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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