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## Lesson Plan

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 This lesson provided by: Author: Sheila Mitchell System: Cullman County School: Fairview High School
Lesson Plan ID: 23934
Title:

Writing equations for parallel lines

Overview/Annotation:

Students will complete a cooperative group assignment to discover that parallel lines have the same slope. They will view a PowerPoint presentation illustrating how to write an equation of a line parallel to a given line through a given point. Additional practice will be provided by means of a worksheet.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

Content Standard(s):
 MA2015(8) 7. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8-EE5] MA2015(9-12) Algebra 34. Write a function that describes a relationship between two quantities.* [F-BF1] MA2015(9-12) Algebra 38. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). [F-LE2]
Local/National Standards:

AHSGE Standard V – Objective 1 Graph or identify graphs of linear equations.

Podcast(s):
Primary Learning Objective(s):

Students will write an equation of the line that passes through a given point, parallel to a given line.

Students will be able to graph lines through a given point parallel to a given line.

Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

Each group should receive a copy of Handout A, Handout B, Handout C, and Handout D. Each student should receive a piece of the graph/lined paper (reproducible is included in the group activity), graphing calculator, instruction sheet for graphing lines, and a copy of the worksheet. Each student will also need notebook paper and a writing instrument.

Technology Resources Needed:

Computer with Microsoft PowerPoint, and a projector or overhead. A document camera is an excellent way for students to display their work. If you plan to do the extension, you will need digital cameras. An optional resource is some type of connection to enable the students opportunities to display their work on the graphing calculators for their classmates to see.

Background/Preparation:

Students should be able to write equations of lines given the slope and y-intercept. Students should be able to graph lines written in slope-intercept form.

Procedures/Activities:
1.)Print out the worksheet and group assignment that is attached and make copies. You will also need to print out the direction sheet for graphing equations on the graphing calculator which is in the provided link in step 3. Set up for the PowerPoint presentation and get the graphing calculators ready prior to class.

2.)As the students enter the classroom, randomly place them in cooperative groups by having them draw a card from a selected group. For instance, have a group of 28 students, choose all of the cards from the deck numbered ace through 6. All of the 2's will be grouped together. Within the group, assign jobs based on what suit their chosen card was. Use the group assignment 'Parallel Lines' to do the group activity.

3.)Provide students with a copy of the direction sheet (you can access this by clicking on www.mathstore.net for graphing lines on a graphing calculator.)
Using the attached PowerPoint, present the lesson. If you have the available technology, give the students an opportunity to display their graphs for the class to see.
(How to Graph a Line)
This site provides free Online Help for Common Graphing Calculator Procedures. This particular page is the directions for graphing lines in slope-intercept form for Texas Instruments graphing calculators.

4.)After the lesson has been presented, assign the worksheet. This may be done in class if time permits. If there is not sufficient time left, have students complete it as a homework assignment and collect it on the following day.

Attachments:**Some files will display in a new window. Others will prompt you to download. Worksheet & Key - Equations of Parallel Lines.doc
PowerPoint - Parallel Lines.ppt
Group Assignment - Equations of Parallel lines.doc
Assessment Strategies:

The cooperative group assignment will be evaluated by observation as the groups are doing the activity. They will be asked to present their findings using a document camera (an overhead and transparencies could also be used to do this). The exercises in the PowerPoint will be used as an assessment for initial understanding. The worksheet will be checked for accuracy and the students will be tested on writing equations of parallel lines at the same time they are tested on writing equations of perpendicular lines.

Extension:

An extension of this lesson could be to have the students to go out and take photos around the campus of examples of the use of parallel lines in the construction of the school. They could return to the classroom, download those photos and write a reflection about where they found the parallel lines and how they were being used. They could also include why they think parallel lines are used so often in construction and what the results would be if they had to build something like a dog house and were not allowed to have anything in the house be parallel when it was complete. They might also be asked to research architectural designs of other countries to find examples of structures that do not seem to utilize parallel lines in their design.

Remediation:

If your students are having a difficult time grasping this concept, you will want to spend some time reviewing writing equations of lines in slope-intercept form when given the slope and y-intercept.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users: