Helen Uttarotai
Math Methods
Fall 2013
Math Mini Unit: Parallel and Perpendicular Lines
Introduction
Context: 9th grade students, Algebra I
Characteristics of Students:
- In each class period, there are 3-4 students who are repeating 9th grade and taking Algebra I
again. Sometimes they will not take notes or practice the problems because they feel like they
already know the material, even though they are usually still struggling with it.
- In my 3rd period, I have one student is ELL. My 2nd and 3rd periods have about 5 students
each who have IEPs for various learning disabilities.
- The makeup of my classroom mentors 6th period, which I will eventually take over in the
spring, is about 75% students with IEPs. A co-teacher often does breakout sessions with half of
the class.
- As a charter school, the students are coming from all different middle schools in Philadelphia,
so they have different backgrounds and exposures to topics in math.
Restrictions in Teaching:
My classroom mentor teaches in a fairly traditional way and has several daily classroom
routines. She is very flexible with me about trying new activities and more inquiry-based and
student-centered learning though.
This fall, I have been making a lot of use of her materials (Smartboard Notebooks slides,
worksheets, etc.) to plan my own lessons, and they are primarily direct instruction based with
group class work following.
One routine that I have been maintaining are the daily quizzes that she gives at the
beginning of each class. They are essentially Do Nows that usually review the material covered
in the previous class or from some time this year. As such, if I want to do a more extensive
launch for my lesson, I would have to consider how much time I have to execute one.
Story of the Course:
We started the school year off with how to solve all different types of one-variable
equations. We broke down the types into one-step equations involving just one operation then
two-step ones. We also did separate lessons for ones with fractions, distribution, combining like
terms, and variables on both sides.
Now, we have been working with functions, slope, and linear equations. Slope was
introduced as a rate of change and y-intercept as the starting point. Students are gaining exposure
to multiple methods to solve problems involving linear equations, including graphical and
algebraic methods.
Starting in January, we will apply our knowledge of linear equations to identifying and
creating parallel and perpendicular lines. Then, we will move to inequalities and systems of
equations.
Key Expected Learnings (broader learning goals and driving EQs, residue):
- Valuing the process of solving a problem and not just getting the right answer
- Seeking out multiple methods and ways to solve a problem
- Utilizing different representations of concepts for better understanding and also various uses
(linear equations can be represented as an algebraic statement, a table, a graph, or in words)
- Reasoning and thinking critically about why one does a certain step or a pattern exists rather
than memorizing the steps as an algorithm
Key Resources:
McDougal Littell, Algebra I: Concepts and Skills
(This is the textbook for the class. Each student has a copy that they keep at home or in
their lockers, but we do not make use of it. I have referenced it a few times when planning my
lessons to make sure that Im covering the various instances/special cases of the topics and for
problems.)
My classroom mentors previous years materials (SmartBoard Notebook slides and worksheets
for class work and homework)
Elements of Emphasis:
With this unit on parallel and perpendicular lines, my aimed area of focus for the skills that I
would like for my students to gain and/or further develop are noticing patterns, utilizing prior
knowledge to make sense of new material, and being able to generalize patterns from specific
problems and apply them to new, more complex problems.
Throughout the second quarter, we have been working with linear equations- how they look
graphically and how one can write them in slope-intercept form. These understandings are
instrumental to making sense of parallel and perpendicular lines. Rather than just telling students
what the slopes of each look like, I would like for my students to be able to come to the
conclusions on their own.
Nestedness Diagram:
Lesson Plans
Name: Helen Uttarotai
Course: 9th grade Algebra
Subject of Lesson: Parallel Lines
Period: 2nd and 3rd (58 min)
Date: Tuesday, Jan. 6th
Materials:
Daily Quiz copies
Group Exploration copies
Practice with Parallel Lines copies
Notebook slides
Overview/Rationale:
This lesson is the introduction to parallel lines. The choice to do parallel lines before
perpendicular is because same slope is a simpler concept to grasp than negative reciprocal.
