- 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