WOODLAND HILLS HIGH SCHOOL LESSON PLANSAS and Understanding By Design Template

Name Andrew Pollick Date 10/10/2011 Length of Lesson 12 days Content Area Geometry Advanced Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTSLESSON 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. Student understanding of parallel and perpendicular lines are expanded to find the distance between a point and a line and between 2 parallel lines.

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

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     

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):     Students will be able to:1. Identify the relationships between two lines or two planes [1 day]2. Name angles formed by a pair of lines and a transversal [1 day]3. Use the properties of parallel lines to determine congruent angles [1 day]4. Use algebra to find angle measures [1 day]5. Recognize angle conditions that occur with parallel lines. [1 day]6. Prove that two lines are parallel based on a given angle relationships [1 day]7. Find the distance between a point and a line [1 day]8. Find the distance between parallel lines [1 day]9. 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, and group work.

FORMATIVE ASSESSMENTS: #1. Exit Tickets #2. Pre-Assessment#3. Graphic OrganizersOthers: Summarizing Main Idea

STAGE III: LEARNING PLANOthers: Graphic Organziers, Summarizing, Cooperative Education, Partnering

Describe usage: See below for Compare/Contrast, Graphic Organizers, Cooperative Education, Partnering, Note-Taking. 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 KnowledgeOthers: 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

MATERIALS AND RESOURCES:

Unit 3 Parallel and Perpendicular Lines (Glencoe Geometry text)

Warm ups (daily)Homework (daily)“Grab & Go” worksheets/ activitiesUnit Test

CONTENT AREA READING:

Guided Notes

INTERVENTIONS:

Struggling students will be referred to RTIISmall 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 #

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.

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