Emily Jarvis

Parallel Lines
I.

Standards/Benchmarks:
HSG.GPE.B.5- Prove the slope criteria for parallel and perpendicular lines and use them
to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to
a given line that passes through a given point).

II.

Purpose: The purpose of this lesson is to introduce students to determine if two lines are
parallel by looking at their equations and their slopes.

III.

Anticipatory Set: To begin this lesson, I will show students the following YouTube clip in
regards of students comments such as Im too stupid for this stuff.
http://www.youtube.com/watch?v=zLYECIjmnQs

IV.

Objective: By the end of this class period, students will be able to determine if lines are
parallel when given the slope of two lines, two points on the lines, or the equation of two
lines with 80 % accuracy.

V.

Input:
A. Task Analysis
1.) For this lesson, students will need a basic understanding of the slope of a line.
Students must be able to identify the slope of a line when given in slopeintercept form, as well as be able to determine the equation of a line when
given two points on the line.
2.) - To begin this lesson, I will play a YouTube clip about famous failures. This will
take three minutes. During this time, I will instruct students to get out the
previous days worksheet, which was homework over the weekend. We will
spend 10 minutes going over this homework and address any questions that
students might have regarding this assignment.
- Next, I will use desmos to show students different linear equations. We will
use the sliders on these equations to manipulate the slope, and the y-intercept
of these lines.
- After changing these variables, we will discuss the observations that we make
about the relationship between the slope of two lines to infer that two lines
with equal slope are parallel. This activity will take 10 minutes to complete.
- After the desmos demonstration, students will take out their notes packet to
begin this lessons notes. I will begin by working through example one for the
students, followed by the class discussing example two together.
- After we have worked through the first two examples, I will divide the 3
remaining examples between students to complete. I will ask one group to
share with the class what they determined about the lines and have the other
groups assigned to the same problem determine if they agree or not.
- I will have one of the group give a brief explanation to the class on how they
found their answer.
- Next, I will model writing equations to parallel lines through example 4 and
students will complete examples 5 and 6 in pairs. After students have
completed these problems, we will discuss as a class the equations of the lines
that we determined. This part of our lesson will take 20 minutes to complete.

Emily Jarvis
Parallel Lines
- The remaining class time will be left to work on homework to be completed by
the next class period. To finish, student will each be given an exit slip to be
completed before the bell rings.
B. Thinking Levels:
1.) Knowledge: Students will be able to identify the slope of a line when given the
necessary information.
2.) Comprehension: Students will be able to rewrite equations in point-slope form
to help in determining if two lines are parallel.
3.) Application: Students will manipulate variables of linear equations to predict
what makes two lines parallel.
4.) Analysis: Students will analyze different sets of information to classify lines as
parallel or intersecting.
5.) Synthesis: Students will construct equations of lines in point-slope form to
determine if two lines are parallel.
6.) Evaluate: Students will decide if two lines are parallel and verify their decision
by comparing the slopes of the lines.
C. Learning Styles and/or Accommodations:
1.) Remediation: This lesson will be presented in a variety of ways in order to reach
all different students learning types. Lecture, class discussion, modeling, visuals,
simulations, and group and independent work will all be used during this lesson.
2.) Differentiating Curriculum: During this lesson, I will be careful on which students
to call on for different parts of students responses depending on their level of
understanding. This will allow students to participate in class and be successful
in how they answer.
D. Method and Materials:
1.) This lesson will be presented through lecture and modeling as I work through
and explain the first example of each type. Students will also participate in class
discussions as we work through problems as a class and as they share the
answers they got for their assigned problem. We will also use desmos to
illustrate different lines and the how changes in the y-intercept and slope
change the look of the line.
2.) For this lesson, students will need a notes packet. I will need the starboard,
access to YouTube and desmos and a copy of the notes to project on the screen.

Emily Jarvis
Parallel Lines
VI.

Modeling:
A. For this lesson, I will show students parallel lines on desmos and that slope indicates
parallel lines. I will also model different types of problems for students before they
are required to complete them in small groups.
B. During the time in which I complete the examples on the board, I will explain to the
students why I am doing each step as well as how each step is completed.
C. Students will be able to see my work on the starboard as well as each of the lines
that we graph on desmos.
D. Students will be able to participate in this lesson through class discussion and by
partner work during the notes, as well as to work on homework.

VII.

Checking for Understanding:

A. Sample Questions: The following questions could be used during this lesson:
How do we write an equation for a line in slope-intercept form?
How can we find the equation for a line of we have two points?
What is the slope of a line?
What do we know about two lines with the same slope?
If we know one point on the line and the slope we desire, what is the
missing part of the equation that we need?
What is the equation we use to find the slope of a line?
B. During this lesson, I will constantly be checking student knowledge during my
teaching by asking for student responses as we work through these problems as a
class.

VIII.

Guided Practice:
A. Students will have repeated practice as we work through the examples in the notes
packet. Students will also be given a practice worksheet to be completed in class the
following day.
B. Each of these types of problems will be modeled by me first using the starboard.
C. While students work on the example problems in the notes packet I will be
circulating the room to help students through these problems when necessary. I will
also be able to catch student error as we work through these problems on the
board.

IX.

Independent Practice:
A. Students will be assigned homework to be completed by the next class period. Nay
work that does not get complete in the remainder of class will become homework
and be done independently.
B. Students will work on homework in their seats until the bell rings.

X.

Closure:
A. Students: To wrap this lesson up, students will complete an exit slip in which they
determine if two lines are parallel when given necessary information.