Students will be applying their general knowledge about linear equations (slope, y-intercept,
slope-intercept form, etc.) to the specific cases of parallel and perpendicular lines.
Enduring Understandings:
Students will understand how to recognize patterns and extract generalizations from them
to help them solve different, often more complex problems.
Goals/Objectives:
By the end of class I will know how to identify parallel lines from a graph and from
equations.
Essential Question:
How could I represent this differently?
Purpose/Real World Applications:
Looking at the equation of lines closely, one can see the relationship between lines.
Parallel and perpendicular lines appear in geometry and by projecting them onto a coordinate
plane, one can see how and why parallel lines never intersect and perpendicular ones intersect at
a right angle.
Standards:
A.1.1.2.1-Write, solve, and/or graph linear equations using various methods
Daily Quiz/Warm-Up:
___10_____ minutes
Reviews how do identify slope and y-intercept from equations written in slope-intercept
form; students must be able to do this to recognize the pattern in slopes for parallel (and also
perpendicular) lines.
HW Review
___3_____ minutes
Student check their answers to HW from last night; take any questions
Pass out Parallel Lines Notes while students are checking HW.
What are parallel lines?
___4_____ minutes
Students draw any pair of parallel lines on their coordinate plane.
Ask: How would you describe the lines that you just drew?
(The aim is to get students articulate that parallel lines are non-intersecting/that they
never intersect)
*Ensure students understand what non-intersecting means (they dont ever cross)
Students then write the equation of both of their lines.
*Mention that if a form is not specified for a linear equation, they should write it in slopeintercept form.
Group Exploration!
___15_____ minutes
Move desks into groups
Students work through the rest of sheet together as a group. By comparing all of the equations
that they came up with, students will hopefully notice how each pair of parallel lines has the
same slope.
*Some students may not have their equations written correctly, so group members will have to
help them fix their equations. Recognizing that the equations do not fit with the rest of the
groups pattern, students can recognize when they have made a mistake (as the slopes are
supposed to be the same).
Say: Once your group has come up with a good way to identify if two lines are parallel just by
looking at the equations, you all may work on Part III together.
Takeaways
___5_____ minutes
Please write down the takeaways that you and your classmates had.
Synthesize with the fill in the blanks statement The slopes of parallel lines are the same and the
y-intercepts are different.
*If students come up with all of this on their own, then just hand write and dont reveal.
Practice with Parallel Lines
___12_____ minutes
Students will work with their group on Practice with Parallel Lines; The final question asks them
to write their own question about parallel lines (these will be used to help create a review for a
quiz next week)
Homework
Finish Practice with Parallel Lines
POW #10 due Friday
____2____ minutes
Errors/Misconceptions:
Thinking that y-intercepts for parallel lines are the same
What do we know about parallel lines? (non-intersecting) So, would it be possible for the
two lines to share a point, like the y-intercept/starting point?
Switching position of slope and y-intercept when in slope-intercept form
Slope is the same thing as what? (rate of change); So it should be the number in front of x
because it tells the rate of increase/decrease for each x
Switching the special cases of horizontal and vertical lines and what type of slopes that they have
Try to visualize or draw out what the graph of the line looks like
Personal Reflections/Notes:
After teaching the lesson, add your reflections about how you felt about the lesson, how
the learners responded, whether the lesson accomplished what you planned it to do, how closely
you followed the lesson plan, and how you would change the lesson for the next time.
Name____________________________________ Date ________________ Period ________
Parallel Lines Notes
a. Draw a pair of parallel lines on the coordinate plane.
b. Write the equations of the two lines that you drew.
1.
2.
Group Exploration!
Part I:
Share the equations of the lines that you came up with.
Write each group members equations here:
Part II:
Write down your groups observations: What does your group notice about all the pairs of
equations? What does this say about the equations of lines that are parallel?
Part III:
a. Write an equation of a line that is parallel to the line with the following equation:
f(x) = 3/4x + 2
Equation of parallel line: ___________________________
b. Graph the two equations from part a.
