Literacy:

Symbolic Competence- The learner will learn how to read and write the symbols used to represent parallel and perpendicular. Cognitive process- The learner will complete questions comparing parallel and perpendicular lines.

Problem-Solving:

Strategies- Memory would be as a strategy for this instruction. The student will use their memory on how to find slope when given two points in order to find the slope of parallel and perpendicular lines. Authentic Anchored Problem - You are in an unfamiliar city with a dated map guiding you to your destination. The map directs you to start on Broadway Street, however you are on Main Street. The lines for Broadway Street are fuzzy. How would you determine if Main Street and Broadway Street are parallel, perpendicular or neither in order for you to start on the correct street?

Knowledge:

Disciplinary Structures- Finding the slope of a line is a major concept in Geometry. The slope of a line determines if two lines are parallel, perpendicular or neither. Disciplinary Processes- In order to find the slope of a line use the slope formula and two points on that line. Disciplinary Discourse- Narratives- Plot the two point and determine what the slope would be without using the formula. Expository- Once you find the slope of the line, check your answer for accuracy.

Using Information:

The information presented in this lesson uses the integrated approach. The students will use this information in the real world to determine if lines are parallel, perpendicular or neither in professions such as engineering, medicine and sports.

Community:

Authentic Activities:

To solve the problem the learner would do the thing map makers would do: find the coordinates of the two streets using a coordinate grid, find the slope of the two streets. To help students identify with and understand the central problem, they will: 1.Obtain a map that contains the two streets. 2.Create coordinates for the two streets using a coordinate grid. 3.Find two points on each street (line). 4.Find the slope of each street (line).

Background Building Activities:

As background building activities the students will have to list two parallel streets and two perpendicular streets in their city. The students will then use MapQuest to determine if their streets could be rearranged and still obtain the same directions.

Constructing Activities:

The student would apply their knowledge of parallel and perpendicular lines to identify shapes in geometry. They will determine if a shape is a parallelogram by using the slope of the lines.

Sharing Activities:

The learner will complete a project displaying parallel or perpendicular lines in the real world. They will demonstrate the lines are actually parallel or perpendicular by performing calculations. The learner will then logically justify why the lines are either parallel or perpendicular. The learner will present their project to the class.

Contents:

State TEK: G.7.C. The student is expected to use formulas involving length, slope and midpoint. G.7.B. The student use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons. Learning Objective: The learner will correctly calculate slope in order to determine if two lines are parallel, perpendicular or neither.