c. Any equation with the same slope will be parallel to the graphed line.- To figure out the equation for a line perpendicular to a graphed line, follow these steps.
a. Find the slope of the graphed line.
b. Find the reciprocal of the slope.
c. Any equation with the reciprocal as the slope is perpendicular to the line.- Intelligences- linguistic, logical- mathematical, visual- spatial
III.SpecialNeeds/Modifications
- Use the information above to scaffold this lesson for the students.
- Ex 4- Standard Form- begin with a simpler example first.
- Possible example 2y= 6 x+ 12
- Write all steps on the board and request that the students copy those notes into their notebooks.
IV.AlternativeAssessment
- Observe students as they work. If there is a lot of confusion, review concepts more than once to be certain that
students are following the material.
Perpendicular Lines
I.SectionObjectives
- Identify congruent linear pairs of angles.
- Identify the angles formed by perpendicular intersecting lines.
- Identify complementary adjacent angles.
II.MultipleIntelligences
- Begin this lesson by reviewing the definition of perpendicular lines and the symbol for perpendicular lines.
- List the description for each type of linear pair on the board.
- Then ask the students to use the description to draw an example of the pair being described.
- Example- Draw a linear pair of angles.
- Next, show students how a triangle can be drawn into their diagram.
- Request that they mark the right angle in the triangle.
- Then assign one of the other angles in the triangle a measurement.
- Request that students work to figure out the measurement of the missing angle.
- Explain to students that because they know that the interior angles of a triangle add up to be 180◦that they
can use this to figure out the missing angle of a triangle. - To expand upon this, ask the students to draw a diagram for a peer to solve. They need to include angle
measurements too. - Then have them switch papers and solve each other’s problems.
- Intelligences- linguistic, logical- mathematical, visual- spatial, interpersonal, intrapersonal
III.SpecialNeeds/Modifications
Chapter 4. Geometry TE - Differentiated Instruction