Name: Andrea Sisk

Date: 11-3-14

WOODLAND HILLS SECONDARY
LESSON PLANS

Content Area: Geometry

Length of Lesson:16 days

STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Parallel and Perpendicular Lines / Big Ideas:
G.2.1.2.1 Calculate the distance and/or midpoint betweentwo points on a number line or on a coordinateplane.
G.2.1.2.2 Relate slope to perpendicularity and/or parallelism(limit to linear algebraic equations).
G.2.1.2.3 Use slope, distance, and/or midpoint between twopoints on a coordinate plane to establish propertiesof a two‐dimensional shape.
CC.2.3.8.A.3
Understand and apply the Pythagorean theorem to
solve problems.
CC.2.3.HS.A.11
Apply coordinate geometry to prove simple geometrictheorems algebraically. / Understanding Goals (Concepts):
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 Objectives (Competencies/Outcomes):
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. / 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? / 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
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Students will actively participate in guided and independent practice, activities, and group work.
Also, students will demonstrate adequate understanding via various quizzes, writing assignment, and an end-of-chapter test. / Formative Assessments:
Pre-assessments, open-ended higher-order-thinking questions, think-pair-share, graphic organizers, do nows, observation of guided and independent practice, brief in-class writing prompts
STAGE III – LEARNING PLAN
Materials and Resources:
Textbook and notes / Interventions:
Flexible grouping, students will be encouraged to attend Math Lab and College and Career Access Center tutoring.
Instructional Procedures*:
Monday / Tuesday / Wednesday / Thursday / Friday
Date: 11/3 / Day: B / Date: 11/4 / Day: A / Date: 11/5 / Day: B / Date: 11/6 / Day: / Date: 11/7 / Day:
Procedures /
  • “Do Now” – Write the equation of a line parallel to another line given a point and an equation of the line.
  • “Mini Lesson” – Proving Lines Parallel 3.5 Day 1
  • “Guided Practice” –Recognize angle conditions that occur with parallel lines. Prove that two lines are parallel based on given angle relationships.
  • “Independent Practice” – Students will identify parallel lines, solve problems with parallel lines, prove lines parallel, and determine if lines are parallel from their slopes.
  • “Formative Assessment” – Observe students during “Do Now”and “Independent Practice”
/
  • “Do Now” – Prove that two lines are parallel using slope.
  • “Mini Lesson” – Proving Lines Parallel 3.5 Day 2
  • “Guided Practice” – Recognize angle conditions that occur with parallel lines. Prove that two lines are parallel based on given angle relationships.
  • “Independent Practice” – Students will work on practice and application problems that involve proving lines are parallel.
  • “Formative Assessment” - Observe students during “Do Now”and “Independent Practice”
/
  • “Do Now” – N/A
  • “Mini Lesson” – N/A
  • “Guided Practice” –N/A
  • “Independent Practice” – Students will review for their Chapter 3 Assessment – Parallel and Perpendicular Lines
  • “Formative Assessment” – Observe students during “Independent Practice”

Assignments / (3-5) Proving Lines Parallel – Day 1Page 155 # 13 – 24, 26 – 31, 38, 39 / (3-5) Proving Lines Parallel – Day 2Section 3-5 Practice Worksheet / Review for test

*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections