1

Jake Brandolino
2
Table of Contents
Introduction/General Information...3
Standards/KUD..4
Unit Goals...5
Pre-Assessment...6
Motivational Device...7
Content/Lesson Plans...8-25
Lesson Plan Worksheets26-33
Instructional Resources/Technology..34
Summative Assessment..35-39
Reflection..40













Introduction
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Algebra was put into the curriculum for a reason, because it affects us on a daily
basis. Everywhere you look there is algebra all around us. Without algebra, one would never be
able to solve simple to complex math equations that are found in everyday life. Parallel and
perpendicular lines are the foundation of graphing equations within mathematic education. The
students learn to plot points and discover slope within this unit. Both are vital key parts of their
future math classes and potential fields of profession.
Many students have an uneasy feeling about math and often ask themselves When am I ever
going to use this? Parallel and perpendicular lines are all around us. Construction, engineering,
drawing, and architecture all use parallel and perpendicular lines. Besides that, it is an important
topic because you are learning to apply the language and tools of mathematics into an intuitive
system.
Unit plans are extremely important and useful to all teachers. They are used in order to
accomplish each unit effectively and to control the amount of time you spend on each
lesson. Having a unit plan makes modifying and adjusting your lesson easier when a problem
arises. They also help to get a better understanding of the overall objectives. Preparing a unit
plan helps make sure you meet your students needs and their different learning styles along with
the school districts requirements and the curriculum. Another positive about unit plans is that
once you make them once you can also go back and use the same unit plan again with a little
modifying.



Jake Brandolino
4
Unit: Parallel and Perpendicular Lines
Unit Essential Question: How do we recognize when it is appropriate to use a linear model to represent a real world
situation, and what are the benefits of using a linear model to answer questions about the situation?


Know (Concepts) Understand
(Big Ideas)
Do
(Skills/Competencies)
Lesson Essential Question w/
Assessment Prompts
Standards/
Anchors
Complimentary angles- two angles
add up to 90 degrees they are
complimentary
Supplementary Angles- two angles
add up to 180degrees they are
supplementary.
Transversal Line- a line that
intersects two or more other lines.
When it intersects parallel lines,
many angles are congruent.
Alternate exterior angles - angles
on opposite sides of the transversal
and on the exterior of the parallel
lines
Alternate interior angles - angles
on the opposite sides of the
transversal and on the interior of the
parallel lines
Corresponding angles - angles that
are in the same position on each line
Slope- the steepness of a line
expressed as a ratio, using any two
points on a line. Slope is indicated
by the letter m
Y-intercept Formula- y=mx+b
Intersection- shared point of two or
more lines
Parallel Lines- two lines are parallel
if they are in the same plane and
never intersect
Perpendicular Lines- two lines are
perpendicular if the angle between
them is 90 degrees

Lines with no closing
points are infinite
Parallel lines will
never touch each other
and will always have
the same slope
Two points are all it
takes to create a line
Slope is all around us
Perpendicular lines
always form a right
angle
Complementary and
Supplementary angles
always will only have
one matching angle.

Define/find complementary angles
Define/find supplementary angles
Define transversal lines
Use transversal lines to find angles
Create x/y table
Plot points on graph
Define y-intercept formula
Find x and y coordinates of
intersecting points
Define slope
Use y-intercept formula to find
slope
State difference between slopes of
two parallel lines
State difference between slopes of
two perpendicular lines
Complimentary and Supplementary Angles:
AP1: What is a complementary angle?
AP2: What is a supplementary angle?
AP3: How can one find a missing angle when
focusing on complementary and supplementary
angles?
Transversals:
AP1: What is a transversal line?
AP2: How can we find the angles of transversal
lines?
AP3: What types of angles do we create when a
transversal line cuts two parallel lines?
Plotting Lines, Finding and Defining Slope:
AP1: How can one use an x/y table to plot points?
AP2: What does the y, x, m, and b represent in the
y-intercept formula?
AP3: How can one solve for y, x, m, and b in the y-
intercept formula?
Finding Intersecting Lines:
AP1: How can one find the x coordinate of the
intersecting point?
AP2: How can one find the y coordinate of the
intersecting point?
AP3: How can the ordered pair be found of two
intersecting lines?
Comparing Slopes and Graphing:
AP1:What is slope? How can you find slope in
y=mx+b?
AP2:What is the difference between the slopes of
two parallel lines?
AP3:What is the difference between the slopes of
two perpendicular lines?

