Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,
Day 1
Day 2
Day 3
Day 4
Day 5
Title of Lesson or Activity
Parallel Lines and Angle Relationships
Proving Lines are Parallel
Perpendicular Lines
Slopes of Parallel and Perpendicular Lines
Writing Equations of Parallel & Perpendicular Lines
Standards and Objectives
What do students need to know and be able to do for each day of the unit?
HSG-CO.C.9
Given a pair of parallel lines and a transversal, students should make conjectures in references to the angles.
HSG-CO.C.9
Use theorems to prove and determine whether lines are parallel.
HSG-CO.C.9
Investigate theorems that prove lines are perpendicular.
HSG-GPE.B.5
Determine whether lines are parallel or perpendicular.
HSG-GPE.B.5
Write the equation of parallel or perpendicular lines given a line.
Academic Language and Vocabulary
What academic language will you emphasize and teach each day during this unit?
Transversal
Parallel
Corresponding Angles
Same-side interior
Same-side exterior
Alternate-interior
Alternate-exterior
Transversal
Parallel
Corresponding Angles
Same-side interior
Same-side exterior
Alternate-interior
Alternate-exterior
Perpendicular Postulate
Parallel Postulate
Perpendicular Transversal Theorem
Perpendicular Bisector
Slope
Y-intercept
Slope-intercept form
Point-Slope Form
Summary of Instruction and Activities for the Lesson
How will the instruction and activities flow? Consider how the students will efficiently transition from one to the next.
This lesson is considered to be investigative. Students will be given a brief introduction to angle pair relationships then they will investigate the different relationships and the theorems to prove them. Instruction will consist of notes, angle-pair relationships task cards, and practice problems for independent practice. I have an attention getter that I use to encourage smooth transitions. Students complete IXL assignments to practice.
This lesson is also investigative. Students will continue to investigate angle-pair relationships but they will also prove lines are parallel because of these relationships. In their lesson, students will have discussions and investigate how to prove lines parallel. Students will be given notes, guided notes and independent practice all in the book. Students will continue IXL assignments
Students will use prior knowledge to develop theorems about perpendicular lines. Students will be presented with multiple scenarios and be asked to investigate in order to determine if lines are perpendicular. Students will work solely in their books to complete investigative notes, guided practice and independent practice.
Students will go over what perpendicular lines are and be introduced to perpendicular bisectors. Students will be able to prove the perpendicular transversal theorem and perpendicular bisector theorem. We will complete guided practice problems for both perpendicular bisectors as well as perpendicular lines on a transversal.
Students will be given notes that activate prior knowledge of the slopes of parallel and perpendicular lines. Students will complete a short notes packet and then students will complete activities on the computer. Students will complete kahoot for guided practice and IXL assignments for independent practice.
Differentiation
What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?
I will show students indicate on a diagram that two lines are parallel and two angles are congruent. I will suggest and help students create graphic organizers in if-then format for each postulate or theorem learned.
I will pair students will are struggling with students who are able to follow directions in the notes carefully. For my ELL students, I will provide them with dictionaries and pair them with students who are more familiar with the vocabulary. I will provide assistance where needed.
I will give students who are struggling a peer tutor to assist them throughout the lesson.
Students who are struggling with the difference between parallel and perpendicular lines will receive a graphic organizer to assist them.
Students who are struggling will receive a mini lesson on writing equations in slope-intercept form given an equation in standard form.
Required Materials, Handouts, Text, Slides, and Technology
SpringBoard Textbook
Angle-Pair Task Cards
SpringBoard Textbook
SpringBoard Textbook
Laptops
SpringBoard Book
Laptops
SpringBoard Book
Laptops
Instructional and Engagement Strategies
What strategies are you going to use with your students to keep them engaged throughout the unit of study?
Vocabulary Organizer
Think. Pair. Share.
Create Representations
Think. Pair. Share.
Debriefing
Activating Prior Knowledge
Create Representations
Activating Prior Knowledge
Visualization
Debriefing
Look for a Pattern
Think-Pair-Share
Visualization
Formative Assessments
How are you going to measure the learning of your students throughout the lesson?
Students will complete check for understandings about angle-pair relationships. Students will be given angles and have to prove their relationships using theorems or postulates.
Students will complete checks for understandings on converses and inverses of theorems or postulates needed to prove parallel lines are parallel given angles. They will also complete proofs on their own.
Students will complete practice problems that allow them to prove their knowledge of perpendicular bisectors and their effects given right angles, midpoints and lines. At the end of the lesson, students will complete Activity Practice 7, which is a review of the first three lessons.
Students will complete check for understandings to show how well they are understanding what conjectures in previous questions may apply to parallel segments, perpendicular segments and other segments. They will determine whether horizontal lines are parallel. Given slopes of two lines, determine whether the lines are parallel or perpendicular.
Students will complete practice problems that require them to activate prior knowledge of slope-intercept form and point-slope form. Using these formulas, students will be asked to write equations of lines (parallel and perpendicular). At the end of the lesson, students will complete Activity 8 Practice to review for exam.
Summative, Post- Assessment
What post-assessment will measure the learning progress? Note: This can be the same as the pre-assessment or a modified version of it.
The students will be given a comprehensive assessment that will cover all the lessons covered in the unit. Students will be required to know and articulate the various angle-pair relationships. If given a set of angles, students must be able to identify the angle pair and justify their reasoning. Students will have to prove lines are parallel given angle-pair relationships. This will also have to be done with perpendicular lines and their specific theorems that prove them given perpendicular bisectors. It will be required that students be able to distinguish between slopes of parallel and perpendicular lines given a slope of a line. Finally, students will be given problems where they will have to write the equations of lines for parallel and perpendicular lines.