Mrs. Drake Day Syllabus ☼ 2015-2016 ☼ Name_______________________________ ☼ Block___
HOW TO GRADE: TAKE OFF ½ FOR EACH MISSED REQUIREMENT
DID YOU DO THE FOLLOWING?
1) Write your name and date along with the assignment in the top margin. All work must be done in pencil.
2) All problems and pictures must be copied. All graphing problems must be done on graph paper.
3) Every problem must be attempted to the best of your ability. Use your book and notes for assistance.
4) All work must be shown, and it should be neat and organized (hint: circle or underline your answers).
5) All odd book problems must be looked up in the back of the book and checked and corrected using a non-black pen.
DATE
TEXT
Tue,
Oct. 27
1-1 to
1-5
Thur,
Oct. 29
Day 1
3-1
&
3-2
/Mon,
Nov.2
Day 2
Thur,
Nov. 5
Day 3
Mon,
Nov. 9
Day 4
Thur,
Nov. 12
Day 5
Mon
Nov. 16
Day 6
Wed,
Nov 18
Day 7
3-5
3-3
3-4
OBJECTIVES
HOMEWORK ASSIGNMENT
Unit 2 Test
Work on Scrapbook Project!
B Day due Monday, November 2
Parallel Lines and Transversals
IXL D.3 and D.4
Smart Score of 70% or better
Angles and Parallel Lines
Proving Lines Parallel
Slopes of Lines (algebra I review)
IXL E.2 and E.5
Smart Score of 70 or above
Equations of Lines
p. 208-209 #6-21 all
Parallel Lines Worksheet #1-8 all
(back of Angles Formed by Parallel Lines)
3-3 Slopes of Lines Practice
3-4 Equations of Lines Skills Practice
3-5
Parallel Constructions &
Overview of Units 1-3
Unit 3 Constructions Homework
3-1
to
3-6
3-1
to
3-6
Review of Unit 3
Unit 3 Test Review Homework
Unit 3 Test
Will be announced in class
Tuesday, November 3 is a Staff Day – NO SCHOOL
The 1 day of the 2nd quarter is Wednesday, November 4th (A Day)
st
Wednesday, November 11 is Veteran’s Day – NO SCHOOL
Honor those who have served our Country
Skill Set 1:
Students will be able to determine the relationships between pairs of lines (parallel, perpendicular, skew or
intersecting), and identify angles formed by pairs of lines cut by a transversal. For parallel lines, students will be able to
determine if pairs of angles are congruent or supplementary.
Skill Set 2:
Students will be able to apply the definitions and theorems for parallel and perpendicular lines and use
algebra to find angle measures.
Skill Set 3:
Students will be able to prove lines are parallel or perpendicular using algebraic and coordinate methods, as
well as deductive proofs.
Skill Set 4:
Students will be able to use coordinate and algebraic methods to determine if lines are parallel or
perpendicular and write the equation, or draw the graph, of a line parallel or perpendicular to a given line.
Skill Set 5:
Students will be able to construct a line perpendicular to a given line through (a) a point not on the line and
(b) through a point on the line, and construct a line parallel to a given line through a given point.
Unit 3: Lines and Their Relationships
ENDURING UNDERSTANDINGS: Everything in our world can be represented geometrically.
1. There is a relationship that can be described between every pair of lines.
2. Many real-world situations are represented by the relationships between lines.
ESSENTIAL QUESTIONS: How can geometric figures be used to represent real world situations?
1. How can geometric figures be used to represent real world situations?
2. What is the effect of slope on the relationships of pairs of coplanar lines?
3. How are the concepts of perpendicular and parallel lines used in real life?
VIRGINIA STATE SOL OBJECTIVES (2009):
G.2 The student will use the relationships between angles formed by two lines cut by a
transversal to
a) determine whether two lines are parallel;
b) verify the parallelism, using algebraic and coordinate methods as well as deductive
proofs; and
c) solve real-world problems involving angles formed when parallel lines are cut by a
transversal.
G.3 The student will use pictorial representations, including computer software, constructions,
and coordinate methods, to solve problems involving symmetry and transformation. This will
include
a) investigating and using formulas for finding distance, midpoint, and slope;
b) applying slope to verify and determine whether lines are parallel or perpendicular;
G.4 The student will construct and justify the constructions of:
c) a perpendicular to a given line from a point not on the line;
d) a perpendicular to a given line at a given point on the line;
g) a line parallel to a given line through a point not on the given line.
VIRGINIA BEACH OBJECTIVES:
GH.RL.3.1
The student will draw conclusions that lines and/or planes are parallel using definitions of
parallel, perpendicular, and skew lines; justify parallel lines and/or planes using algebraic and
coordinate methods, including slope and equations, and deductive proofs, including flow,
paragraph or two-column proof.
GH.RL.3.2
The student will verify relationships between pairs of angles in situations involving
Science, Technology, Engineering and Mathematics (STEM),using the definition of transversal and
the types of angles formed justifying lines are parallel based on angle relationships.
GH.RL.3.3
The student will construct the perpendicular segment to a given line from a point not on
the line, the perpendicular segment to a given line from a point on the line, and a line parallel to a
given line through a point not on the given line.