Standards:
2.8.6.E; 2.8.7.B; 2.8.8.B;
2.8.8.D; 3.8.C

Anchors:
M7.D.2; M8.C.1;
M8.C.1.1.2;M8.D.2, M8.D.4
Jake Brandolino
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Unit Goals
Given an equation on the complementary and supplementary angles students will answer
with complete accuracy.
Students should be able to label and identify transversal lines along with alternate interior
angles, alternate exterior angles, and corresponding angles with complete accuracy.
Students will be successfully able to use the y-intercept formula to describe a set of data
with complete accuracy.
With understanding the real world application, students will be able to find the
intersecting point of two lines with complete accuracy.
Students will be able to identify whether two lines (graphed or ungraphed) are parallel,
perpendicular, or neither with complete accuracy.
Students will be able to add an additional line to a graph to make the two parallel or
perpendicular with complete accuracy.


















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Pre-Assessment Test

1. How many degrees are found in a right angle?


2. What is the measure of a straight line?


3. Label the transversal lines and find all missing angles.
a. b.












4. What is the y-intercept formula?



5. How do you find slope?



6. Given points of Line A {(2,7), (7,0)} and Line B {(2,0), (7,7)} will the lines intersect?






7. A line that is parallel to y=4x+30 has a slope of ______________________.



8. Lines that are _______________________ have the same slope.


9. Lines that are _______________________ have inverse slopes.

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Motivational Device for Unit
PennDOT (The Pennsylvania Department of Transportation) has asked for our help in
constructing four new roads. The four roads must come together to make four intersections.
Draw an illustration of what this could look like.

Heres one example:

Elm Street

7
th
Ave 8
th
Ave


Oak Road


Question: How would I get from 7
th
ave to 8
th
ave? Why cant I walk right from 7
th
to 8
th
?
Question: If John started walking East on Elm street and Jane started walking East on Oak Road,
when would they meet?







8

UNIT: Parallel and Perpendicular Lines DATE: Day 2 & 3
LESSON: Complementary and Supplementary Angles TIME
LENGTH: 2 days

STANDARDS:
3.8.C: Calculate volume, surface area, and degrees of angles; calculate circumference
and area of circles, and use a measurement formula to solve for a missing quantity.
Assessment Anchor:
M8.C.1.1.2: Define, identify and/or use properties of angles formed by intersecting lines
(complementary, supplementary, adjacent and/or vertical angles).

MOTIVATIONAL DEVICE:
At the Bell:
In math journals, students will write down four real life examples of 90 angles and 180 angles
that are subject to change. (Type 2 Writing)

INSTRUCTIONAL OBJECTIVES:
Essential Question:How can one find a missing angle when focusing on complementary and
supplementary angles?
AP1: What is a complementary angle?
AP2: What is a supplementary angle?
AP3:What do complementary and supplementary angles look like?

MATERIALS NEEDED: 24 copies of worksheet attached,24 personal white boards, 24
markers, 10 slides for group game.
TECHNOLOGY NEEDED: PowerPoint, Projection Screen
RESOURCES USED:
Complementary and Supplementary Angle Worksheet. Logans School.N.p., n.d. Web.
9 May 2013. <http://www.mlms.loganschools.org>.

LESSON TYPE (Pedagogy): Direct Instruction / Cooperative Learning
LESSON OUTLINE:
DAY 2
I. Motivational Device (3 minutes)
a. At the Bell
i. Write down four real life examples of 90 angles and 180 angles that are
subject to change. (Type 2 Writing)
II. Introduce Complimentary and Supplementary Angles. PowerPoint (20 minutes)
a. Define Complementary Angles
b. Define Supplementary Angles
c. Direct Instruction and Sample Problems provided

III. Activity 1 (17 minutes)
Amy Golden
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a. Students will work together in pairs of two to complete the worksheet attached
using newly acquired notes from PowerPoint. (I will be circulating the room
making sure all students are staying on taskCFU)
b. Once the students complete the worksheet they will discuss with fellow
classmates about what angles they came up with. (THINK-PAIR-SHARE)
IV. Summary (5 minutes)
a. Closure
i. Review worksheet
ii. Ticket Out the Door (CFU)
1. Have students write down two things they learned today
DAY 3
V. Review Complimentary and Supplementary Angles (5 minutes)
VI. Activity 2(35 minutes)
a. Students will be given personal whiteboards and markers.
b. Class will be paired into 6 groups of four by random selection (I will be in the
front of the classroom running the activity tallying scores of game).
c. Students will be shown 8 numbers that can create four possible pairs of
complimentary or supplementary angles. They are to all write the four pairs on
their white boards as fast as possible and raise their boards when they have all
four.
d. First team to finish with all their boards in the air will be given 3 tallies on the
board. Second place will be given 2 tallies. Then third place will be given 1 tally.
e. Competition will keep students excited and winning team will be rewarded with a
prize.
VII. Summary (5 minutes)
a. Closure
i. (CFU)
Have students complete a journal entry writing four sentences
describing what that they have learned about complementary and
supplementary angles.
ii. Check to make sure I hit all of my objectives

KEY QUESTIONS:
1. What is a complementary angle? Provide a relevant real life application.
2. Why is a supplementary angle? Provide a relevant real life application.

