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Background For Teachers:
Student Prior Knowledge:
Intended Learning Outcomes:
Teacher presents new concept.If two lines are vertical, they are parallel. How can we tell whether nonvertical lines are parallel? The teacher does not answer the question. The students are allowed about five minutes of brainstorming. This consists of the teacher guiding the discussion as an open classroom discussion.
After this discussion the teacher could tell a story about two students, maybe even use two students from the class, that are roller bladding through the neighborhood. The students come to a hill that is straight up. Both students want to get to the top of the hill first. One student arrives at the top first. The distance that the students traveled is the same. The incline of the hill is the same for both students. Is this like a slope. The teacher draws the problem on the board. It needs to be brought to the attention of the students that it does not matter who got to the top of the hill first. The question to ask should be, did they travel the same distance and height? Distance represents the rate of change in the x directions. Height represents the rate of change in the y direction. Is the students rate of change in the x and y direction the same? If it is the slope is the same and the students have a parallel relationship in their line of travel.
The teacher than reads through the explanation of parallel lines. Examples are put on overhead with transparency. Students are asked to volunter to do problems on board.
If one line is vertical and another is horizontal, they are perpendicular. There are other instances in which two lines are perpendicular.
The teacher shows transparency about the perpendicular lines.
At this point the teacher ask the students to get into groups. Cameras are given to each group. Each group goes outside and takes pictures of perpendicular lines and parallel lines. The students are given 20 minutes outside.
Students hand in cameras to be developed.
Next class period
Examples are put on the chalkboard by the teacher.
Consider the line given by the equation 8y = 7x - 24.
Solution: find the slope of the line given by 8y = 7x - 24, we solve for y to find slope-intercept form: 8y = 7x -24 y = 7/8x - 3.
Technology connection The teacher uses the overhead that has an adapter that connects to a graphing calculator and the overhead. This enables the teacher and students to do the graphing together. If a student has a problem with graphing, the teacher can show the student on the overhead step-by-step how to do the proceedure. Teacher does several examples so students understand how to graph.
Problems are put on the board.
This is a quiz:
Strategies For Diverse Learners:
After this quiz a pre-test is given to asses students knowledge for Chapter test.
Chapter test is given to asses knowledge of Chapter
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