- The students are going to need to design the tower so that the posts of the tower are parallel and are connected
or braced by a transversal. - They will need to demonstrate how the angles of the transversal prove that the tower poles are parallel.
- Begin the lesson by explaining, “Today you are going to design a tower to be used in a National Park by a
Forest Ranger.” - To design the tower, you must create four parallel poles to place your platform on top of. The poles must be
connected by a supporting transversal. - You must use what you have learned about angles to design the tower and prove that the poles are parallel.
- Students will need protractors, rulers, chart paper and pencils.
- All angles must be labeled and measured.
- Look at Figure 03.03.01 to get an idea of a possible example.
- When finished, allow students time to share their work.
III.MeetingObjectives
- Students will show interior and exterior angles in their diagram.
- Students will show corresponding angles in their diagram.
- Students will apply what they have learned in a real- life example.
- Students will demonstrate the Parallel Lines Property.
IV.NotesonAssessment
- Look at each student diagram and assess student work.
- Is the diagram labeled?
- Are the angle measures correct?
- Were the students able to label the diagram to demonstrate that the poles are parallel?
- Offer students corrections and feedback.
Slopes of Lines
I.SectionObjectives
- Identify and compute slope in the coordinate plane.
- Use the relationship between slopes of parallel lines.
- Use the relationship between slopes of perpendicular lines.
- Plot a line on a coordinate plane using different methods.
II.ProblemSolvingActivity-WheelchairRamps
- Students are going to use what they have learned about slope to design a wheelchair ramp.
- A wheelchair ramp has a slope of 121 ft. - http://www.newdisability.com/wheelchairramp.htm
- Here is the problem.
- A new home has a front door that is 3^12 feet off of the ground. A wheelchair ramp needs to have a slope of
1
12 ft. Based on this fact and on the height of the door, design a wheelchair ramp that will work for this new
home. Show all of your work in your diagram. - Allow time for the students to work on this dilemma.
- Then tell students that every unit on a coordinate grid represents one foot. Ask them to draw their wheelchair
ramp on coordinate grid. - When finished, allow time for students to share their work.
Chapter 5. Geometry TE - Problem Solving