CLOSURE:
1. Check for understanding.
i. Have students complete a journal entry writing four sentences describing what that
they have learned about complementary and supplementary angles. Collect journal
at the door.
2. Check to make sure I hit all of my objectives

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):
1. Lower blinds to reduce the distractions for ADHD students.
2. Allow more independent work during class to better assist interpersonal learners.
Jake Brandolino
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3. Relate the PowerPoint examples to more real world to help students with naturalist
intelligence.

FORMATIVE ASSESSMENTS:
1. See if students are able to answer the questions on the worksheet. If there is difficulty,
pair students up to help those who are struggling. If it is clear that half of the class does
not understand, I will take a new approach at teaching the content.
2. Observe the students and make sure that all are participating; call upon students at
random so they feel the need to be paying attention within the classroom.
HOMEWORK:
Students are to do the assigned section of odd numbers within the text used in the classroom.

REFLECTION:
1. Were the students on task while working on both activities?
2. Were the students able to comprehend the PowerPoint slides used in lecture?
3. Was lecture an appropriate teaching method for this particular content?


















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UNIT: Parallel and Perpendicular Lines DATE: Day 4 &
5LESSON: Transversals TIME LENGTH: 2 days
STANDARDS:
3.8.C: Calculate volume, surface area, and degrees of angles; calculate circumference
and area of circles, and use a measurement formula to solve for a missing quantity.
Assessment Anchor:
M8.C.1: Analyze characteristics and properties of two- and three- dimensional geometric
shapes and demonstrate understanding of geometric relationships.

MOTIVATIONAL DEVICE:
At the Bell:
In math journal, students will complete the following:
Lines q, r, and s are distinct lines in a plane. If line q is perpendicular to line r and line r is
perpendicular to line s, then which of the following is true?
-q is parallel to s -q is perpendicular to s
-q and s are skew -q intersects s

INSTRUCTIONAL OBJECTIVES:
Essential Question: Label each part of the figure below including each line, which line is the
transversal, and each angle.







AP1: What is a transversal line?
AP2: How can we find the angles of transversal lines?
AP3: What types of angles do we create when a transversal line cuts two parallel lines?

MATERIALS NEEDED: 24 copies of worksheet attached,24 protractors, 24 pieces of 12inch
long string
TECHNOLOGY NEEDED: black board, chalk
RESOURCES USED:
Clear standards. (2011). Standards Aligned System: PA Dept. of Ed. Retrieved from,
http://www.pdesas.org/Standard/Views
Math Is Fun. Math Is Fun, 2010. Web. 8 May 2013. <http://www.mathsisfun.com/
geometry/transversal.html>.
"Parallel Lines and Transversals." Kuta Software. Kuta Software, 2013. Web. 8
May 2013. <http://kutasoftware.com/>.
Shmoop. Shmoop University, n.d. Web. 8 May 2013. <http://www.shmoop.com/
basic-geometry/parallel-lines-transversals.html>.
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LESSON TYPE (Pedagogy): Cooperative Learning / Discovery Learning
LESSON OUTLINE:
DAY 4
VIII. Motivational Device (5 minutes)
a. At the Bell
i. Lines q, r, and s are distinct lines in a plane. If line q is perpendicular to
line r and line r is perpendicular to line s, then which of the following is
true?
-q is parallel to s -q is perpendicular to s
-q and s are skew -q intersects s
IX. Introduce Transversal Lines (20 minutes)
a. A transversal is a line that intersects two or more other lines. When it intersects
parallel lines, many angles are congruent. Let's take a peek at what this means.
Lines k and j are parallel. Line l is a transversal.

Corresponding angles - angles that are in the same position on each line. There are four
sets of these angles: .
Alternate interior angles - angles on the opposite sides of the transversal and on the
interior of the parallel lines. There are two sets of alternate interior
angles: .
Alternate exterior angles - angles on opposite sides of the transversal and on the exterior
of the parallel lines. There are two sets of alternate exterior angles: .

b. Other types of Transversals
i.
c. How to find the angles of lines cut by a transversal using a protractor

X. Activity 1 (20 minutes)

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a. Students will work together to complete the worksheet attached using a protractor
to measure each angle.
b. Once the students complete the worksheet they will discuss with fellow
classmates about what angles they came up with. (THINK-PAIR-SHARE)
Day 5
XI. Activity 2(40 minutes)
a. Students will be given a protractor and a piece of string measuring in 12 inches.
b. Students are to find 10 objects in the classroom, use their string to make a
transversal and then use their protractor to find the angles. (I will be circulating
the room to make sure all students are completing the activity as well as making
sure everyone understand the activity and no one is struggling)
c. Students will record all 10 objects by drawing them and labeling their angles.
d. Once all students finish their discovery of transversals, a class discussion will be
conducted and students will show and present what objects they used to discover
transversals. (CFU)
XII. Summary (5 minutes)
a. Closure
i. CFU
Have students complete the essential question and hand is as their
ticket out the door.
ii. Check to make sure I hit all of my objectives
KEY QUESTIONS:
1.Given an example of how we use transversals in everyday life.
2.Why is it important to know about transversals?
3.In what type of situation would it be important to know how to use a protractor to find the
missing angle of a transversal line?

