Teacher Name: Garrett, Shannen Unit Name and #: Unit 2:
Parallel and
Perpendicular Lines
Course: Geometry MOD B Dates: Jan 26 – Jan 30, 2015
What are we learning?
Daily Objectives:
 Students will be able to construct a graph given the slope and a point on the line.
 Students will be able to construct a graph given the slope and y-intercept.
 Students will be able to illustrate and analyze real world problems involving the definition of slope
TEKS/AP/Standards:
Ⓡ
GEOM.7B Apply slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines , and special segments of triangles and other polygons.
How will we learn it?
Learning Activities:
Graphing with slope-intercept form.
How will we tell if we’re learning it correctly?
Assessment Methods:
Checks for Understanding:
Given a problem in Slope-intercept form, students will be able to graph the line using the information provided.
What do I need to be successful?
An understanding of how to read a problem in slope-intercept form and determine what the graph will look like.
Materials: Calculators, graphs, slope and y-intercept formula, worksheet, study guide
What do I need to before next class?
Follow Up/HW:
Students will be given a study guide for the test that will be given Wednesday and Thursday.
Students will need to start studying for the test.

What are we learning?
Daily Objective:

Students will be able to illustrate and analyze real world problems involving the definition of slope
TEKS/AP/Standards:
Ⓡ
GEOM.7B Apply slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines , and special segments of triangles and other polygons.
Ⓡ
GEOM.7C Derive and use formulas involving horizontal, vertical, and oblique distances , slope, and midpoint and use in context to applications of distance and midpoint formulas .
How will we learn it?
Learning Activities:
- Real-World problems using the slope-intercept form (y=mx+b)
How will we tell if we’re learning it correctly?
Assessment Methods: Worksheets involving real-world situations
Checks for Understanding:
Circulation around the room to assess individual understanding
What do I need to be successful?
Materials: Calculators, Notes, Pencils, Paper
What do I need to before next class?
Follow Up/HW: Slope and Equations of Lines Worksheet
What are we learning?
Daily Objective:
 Students will be able to define slope in three different ways.

Students will be able to identify the slope of a line as positive, negative, zero, or undefined.

Students will be able to explain how to determine the slope of a line given two points

Students will be able to construct a graph given the slope and a point on the line.

Students will be able to illustrate and analyze real world problems involving the definition of slope
TEKS/AP/Standards:
Ⓡ
GEOM.7B Apply slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines , and special segments of triangles and other polygons.
Ⓡ
GEOM.7C Derive and use formulas involving horizontal, vertical, and oblique distances , slope, and midpoint and use in context to applications of distance and midpoint formulas .
How will we learn it?
Learning Activities:
Think Through Math – Pre-Assessment

How will we tell if we’re learning it correctly?
Assessment Methods: Paper-and-Pencil Slope Test
Checks for Understanding: Teacher observation
What do I need to be successful?
Materials: Computers, ThinkThroughMath, Pencils, calculators, copy of test
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective:

Students will be able to determine if two lines are parallel or perpendicular based on their slope.
TEKS/AP/Standards:
Ⓡ
GEOM.7B Apply slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines , and special segments of triangles and other polygons.
Ⓡ
GEOM.7C Derive and use formulas involving horizontal, vertical, and oblique distances , slope, and midpoint and use in context to applications of distance and midpoint formulas .
How will we learn it?
Learning Activities:
Solving equations Involving Parallel and Perpendicular lines Worksheet
How will we tell if we’re learning it correctly?
Assessment Methods: Student completion of assignment
Checks for Understanding: Teacher Observation
What do I need to be successful?
Materials: Notes, Pencils, handout, calculators
What do I need to before next class?
Follow Up/HW: