
 Slope (Algebra Skills Review with
domain and range)
 Slopes of Parallel Lines
 Slopes of Perpendicular Lines
3.4 Equations of
Lines
Unit Vocabulary/
Concepts/Topics
 Slope-Intercept Form
 Point-Slope Form
 Standard Form
Assessments/Evidence
• Quizzes & Tests based on learner objectives (vocab, postulates, formulas)
•Constructed response – POW, Bell-Ringer/Exit Slip
•Related mini-projects (Frayer Model, crosswords, games)
•Student presentations in small groups.
•Daily openers (bell ringers) and summary.
•Student Self-Assessment – via summaries and exit slips
•Graded classwork activities
3.5 Proving
Lines Parallel
Unit Vocabulary/
Concepts/Topics
 Parallel Postulate
 Ways to prove lines
parallel
3
Unit: Chapter 3: Parallel and Perpendicular Lines
Resources/Materials:
• Geometry Text
• Kenwood Website – Homework Purposes; Additional Notes
• Calculators
Select/Create WIC-R Strategies
Writing
Inquiry
Collaboration
1.
Summary
1.
Problem Solving
1.
2.
3.
4.
5.
6.
7.
Reading
Paraphrase and listen attentively to one another.
Elaborate and build upon ideas and each others'
contributions.
Make use of specific and accurate knowledge.
Provide evidence for claims and arguments.
Create/invent something together.
Teach each other.
Think—Pair—Share (Bell-Ringer, In-class Activities)
Adaptations/Accommodations/Differentiation
Select/Create Possible Modifications
Content
Vary what students will learn and the materials that represent the content
(Visual, auditory, tactile, written).
Process
Vary the activities through which students make sense of key ideas using
essential skills (graphic organizers, Cornell notes, demonstrations, prompts,
highlighting key information).
Product
Vary how students demonstrate and extend what they understand and can do
as a result of a span of learning (Homework based on completion,
boardwork, modified homework and assessments, projects, portfolios).
Learning Environment
Vary the classroom conditions that set the climate, expectations for learning,
and physical conditions (Preferential seating, proximity control, posters,
student work).
1.
2.
3.
Understanding and Using
Words (Vocabulary)
Generalizations and Drawing
Conclusions (Summary)
B/D/A Strategy – Sequence
Summary
Corrective and Enrichment Activities/Practices/Strategies
Select/Create Correctives
•re-teaching
•test corrections/ retakes
•worksheets
•study guides
•academic games (crossword
puzzles, simulations)
•individual tutoring (TLC, office
hours with teacher)
•technology-assisted instruction
(e.g., computers, LCD projectors)
•Success Plans
Select/Create Enrichments/Extensions
•additional challenging homework and
class problems
•developing practice exercises
•developing games, problems, and contests
•locating background materials for future
or current topics
•developing modified formative
assessments
•creating bulletin boards and displays
•applying knowledge to a real-world
situation