Are the two lines parallel?
c. What should be true for all lines parallel
to the line f(x) = 3/4x + 2?
Takeaways:
Name____________________________________ Date ________________ Period ________
Practice with Parallel Lines
1. What slope is parallel to the given lines?
a. f(x) = 2x 3 _____
b. f(x) = -(1/3)x 5
_____
c. f(x) = -(5/4)x + 7
_____
d. f(x) = x 3 _____
e. f(x) = -5x 5
_____
f. f(x) = 7
_____
2. Write an equation for a line that parallel to the one given.
a. f(x) = 6x + 4
b. y = -12x + 3
c. f(x) = -(7/4)x + 2
d. f(x) = -2
e. y = 3/16x 23
f. x = 4
3. Write an equation of a line that is parallel to each line graphed.
*** 3 graphs of lines
4. Write your own problem about parallel lines and their equations.
Name: Helen Uttarotai
Course: 9th grade Algebra
Subject of Lesson: Perpendicular Lines
Period: 2nd and 3rd (58 min)
Date: Wednesday, Jan. 7th
Materials:
Daily Quiz copies
Group Exploration copies
Practice with Perpendicular Lines copies
Notebook slides
Overview/Rationale:
This lesson is the introduction to perpendicular lines. Students will build off what they
saw yesterday with parallel lines and anticipate a similar pattern with perpendicular ones.
Students will be applying their general knowledge about linear equations (slope, y-intercept,
slope-intercept form, etc.) to the specific cases of parallel and perpendicular lines.
Enduring Understandings:
Students will understand how to recognize patterns and extract generalizations from them
to help them solve different, often more complex problems.
Goals/Objectives:
By the end of class I will know how to identify perpendicular lines from a graph and
from equations.
Essential Question:
How could I represent this differently?
Purpose/Real World Applications:
Looking at the equation of lines closely, one can see the relationship between lines.
Parallel and perpendicular lines appear in geometry and by projecting them onto a coordinate
plane, one can see how and why parallel lines never intersect and perpendicular ones intersect at
a right angle.
Standards:
A.1.1.2.1-Write, solve, and/or graph linear equations using various methods
Daily Quiz/Warm-Up:
___10_____ minutes
Reviews yesterdays lesson on parallel lines as well as the skill of writing a linear
equation given a graph
HW Review
Students check their answers to HW from last night; take any questions
___3_____ minutes
Problems involving vertical/horizontal lines are good ones to go over (1f, 2d, 2f)
Pass out Perpendicular Lines Notes while students are checking HW.
If you wrote a problem for $4 and would like to share it with the class, then please pass up your
paper.
What are perpendicular lines?
___4_____ minutes
Say: We are going to go through a very similar process with perpendicular lines today as we did
with parallel lines yesterday. What do you think the pattern will be for recognizing perpendicular
lines?
Students draw any pair of perpendicular lines on their coordinate plane.
Ask: How would you describe the lines that you just drew?
(The aim is to get students articulate that perpendicular lines intersect at right (90 degree)
angles
*Ensure students understand what non-intersecting means (they dont ever cross)
Students then write the equation of both of their lines.
*Mention that if a form is not specified for a linear equation, they should write it in slopeintercept form.
Group Exploration!
___15_____ minutes
Move desks into groups
Students work through the rest of sheet together as a group. By comparing all of the equations
that they came up with, students will hopefully notice how each pair of perpendicular lines has
slopes that are negative reciprocals of each other.
*Some students may not have their equations written correctly, so group members will have to
help them fix their equations. Recognizing that the equations do not fit with the rest of the
groups pattern, students can recognize when they have made a mistake (as the slopes are
supposed to be the same).
Say: Once your group has come up with a good way to identify if two lines are perpendicular just
by looking at the equations, you all may work on Part III together.
Takeaways
___5_____ minutes
Please write down the takeaways that you and your classmates had.
