Geometry, Teacher\'s Edition

(Axel Boer) #1

  • When you get to the parallel line section, you can introduce the theorem, and then have them construct the
    line and a line parallel to that given line.

  • When you get to the perpendicular line section, you can introduce the theorem and work with the students to
    draw in a line perpendicular to the line drawn.

  • Finally, work with students on using ordered pairs to graph different lines and to find the slopes of the lines.
    This is from the section on graphing strategies.

  • Intelligences: linguistic, logical- mathematical, visual- spatial, interpersonal, intrapersonal, bodily- kinesthetic


III.SpecialNeeds/Modifications



  • Review the following prior to beginning the lesson.

  • Drawing a coordinate grid

  • Labeling the coordinate grid

  • How to locate thexandyaxis’

  • Review the origin as( 0 , 0 )

  • Review ordered pairs(x,y)

  • Review finding the reciprocal of a number/fraction

  • Write the two new theorems on the board and request that the students copy this information in their notebooks.


IV.AlternativeAssessment



  • Alternative Assessment in this lesson can be done through observation. As the students work on the exercises,
    walk around the room and observe them as they work.

  • This is also a good time to notice students who need assistance.

  • If several students are needing assistance, consider allowing students to work in pairs.


Equations of Lines


I.SectionObjectives



  • Identify and write equations in slope- intercept form.

  • Identify equations of parallel lines.

  • Identify equations of perpendicular lines.

  • Identify and write equations in standard form.


II.MultipleIntelligences



  • In this lesson, one way to differentiate this lesson is to break the material down into sections.

  • There is only one example per section, so you may want to include more than one so that the students have a
    chance to practice the concept before moving on to something new.

  • Include constructions whenever possible.

  • When working with slope- intercept form, show how in the equationy=mx+b, that m is the slope of the line
    and that thebis theyintercept.

  • Explain that the y intercept is where the line intersects with theyaxis.

  • When figuring out which equation represents a line parallel to a line already graphed, provide students with
    these steps.


a. Find the slope of the graphed line.
b. Look at the equation choices

4.3. Parallel and Perpendicular Lines

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