Name: Andrea Sisk
Date: 11-3-14
WOODLAND HILLS SECONDARY
LESSON PLANS
Content Area: Geometry
Length of Lesson: 16 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Parallel and Perpendicular Lines
Big Ideas:
G.2.1.2.1 Calculate the distance and/or midpoint
between two points on a number line or on a
coordinate plane.
G.2.1.2.2 Relate slope to perpendicularity and/or
parallelism (limit to linear algebraic equations).
G.2.1.2.3 Use slope, distance, and/or midpoint
between two points on a coordinate plane to
establish properties of a two‐dimensional shape.
CC.2.3.8.A.3
Understand and apply the Pythagorean theorem to
solve problems.
CC.2.3.HS.A.11
Apply coordinate geometry to prove simple
geometric theorems algebraically.
Understanding Goals (Concepts):
The special angel relationships that result when a
transversal intersects parallel lines. Slope and
forms for the equation of a line are reviewed,
problems are solved by writing linear equations
and using the slope to determine if liens are
parallel, perpendicular, or neither.
Student Objectives (Competencies/Outcomes):
1.Identify the relationships between two lines or two
planes
2.Name angles formed by a pair of lines and a
transversal
3.Use the properties of parallel lines to determine
congruent angles
4.Use algebra to find angle measures
5.Recognize angle conditions that occur with parallel
lines.
6.Prove that two lines are parallel based on a given
angle relationships.
Essential Questions:
• Can you identify the relationship between 2 lines
or 2 planes
•Name angles formed by a pair of lines and a
transversal
•Use the properties of parallel lines to determine
congruent angles
•Use algebra to find angle measures
•Find slopes of lines and use slope to identify
parallel and perpendicular lines
•Write an equation of a line given information
about its graph and solve problems by writing
equations
•Recognize angle conditions that occur with
parallel lines and prove 2 lines are parallel based on
given conditions?
Vocabulary:
Parallel lines, parallel planes, skew lines,
Transversal, consecutive interior angles, alternate
interior angles, alternate exterior angles,
corresponding angles, slope, rate of change, slopeintercept form, point slope form
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Formative Assessments:
Students will actively participate in guided and independent practice, activities, Pre-assessments, open-ended higher-order-thinking questions, think-pairand group work.
share, graphic organizers, do nows, observation of guided and independent
Also, students will demonstrate adequate understanding via various quizzes,
practice, brief in-class writing prompts
writing assignment, and an end-of-chapter test.
STAGE III – LEARNING PLAN
Interventions:
Flexible grouping, students will be encouraged to attend Math Lab and College
and Career Access Center tutoring.
Materials and Resources:
Textbook and notes
Instructional Procedures*:
Monday
Date: 11/3
Day: B
Tuesday
Date: 11/4
Day: A
Wednesday
Date: 11/5
Day: B
Thursday
Date: 11/6
Day:
Friday
Date: 11/7
Day:
Procedures
Assignments
 “Do Now” – Write the
 “Do Now” – Prove that
 “Do Now” – N/A
equation of a line
two lines are parallel
 “Mini Lesson” – N/A
parallel to another line
using slope.
 “Guided Practice” –N/A
given a point and an
 “Mini Lesson” – Proving
 “Independent Practice”
equation of the line.
Lines Parallel 3.5 Day 2
– Students will review
 “Mini Lesson” – Proving
 “Guided Practice” –
for their Chapter 3
Lines Parallel 3.5 Day 1
Recognize angle
Assessment – Parallel
 “Guided Practice” –
conditions that occur
and Perpendicular Lines
Recognize angle
with parallel lines. Prove
 “Formative Assessment”
conditions that occur
that two lines are
– Observe students
with parallel lines. Prove
parallel based on given
during “Independent
that two lines are
angle relationships.
Practice”
parallel based on given
 “Independent Practice”
angle relationships.
– Students will work on
 “Independent Practice”
practice and application
– Students will identify
problems that involve
parallel lines, solve
proving lines are
problems with parallel
parallel.
lines, prove lines
 “Formative Assessment”
parallel, and determine
- Observe students
if lines are parallel from
during “Do Now” and
their slopes.
“Independent Practice”
 “Formative Assessment”
– Observe students
during “Do Now” and
“Independent Practice”
Review for test
(3-5) Proving Lines
(3-5) Proving Lines
Parallel – Day 1 Page 155
Parallel – Day 2 Section 3# 13 – 24, 26 – 31, 38, 39
5 Practice Worksheet
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections