Name: Andrea Sisk
Date: 10-20-14
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: 10/20
Day: B
Tuesday
Date: 10/21
Day: A
Wednesday
Date: 10/22
Day: B
Thursday
Date: 10/23
Day: A
Friday
Date: 10/24
Day: B
Procedures
Assignments
 “Do Now” – Students
will complete the
Chapter 3 Vocabulary
Chart.
 “Mini Lesson” – N/A
 “Guided Practice” – N/A
 “Independent Practice”
– Students will work in
groups to complete
Chapter 3 Word Wall
 “Formative Assessment”
– Observe students
during “Do Now” and
“Independent Practice”
No homework
 “Do Now” – Collins Type
 “Do Now” – Identify the
 “Do Now” – Use algebra
 “Do Now” – Use the
1 Writing – In 5 lines
relationships between
to find angle measures.
properties of parallel
describe what you know
two lines and two
lines to determine
 “Mini Lesson” – Quick
about parallel and
planes.
congruent angles.
review of Sections 3.1
perpendicular lines.
 “Mini Lesson” – Angles
and 3.2.
 “Mini Lesson” – Slopes
and Parallel Lines 3.2
of Lines 3.3 Day 1
 “Mini Lesson” – Parallel
 “Guided Practice” –N/A
Lines and Transversals
Day 1
 “Guided Practice” – Find
 “Independent Practice”
3.1 Day 1
 “Guided Practice” –Use
slopes of lines. Use
– Students will apply
 “Guided Practice” –
the properties of parallel
slope to identify parallel
their knowledge from
Identify the relationships
lines to determine
and perpendicular lines.
Sections 3.1 and 3.2 to
between two lines and
congruent angles. Use
real world application
 “Independent Practice”
two planes. Name
algebra to find angle
problems.
– Students will find the
angles formed by a pair
measures.
slopes of lines, use rate
 “Formative Assessment”
of lines and a
 “Independent Practice”
of change to solve a
– Observe students
transversal.
– Students will
problem, determine line
during “Do Now” and
 “Independent Practice”
determine angle
relationships, and use
“Independent Practice”
– Students will identify
measures, use an
slope to graph a line.
relationships between
auxiliary line, and find
 “Formative Assessment”
lines and planes, identify
values of variables
- Observe students
transversals, and identify
within angles.
during “Do Now” and
angle relationships.
 “Formative Assessment”
“Independent Practice”
– Observe students
 “Formative Assessment”
– Observe students
during “Do Now” and
during “Do Now” and
“Independent Practice”
“Independent Practice”
(3-1) Parallel Lines and
(3-2) Angles and Parallel
Wrap-Up (3-1) and (3-2)
(3-3) Slopes of Lines –
Transversals –Day 1 Page Lines – Day 1 Page 136 – 3-1/3-2 Practice Worksheet Day 1 Page 142 # 16 – 38
129 – 130 # 22 – 46 even
137 # 14 – 25, 32 – 36
even
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections