1. Topic-
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2. Content-
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parallel lines: lines that are coplanar and do not intersect
skew lines: non coplanar lines
perpendicular lines: lines that intersect to form a 90 degree angle.
Transversal: a line that intersects two other lines at two spots
Corresponding angles: angles that are on the same side of a transversal,
same position
Alternate Interior angles: angles that are on opposite sides of a
transversal and in between two other lines intersected by the transversal
Alternate Exterior angles:
angles that are on opposite sides of a transversal and on the outside
of two lines that are intersected by the transversal.
Same-side interior angles: angles that are on the same side of a transversal
and in between the two lines intersected by the transversal.
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3. Goals: Aims/Outcomes-
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Students will be able to:
-identify a transversal when given two angles and what type they are
-identify whether two angles are corresponding, alternate interior,
alternate exterior or same-side interior angles
-identify whether two lines are parallel or perpendicular
-use the correct symbols for parallel and perpendicular |
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4. Materials and Aids-
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| Chapter notes 3-1, PowerPoint presentation |
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5. Procedures/Methods-
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A. Introduction-
| "Today we are going to review what it means to be parallel and perpendicular.
After that we are going to head into different angles that can be
formed by two lines that are cut by a third." |
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B. Development-
-Go over homework
-Cover 3-1 material on PowerPoint and reconfirm |
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C. Practice-
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D. Independent Practice-
| -Chapter note problems that follow the explanation problems. |
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Checking for understanding-
| Call on students to do individual problems from the book on Chapter
3 section 1 after covering the chapter notes (in particular the first
grouping of questions) |
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Closure-
Verbal:
"today we covered parallel and perpendicular lines. "
Call on students to explain what parallel and perpendicular are as
well as the symbols. "As well as corresponding, alternate interior,
alternate exterior and same side interior angles. "
Point to the board and have different students identify pairs of each
angle. |
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Evaluation-
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