CLOSURE:
1. Check for understanding.
i. Have students complete the essential question and hand it in as their ticket
out the door.
2. Check to make sure I hit all of my objectives

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):
1.Provide a note taker for students having difficulty with taking and organizing notes.
2.Teacher will use microphone for students with hearing impairments
3. Provide larger font on the lesson plan and worksheets for vision impaired students.

FORMATIVE ASSESSMENTS:
1. See if students are able to answer the questions on the worksheets using the
protractors and if there is difficulty; have the students pair up with a student who
shows having no difficulty. If it is clear that half of the class does not understand, I
will review the new content for the day and assign the worksheets for homework.
2. Observe the students and make sure that all are participating; encourage participating
if individuals are not taking part.
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HOMEWORK:
Students are to write down two things that they learned today
REFLECTION:
1.Were the students on task while working on both activities?
2. Are there any changes I can make to the lesson to improve student learning?
3.Wasthe video on transversals successful in motivating the students about transversals?

























15

UNIT: Parallel and Perpendicular Lines DATE: Day 6 and 7
LESSON: Plotting Lines, Finding and Defining Slope TIME LENGTH: 2 Days

STANDARDS:
2.8.8.B: Evaluate and simplify algebraic expressions and solve and graph linear equations
and inequalities.
2.8.8.D: Create a table or graph from a functional rule.
2.8.8.B: Evaluate and simplify algebraic expressions and solve and graph linear equations
and inequalities.
Assessment Anchor:
M8.D.2: Represent and/or analyze mathematical situations using numbers, symbols, words,
tables and/or graphs.
M8.D.4: Describe or use models to represent quantitative relationships.
M8.D.2: Represent and/or analyze mathematical situations using numbers, symbols, words,
tables and/or graphs.

MOTIVATIONAL DEVICE:
At the Bell:
In math journal, students will answer the following:
If one step in a staircase is 8 inches high and 6 inches long, what is the slope of the staircase?
*Hint slope is rise over run*

INSTRUCTIONAL OBJECTIVES:
Essential Question: How can one use the y-intercept formula to describe a set of data?
AP1: How can one use an x/y table to plot points?
AP2: What does the y, x, m, and b represent in the y-intercept formula?
AP3: How can one solve for y, x, m, and b in the y-intercept formula?

MATERIALS NEEDED: Chalk/white board, worksheet, writing utensil
TECHNOLOGY NEEDED: Calculator, Students can go to this website for more help:
http://www.mathsisfun.com/equation_of_line.html
RESOURCES USED:
http://www.mathsisfun.com/equation_of_line.html

LESSON TYPE (Pedagogy):Direct Instruction
LESSON OUTLINE:
DAY 6
1. Have students do the At the Bell and go over it (3 minutes)
2. Review the y-intercept formula: y = mx + b (17 minutes)
a. Review how to plot points when given an x/y table with values already given
b. Given a y-intercept formula with m and b provided, explain to students that you
can graph it by plugging in values for x to get the y for the coordinate pair
c. Check for understanding by putting a y-intercept formula on the board with m and
b provided and have students graph a line. Have students hold up their work so I
can see if they have done it correctly

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3. Teach the representation of each letter in the y-intercept formula. Provide a graphic
organizer. (20 minutes)
a. y = how far up (can use to plug in a value)
b. x = how far along (can use to plug in a value)
c. m = slope (how steep the line it)
i. negative slope is a line going from the upper left to lower right
ii. positive slope is a line going from lower left to upper right
d. b = the y-intercept (where the line crosses the y-axis)
4. EXIT SLIP (5 minutes): Check for understanding by doing Type 2 writing. Define
each variable in the y-intercept formula and draw a rough stretch the direction of a
negative slope. Collect the responses and grade them.

DAY 7
At the BellDay 7: What is the y-intercept formula? (5 minutes)
5. Teach on how to solve for each letter (17 minutes)
a. m is the slope
i. Rise over run
ii. The difference between two y values over the difference between two x
values.
b. b is where the line crosses the y-axis
i. After finding the slope and plugging in given values for x and y, solve for
b
c. Check for understanding by putting problems on the board to find slope and b
and have students solve. Check the work for correctness.
6. Given a line, find the y-intercept formula (20 minutes)
a. Find slope
b. Plug in given values for x, y and the slope that was just found into the y-intercept
formula to solve for b
c. Write the equation in y-intercept form with the found m and b
7. EXIT SLIP (5 minutes): Check for understanding by handing out a work sheet that has
problems containing graphing given a y-intercept formula with m and b provided, solving
for slope, solving for the y-intercept formula given a line. Let students work in partners
or individually.

