Geometry, Teacher\'s Edition

• 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