This lesson was completed in class and is provided here for you to review.
a. Objective The student will be able to correctly create and label both parallel and perpendicular lines to a given equation of a line.
CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
b. Introduction
Have the class clear off their desks. Write parallel and perpendicular on the board. Underneath each, write their definition and discuss the words with the class. Now, erase the words and tell the class to take out a piece of paper and write down the both words with their definitions in the students’ own words. Let the class know that you will be walking around and giving out some form of candy to those who spell both words correctly and give a proper definition.
c. Model,
Go through a problem in which you are given an equation for a line. Use the definitions to write a new equation for a parallel line and yet another for a perpendicular line. As you are doing so, mention that you are using the same slope from the original equation as the slope for your parallel line and the opposite reciprocal as the slope for the perpendicular line. Leave the words written on the board with their definitions and examples. Reference the words one more time before moving on and emphasize that spelling the words correctly is important.
d. Guided Practice
Use this to refresh knowledge from the previous lesson. Give the x-intercept and the y-intercept of a line and have the students help you write an equation for a line. Help them through the process of finding the slope and putting it into y=mx+b form. Next, use the slope that was found to write another equation but with a new y-intercept. Ask if the line is the same line, a parallel line, or a perpendicular line and point to the words on the board. Finally, have them find the slope for a perpendicular line and have them give you an equation with the same y-intercept as the original equation.
e. Independent Practice
Give students a series of problems that provide either an equation for a line or the intercepts of a line and have the students write both parallel and perpendicular lines to each problem. Make sure students are labeling which one is parallel and which one is perpendicular and emphasize proper spelling.
f. Assessment
For the purpose of assessment, there will be a short quiz at the last 10 minutes of class during which students will be given the intercepts and told to come up with, and label, parallel and perpendicular lines to the line through the given intercepts. It is also important to probe for understanding during the independent practice to get a good idea on how the students are absorbing the information before the class has ended.
a. Objective The student will be able to correctly create and label both parallel and perpendicular lines to a given equation of a line.
CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
b. Introduction
Have the class clear off their desks. Write parallel and perpendicular on the board. Underneath each, write their definition and discuss the words with the class. Now, erase the words and tell the class to take out a piece of paper and write down the both words with their definitions in the students’ own words. Let the class know that you will be walking around and giving out some form of candy to those who spell both words correctly and give a proper definition.
c. Model,
Go through a problem in which you are given an equation for a line. Use the definitions to write a new equation for a parallel line and yet another for a perpendicular line. As you are doing so, mention that you are using the same slope from the original equation as the slope for your parallel line and the opposite reciprocal as the slope for the perpendicular line. Leave the words written on the board with their definitions and examples. Reference the words one more time before moving on and emphasize that spelling the words correctly is important.
d. Guided Practice
Use this to refresh knowledge from the previous lesson. Give the x-intercept and the y-intercept of a line and have the students help you write an equation for a line. Help them through the process of finding the slope and putting it into y=mx+b form. Next, use the slope that was found to write another equation but with a new y-intercept. Ask if the line is the same line, a parallel line, or a perpendicular line and point to the words on the board. Finally, have them find the slope for a perpendicular line and have them give you an equation with the same y-intercept as the original equation.
e. Independent Practice
Give students a series of problems that provide either an equation for a line or the intercepts of a line and have the students write both parallel and perpendicular lines to each problem. Make sure students are labeling which one is parallel and which one is perpendicular and emphasize proper spelling.
f. Assessment
For the purpose of assessment, there will be a short quiz at the last 10 minutes of class during which students will be given the intercepts and told to come up with, and label, parallel and perpendicular lines to the line through the given intercepts. It is also important to probe for understanding during the independent practice to get a good idea on how the students are absorbing the information before the class has ended.