KEY QUESTIONS (Include three high level questions):
1. If your staircase starts at the point (-5, -3), and one step is 7 inches high and 10 inches
long, where would the step cross the y-axis?
2. Take the line given and put it in y-intercept form.
3. If you are given the slope and the y coordinate point, can you figure out where the line is
on the graph?

CLOSURE:
Day 6: Collect exit slip.
Day 7: Collect exit slip. Ask students what the y-intercept formula. When students recite the
formula, ask what m and b means and how to solve for each. Go over any problems that the
17
students had trouble with on the worksheet and have them finish for homework and grade it the
next day.

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):
1.Graphic organizer to help organize notes and keep information neatly in one place.
2.Let students use calculators.
3.Students can work on the worksheet in pairs or individually depending on what they prefer.
Working in pairs allows students to work together if they are having difficulties solving a
problem.
4.If there are computers, some students can look up videos on how to find the y-intercept form if
they are still having trouble.

FORMATIVE ASSESSMENTS (Include at least two):
1.The Type 2 writing prompt the students did half way through the lesson: Define each variable
in the y-intercept formula and draw a rough stretch the direction of a negative slope
2.The worksheet students will finish for homework will be collected, graded, and returned.

HOMEWORK:
Students will finish the worksheet that they start in class.

REFLECTION (Include at least three questions):
1. Were most students able to answer the Type 2 writing prompt question?
2. When going over the worksheet before it becomes homework, did students have a good
understanding on what they were doing?
3. Were students able to stay on task during the lesson or were parts of it too long for them
to focus?













18
UNIT: Parallel and Perpendicular Lines DATE: Day 8
LESSON: Finding Intersecting Lines TIME LENGTH: 1 Day

STANDARDS:
2.8.8.B: Evaluate and simplify algebraic expressions and solve and graph linear equations
and inequalities.
2.8.8.E: Use combinations of symbols and numbers to create expressions, equations in one or
two variables, and inequalities in one variable that model problem situations.
Assessment Anchor:
M8.D.2: Represent and/or analyze mathematical situations using numbers, symbols, words,
tables and/or graphs.
M8.D.2: Represent and/or analyze mathematical situations using numbers, symbols, words,
tables and/or graphs.

MOTIVATIONAL DEVICE:
At the Bell Day 8:
In math journals, students will complete the following
If Sally is leaving her house located at (5, 2) to go to the mall at (15, 14) and Bill is leaving his
house at (1, 10) to go to the video game store (7, 0), will they cross paths?

INSTRUCTIONAL OBJECTIVES:
Essential Question: How can finding the intersecting point of two lines have real world
application?
AP1: How can one find the x coordinate of the intersecting point?
AP2: How can one find the y coordinate of the intersecting point?
AP3: How can the ordered pair be found of two intersecting lines?

MATERIALS NEEDED: Chalk/white board, worksheet, writing utensil
TECHNOLOGY NEEDED: http://www.mathopenref.com/coordintersection.html
RESOURCES USED:
http://www.mathopenref.com/coordintersection.html

LESSON TYPE (Pedagogy):
LESSON OUTLINE:
1. Go over the At the Bell (5 minutes)
a. Use a graph and graph the set of plots and connect them
b. Show students that Sally and Bill will cross paths
c. Explain that today they will be learning on how to find that exact point
d. Explain that they will be able to find this exact point at the end of class
2. Start with two y-intercept form equations. These are two lines that cross each other at
some point. (1 minute)
3. Finding the coordinate of intersection. (15 minutes)
a. The x point
i. Set the two y-intercept forms equal to each other
ii. Solve for x
b. The y point

19
i. Plug the x value just found into one of the original y-intercept forms
ii. Solve for y
c. The x and y point just found is the coordinate of intersection
4. Check for understanding by doing a thumbs up/thumbs down on if they understand the
math that they are doing. Repeat step 3 with another set of y-intercept form equations. (1
minute)
5. Put another problem on the board but have the students do it on their own. Check for
understanding by having the students hold up their work and answer. (3 minutes)
6. Hand out worksheet. This worksheet will have varying difficulties of problems. Some
problems will be given the two lines with the y-intercept form, others will have
coordinate that will cause students to find the y-intercept form then find the intersecting
point. (15 minutes)
7. EXIT SLIP (5 minutes): Students redo Bell Ringer Day 8 but find the exact point of
intersection.

