Total Duration: 
31 to 60 Minutes 
Materials and Resources: 
Poster Paper or Poster with grid lines Sticky notes of different types Straight edge Markers Student may use their own devices or teacherissued graphing calculators. 
Technology Resources Needed: 
Computer with Internet access LCD Projector and Document camera to share student work (helpful but not necessary) Smartview with calculator is needed 
Background/Preparation: 
Teacher:
Students:

ENGAGE 1. As students enter the classroom, they should be given a group indicator that tells them where to sit until dismissed to staircase work location. Inform the students that their mission will be to determine whether a pair of equations of lines are parallel. EXPLORE 2. Student groups should measure the rise and the run of the steps to find the slope of the stairs. They should record these findings on their own paper (this information is to be used to key into their graphing calculators). 3. The students should come back to the classroom and key their information into their graphing calculators (using the list key on the graphing calculator) to determine if the staircases make parallel lines and have parallel slopes. They should look for patterns, develop equations based on data, and list slope conclusions based on data. The groups must agree on findings and be able to justify. 3. If students are unable to identify rise and run values, provide necessary feedback to move them forward with their thinking. Refer to Rise over Run: https://www.youtube.com/watch?v=zTa0xTu9Yv4 (if your school system does not allow YouTube access, you may download the video using http://www.keepvid.com/) EXPLAIN 4. The teacher should be sure that students are using slope correctly to verify parallel lines. 5. Groups will discuss properties discovered and begin justifying their ideas; along with creating equations and graphs to match their tables in the calculator. 6. Allow students time to prepare attractive posters to share with the class to begin discussions about parallel, along with having the groups share their findings using the Smartview function of the calculator. 
Attachments: **Some files will display in a new window. Others will prompt you to download. 
Assessment Strategies 
EVALUATE Use the rubric provided to assess student work individually and as a group. Students should justify all reasoning stated on poster. The Assessment Process is ongoing. The teacher should visit each group and ask questions to make sure students apply the properties of parallel line definitions. Post the posters in the classroom and have students present conclusions. As students present posters and graphing calculator finds, they should compare posters for other information not listed on their group's poster. 
Acceleration: 
Extensions can be used to include formal proofs in geometry or have students justify the properties of parallel lines using coordinate proofs. Groups can be random or you can select groups to allow struggling students to find slopes using formulas or inputting infomation into calculator for graphs. 
Intervention: 
For extra practice or for students who were absent, have them visit What is the slope of a staircase? (if your school system does not allow YouTube access, you may download the video using http://www.keepvid.com/). 
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