Synthesize with the fill in the blanks statement The slopes of perpendicular lines are negative
reciprocals of each other.
*If students come up with all of this on their own, then just hand write and dont reveal.
* Break down each part. What is meant by reciprocal? How about negative?
Find those negative reciprocals!
___2_____ minutes
Have students jot down what they think quickly
Cold call students and reveal each negative reciprocal
Practice with Perpendicular Lines
___12_____ minutes
Students will work with their group on Practice with Perpendicular Lines; The final question
asks them to write their own question about perpendicular lines (these will be used to help create
a review for a quiz next week)
Homework
Finish Practice with Perpendicular Lines
POW #10 due Friday
____2____ minutes
Errors/Misconceptions:
Confusing parallel and perpendicular lines- thinking perpendicular lines have the same slope
Switching position of slope and y-intercept when in slope-intercept form
Slope is the same thing as what? (rate of change); So it should be the number in front of x
because it tells the rate of increase/decrease for each x
Switching the special cases of horizontal and vertical lines and what type of slopes that they have
Try to visualize or draw out what the graph of the line looks like
Only finding the reciprocal of slope and not also the negative/opposite
Making all the reciprocals negative numbers, even if the slope of the other line is negative
(Think about any graph of perpendicular lines; how are the lines positioned-one positive,
one negative slope)
Personal Reflections/Notes:
After teaching the lesson, add your reflections about how you felt about the lesson, how
the learners responded, whether the lesson accomplished what you planned it to do, how closely
you followed the lesson plan, and how you would change the lesson for the next time.
Name____________________________________ Date ________________ Period ________
Perpendicular Lines
a. Draw a pair of perpendicular lines on the
coordinate plane.
b. Write the equations of the two lines that you drew.
1.
2.
Group Exploration!
Part I:
Share the equations of the lines that you came up with.
Write each group members equations here:
Part II:
Write down your groups observations: What does your group notice about all the pairs of
equations? What does this say about the equations of lines that are perpendicular?
Part III:
a. Write an equation of a line that is perpendicular to the line with the following equation:
f(x) = 2/5x 7
Equation of perpendicular line: ___________________________
b. Graph the two equations from part a.
Are the two lines perpendicular?
c. What should be true for all lines
perpendicular to the line f(x) = 2/5x 7?
Takeaways:
Name____________________________________ Date ________________ Period ________
Practice with Perpendicular Lines
1. What slope is perpendicular to the given lines?
a. f(x) = 2/9x + 6 _____
b. f(x) = -(1/3)x 5
_____
c. f(x) = 5x + 7
_____
d. f(x) = 4/7 3 _____
e. f(x) = -x 5
_____
f. f(x) = 2
_____
2. Write an equation for a line that perpendicular to the one given.
a. f(x) = 6/15x + 2
b. y = 8x 13
c. f(x) = -(7/4)x + 2
d. f(x) = 10
e. y = 3/16x 23
f. x = 5
3. Write the equations of the four lines that make a rectangle with vertices at
(4, 5), (7, -1), (1, -4) and (?, ?)?
Line 1 _____________________
Line 2 ___________________
Line 3 _____________________
Line 4 ___________________
a. Which lines are parallel to each other?
b. Which lines are perpendicular to each other?
4. Write your own problem about perpendicular lines and their equations.
Name: Helen Uttarotai
Course: 9th grade Algebra
Subject of Lesson: Creating Lines- Parallel & Perpendicular
Period: 2nd and 3rd (58 min)
Date: Thursday, Jan. 8th
Materials:
Daily Quiz copies
D.I.Y. Lines: Parallel/Perpendicular
Notebook slides
Overview/Rationale:
This lesson is combines the past two days lessons on parallel and perpendicular lines.
Students will write equations for new lines based on the specific information the problems give.
They will practice manipulating slope-intercept form to help them find the y-intercept for their
new lines.
Enduring Understandings:
Students will understand how to recognize patterns and extract generalizations from them
to help them solve different, often more complex problems.