KEY QUESTIONS (Include three high level questions):
1. If Sally is leaving her house located at (5, 2) to go to the mall at (15, 14) and Bill is
leaving his house at (1, 10) to go to the video game store (7, 0), where will they cross
paths?
2. When would it be useful to know how to find the point where two lines intersect?
3. Given the two sets of points on a Line A {(-4, 8), (6, 0)} and the set of points of another
Line B {(8, -5), (10, 5)}, do these lines intersect and where? If a person started on the
first point on Line A walking to the second point, and another person started on the first
point on Line B walking to the second point, would they cross paths?

CLOSURE: Have students solve the At the Bell by finding the exact point where Sally and
Bill cross paths. This work will be collected and used as an exist slip to check for understanding.

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):
1.Let students use calculators.
2.Students can work on the worksheet in pairs or individually depending on what they prefer.
Working in pairs allows students to work together if they are having difficulties solving a
problem.
3. If there are computers, some students can look up videos on how to find the intersecting points
of two lines.

FORMATIVE ASSESSMENTS (Include at least two):
1. The At the Bell is re-done at the end of class but finding the point of intersection. This is
collected as an exist slip to be looked over for correctness.
2.When the work sheet is being done, I can look at the work the students are doing. Seeing their
work in progress will give me a better understanding on if they are comprehending the material

HOMEWORK:
There will be another work sheet that has problems from the previous days lesson, Plotting
Lines, Finding and Defining Slope and problems that relate to intersecting lines.

20

REFLECTION (Include at least three questions):
1. Did most students get the exit slip question correct?
2. Were students able to complete the worksheet during class with limited difficulties?
3. Were students able to focus on todays lesson?
























21
UNIT: Parallel and Perpendicular Lines DATE: Day 9
LESSON: Comparing Slopes TIME LENGTH: 1 day

STANDARDS:
2.8.6.E: Use combinations of symbols and numbers to create expressions, equations, and
inequalities that model mathematical situations.
2.8.7.B: Evaluate and simplify algebraic expressions and solve and graph linear
equations.
Assessment Anchor:
M7.D.2: Represent and/or analyze mathematical situations using numbers, symbols,
words, tables and/or graphs

MOTIVATIONAL DEVICE:
At the Bell:
In their math journals, students will complete the following:
Review how to plot lines and slope: (3 minutes)
On graph paper graph the line y=3x+2
i) Identify slope
ii) Identify y-intercept

INSTRUCTIONAL OBJECTIVES:
Essential Question:How can you compare and contrast slopes of parallel and perpendicular
lines?
AP1: What is slope? How can you find slope in y=mx+b?
AP2: What is the difference between the slopes of two parallel lines?
AP3: What is the difference between the slopes of two perpendicular lines?

MATERIALS NEEDED: Graph paper, rulers
TECHNOLOGY NEEDED: Graphing calculator, Smart Board
RESOURCES USED:
www.pdesas.org

LESSON TYPE (Pedagogy): Jigsaw and Direct Instruction
LESSON OUTLINE:
1) Review how to plot lines and slope: (3 minutes)
a) Plot the line y=3x+2
i) Identify slope
ii) Identify y-intercept
b) Review slope: Rise over Run
2) Main Lesson: Jigsaw (30 minutes)
a) Group 1 (below grade level and half of on grade level)
i) Complete worksheet on PARALLEL LINES
(1) Leads students to conclude that lines that are parallel share SAME slopes
b) Group A (half of on grade level and all above grade level)
i) Complete worksheet on PERPENDICULAR LINES

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(1) Leads students to conclude that lines that are perpendicular have INVERSE
slopes
***Groups working alone take 20 minutes***
c) Students form pairs with one student from group 1 and the other from group A
i) Take 10 minutes to teach the other person what your group has done
ii) CFU by using thumbs up/down to answer questions all students should know by the
end of the jigsaw activity
3) Guided and Independent Practice (10 minutes)
a) Take formal notes on definitions
i) Parallel
ii) Perpendicular
b) Give students two equations
i) Example: y=4x+10 y=4x+2
ii) Students graph two lines on graph paper and determine whether the two lines are
parallel or perpendicular
c) Give students two sets of ordered pairs
i) Example: (1,3)(4,6) (6,4)(2,8)
ii) Students create equations for both sets and determine whether the two lines are
parallel or perpendicular
***For b and c, teacher graphs on graphing calculator to check***
d) CFU by using name sticks to call on random students to answer questions
4) Closure (2 minutes)
a) Exit slip: What is the difference between slopes of parallel lines? Perpendicular lines?

KEY QUESTIONS (Include three high level questions):
1. What is the difference in slopes of parallel and perpendicular lines?
2. What is the procedure to finding the equation of a line with only two points?
3. What is the procedure to adding a parallel or perpendicular line to one that already exists?

