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WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template Name Toney Date October 11-14 was updated this week: Length of Lesson 10 days Content Area Geometry Edline 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. 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: Struggling students will be referred to RTII Small group/flexible grouping will occur. Various computer programs. 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 •Chapter 3 Review WS