CLOSURE:Exit Slip to be collected, reviewed, and returned the next day

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):
1. Jigsaw activity that differentiates content according to readiness
2. Provide guided notes for all students who have trouble keeping up with notes
3.Seat students in heterogeneous groups so different ability levels can interact

FORMATIVE ASSESSMENTS (Include at least two):
1. Exit slips from both days
2. Teacher will circulate around the room during jigsaw activity and provide prompts when
needed
3. Notes will be collected to check for At the Bell"

HOMEWORK:Assign 12 problems from textbook (includes material from previous lessons)

23
REFLECTION (Include at least three questions):
1. Did my lessons go as planned?
2. Did I have enough time for all my lesson components?
3. Did I provide enough wait time?




























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UNIT: Parallel and Perpendicular Lines DATE: Day 10
LESSON: Adding additional lines to graphing TIME LENGTH: 1 day

STANDARDS:
2.8.6.E: Use combinations of symbols and numbers to create expressions, equations, and
inequalities that model mathematical situations.
2.8.7.B: Evaluate and simplify algebraic expressions and solve and graph linear
equations.
Assessment Anchor:
M7.D.2: Represent and/or analyze mathematical situations using numbers, symbols,
words, tables and/or graphs

MOTIVATIONAL DEVICE:
At the Bell:
In math journals, students will complete the following:
Review difference between parallel and perpendicular lines: (3 minutes)
On graph paper plot lines y=x+2 and y=-x-3
i) Determine if line is parallel or perpendicular
ii) Explain why you know this to be true

INSTRUCTIONAL OBJECTIVES:
Essential Question: How can you add an additional line to a graph to make the two lines
parallel or perpendicular?
AP1: What is slope? How can you find slope in y=mx+b?
AP2: What is the difference between the slopes of two parallel lines?
AP3: What is the difference between the slopes of two perpendicular lines?\

MATERIALS NEEDED: Rulers, Copies of worksheets
TECHNOLOGY NEEDED: Graphing calculator, Smart Board
RESOURCES USED:www.pdesas.org

LESSON TYPE (Pedagogy): Direct Instruction
LESSON OUTLINE:
1) Review difference between parallel and perpendicular lines: (3 minutes)
b) On graph paper plot lines y=x+2 and y=-x-3
i) Determine if line is parallel or perpendicular
ii) Explain why you know this to be true
2) Direct Instruction: (30 minutes)
a) How to form the equation of a line using only two points
i) (1,1) (3,4)
ii) To find M: y2-y1/x2-x1
iii) To find B: enter one set of ordered pairs in to equation, solve for b

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iv) Plot line
b) Review what parallel lines and perpendicular lines look like
c) Adding lines to a graph
i) Present graph with y=x plotted
(1) Determine equation of that line by picking 2 points
ii) Brainstorm how we can add a parallel line to that graph
(1) Estimate the line? NO, find the equation
iii) Determine equation of second line
iv) Plot
v) Brainstorm how we can add a perpendicular line to that graph
(1) Estimate the line? NO, find the equation
vi) Determine equation of second line
vii) Plot
3) Guided and Independent Practice (10 minutes)
a) Give students 6 minutes to complete a few problems from text (6 minutes)
b) Go over answers orally and on smart board (4 minutes)CFU
4) Closure (2 minutes)
a) Exit slip: On index card, have students write out explanation to adding a line to a graph
that is perpendicular to the first
KEY QUESTIONS (Include three high level questions):
1. What is the difference in slopes of parallel and perpendicular lines?
2. What is the procedure to finding the equation of a line with only two points?
3. What is the procedure to adding a parallel or perpendicular line to one that already exists?

CLOSURE: Exit Slips to be collected, checked, and returned the next day

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):
1. Provide modified workbook numbers for students of different ability levels
2. Provide a copy of notes in Braille for students with visual impairments
3. Seat students in heterogeneous groups so different ability levels can interact

FORMATIVE ASSESSMENTS (Include at least two):
1. Exit slips from both days
2. Collected worksheets/homework
3. Notes collected to check for bell ringers

HOMEWORK: Assign 8 questions from text

REFLECTION (Include at least three questions):
1. Did my lessons go as planned?
2. Did I have enough time for all my lesson components?
3. Did I provide enough wait time?




26
DAY 2 WORKSHEET
Complementary and Supplementary Angle Worksheet

Name ______________________________ Date _____________________

1. If two angles add up to 180
o
they are __________________ angles.

2. If two angles add up to 90, they are ___________________ angles.

One angle of a pair of complementary angles is given. What is the measurement of the other angle?

3. 45 ________ 4. 82 ________ 5. 23 _________




One angle of a pair of supplementary angles is given. What is the measurement of the other angle?

6. 173 ________ 7. 75 ________ 8. 92 _________


9. Name two pairs of supplementary angles in the figure below.












_____________________________, _________________________




10.
















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11.















12.






































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DAY 4 WORKSHEET

Kuta Software - Infinite Geometry Name___________________________________
Parallel Lines and Transversals Date________________ Period____
Identify each pair of angles as corresponding, alternate interior, alternate exterior, or
consecutive interior.
















































29
Graphic Organizer Day 6

y-intercept formula:


Plot points for this y-intercept formula:
y = 2x+5





Define parts of the y-intercept formula:
y: _____________________________
x: ______________________________
m: ______________________________
negative m: _____________________
positive m: ______________________
b: ______________________________


30
Work Sheet Day 7
Slope and y-intercept Formula
Directions: Find the slope and y-intercept formula for each graph below.






31
Worksheet Day 8

32


DAY 9 WORKSHEET

Parallel Lines

Find the slope of each sets of equations

1) y=3x+6 y=3x+18

2) y=1/2x+100 y=1/2x-50

3) y=18x-1000 y=18x+56

4)































FINAL QUESTION: TWO LINES WITH PARALLEL SLOPES ARE
_________________________




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DAY 9 WORKSHEETS

Perpendicular lines

Find the slopes of each sets of equations
1) y=1/2x+5 y=-2x-5

2) y=x-76 y=-x+45

3) y=3x+4 y=-1/3x-6

4)



































FINAL QUESTION: TWO LINES WITH PERPENDICULAR SLOPES ARE
________________________




34
Resources
Clear Standards. (2011). Standards Aligned System: PA Dept. of Ed. Retrieved from,
http://www.pdesas.org/Standard/Views
"Complementary and Supplementary Angle Worksheet." Logan's School. N.p., n.d.
Web. 9 May 2013. <http://www.mlms.loganschools.org>.
http://www.mathopenref.com/coordintersection.html
Math Is Fun. Math Is Fun, 2010. Web. 8 May 2013. <http://www.mathsisfun.com/
geometry/transversal.html>.
Math Is Fun. Math Is Fun, 2010. Web. 8 May 2013. <http://www.mathsisfun.com/
geometry/equation_of_line.html>.
"Parallel Lines and Transversals." Kuta Software. Kuta Software, 2013. Web. 8
May 2013. <http://kutasoftware.com/>.
Shmoop. Shmoop University, n.d. Web. 8 May 2013. <http://www.shmoop.com/
basic-geometry/parallel-lines-transversals.html>.






































35

Name________________________ Date___________
Unit Test
This test consists of 13 questions and has multiple parts. Be sure to show all your work;
partial credit is offered. Read each question carefully and be sure to use complete
sentences when necessary.
1) Angle A and Angle B are complementary. In addition, Angle A is supplementary to Angle C. What are
the measures of Angle A and Angle C when Angle B is 37o?

a. Angle A _______degrees
b. Angle C _______degrees
c. Explain in words how you determined your answers on the line below.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________


2) Two angles are complementary. One angle measures 60 degrees. What is the measure of the other angle?
a. 30 degrees
b. 60 degrees
c. 90 degrees
d. 120 degrees


3) The angles shown below are supplementary. The measure of PQR is 2x. What expression represents the
measure of STU?



a. 90-2x
b. 90+2x
c. 180-2x
d. 280+2x







36

4)






5)










a.) < 3 = _____

b.) < 8 = _____

c.) < 4 = _____



6) AB and CD are two parallel lines and EF is transversal. Find the value of x.



a. 50
o

b. 90
o

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c. 60
o

d. 40
o

7) In the following figure, PQ is parallel to RS. The transversal XY cuts the lines PQ and RS at A and B,
respectively. What is the measure of y if BAQ=120
o
?



a. 60
o

b. 180
o

c. 120
o

d. 360
o


8) Identify a pair of corresponding angles
a. 1 and 6
b. 3 and 8
c. 6 and 5
d. 5 and 7



9) Graph the following equations and state whether the
two lines are parallel or perpendicular.
y=6x+3 y=-1/6x-6



10) Add a line to this graph to make the two lines parallel.
Give the equation of the line you added.















38
11) Explain the procedure of finding the equation of a line with only two points.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________

12) Find the y-intercept formula for the graph to the right:
a. What is the slope?


b. Where does the line cross the y-axis?


c. What is the line in the y-intercept form?










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13) Using this graph answer the following questions if Line B y-intercept form is :
a. Find the y-intercept form of Line A


b. Where does Line A and Line B intersect?








































40
Reflection Questions

1. Did we have enough time to get through the whole unit in 11 days (day 1 for Preassessment,
day 2-10 for lessons, day 11 for summative assessment)?

2.Was there enough Check for Understandings built into the lessons?

3. Did the lessons work together well or were there disconnection between material?

4. Did the teachers provide enough wait time during the lessons?

5. Were the At the Bell questions and Closures effective?

6. Were students able to complete the Type II writing adequately?

7. Did the summative assessment scores reflect student knowledge?

8. Was the Preassessment too difficult?

9. Did the motivational device motivate students and get them interested in the unit?

10. Did students stay on task and engaged the whole unit?