Students will synthesize information from multiple topics and utilize multiple tools to
solve a problem.
Goals/Objectives:
By the end of class I will know how to create parallel and perpendicular lines based on
given information.
Essential Question:
How could I represent this differently?
Purpose/Real World Applications:
Looking at the equation of lines closely, one can see the relationship between lines.
Parallel and perpendicular lines appear in geometry and by projecting them onto a coordinate
plane, one can see how and why parallel lines never intersect and perpendicular ones intersect at
a right angle.
Standards:
A.1.1.2.1-Write, solve, and/or graph linear equations using various methods
Daily Quiz/Warm-Up:
___10_____ minutes
Reviews how to write the linear equation of a line given various information (slope and a
point on the line, two points on a line)
*What two things/pieces of information do you need in order to write an equation of a line?
(slope and y-intercept)
HW Review
Students check their answers to HW from last night; take any questions
___3_____ minutes
Problems involving vertical/horizontal lines are good ones to go over (1f, 2d, 2f)
#3 Rectangle problem is also good
If you wrote a problem for #4 and would like to share it with the class, then please pass up your
paper.
An Example
____4____ minutes
Ask: What is slope-intercept form? (f(x) = mx +b)
From the problem, what is the slope of the line parallel to f(x) = 3x -1?
The problem tells us the y-intercept is (0, -2).
What is equation of the parallel line?
Try finding a perpendicular line on your with a y-intercept of (0, -2). Jot it down somewhere on
paper.
As students are doing this problem, pass out D.I.Y. Lines: Parallel/Perpendicular sheet.
D.I.Y. (Do It Yourself) Lines
____16____ minutes
Question 1
____8____ minutes
Today, you will creating your own lines and their equations based on the information a problems
gives. Please turn into your groups you will have their support and can easily work together.
Question 1 is on the sheet I just handed out. See what your group can come up with. I will give
some checkpoints as we work.
Question 2
Try some D.I.Y. Lines with your group!
____8____ minutes
___15_____ minutes
Some of the problems are challenging, so encourage students not to give up and to persevere.
Write out what information you know from the problem.
Circulate as students work. Read problems carefully. Are they asking for a parallel or a
perpendicular line?
Homework
Finish D.I.Y. Lines: Parallel/Perpendicular
POW #10 Due Tomorrow!
____2____ minutes
Errors/Misconceptions:
When substituting a point into slope-intercept form switching x and f(x)
For an ordered pair, what is the first number? (x) Second number? (f(x))
Substituting x into f(x) as if x =5, it would be f(5) but then not putting the evaluated value
of f(5)
Confusing parallel and perpendicular lines- thinking perpendicular lines have the same slope
Switching position of slope and y-intercept when in slope-intercept form
Slope is the same thing as what? (rate of change); So it should be the number in front of x
because it tells the rate of increase/decrease for each x
Switching the special cases of horizontal and vertical lines and what type of slopes that they have
Try to visualize or draw out what the graph of the line looks like
Only finding the reciprocal of slope and not also the negative/opposite
Making all the reciprocals negative numbers, even if the slope of the other line is negative
(Think about any graph of perpendicular lines; how are the lines positioned-one positive,
one negative slope)
Personal Reflections/Notes:
After teaching the lesson, add your reflections about how you felt about the lesson, how
the learners responded, whether the lesson accomplished what you planned it to do, how closely
you followed the lesson plan, and how you would change the lesson for the next time.
Name: _____________________________________ Date: __________________Period: ____
D.I.Y Lines: Parallel/Perpendicular
Question 1:
Write the equation of the line that is parallel to f(x) = 4x + 6 and goes through the point (2, 3).
Question 2:
Write the equation of the line that is perpendicular to f(x) = 2/5x + 3 and goes through the point
(1, 2).
1. What is the equation of the line that is perpendicular f(x) = 2 5x and goes through (-2, 4)?
2. Write the equations of the two lines that are parallel to f(x) = -x 3. The first line should go
through (2, -4) and the second line should go through (3, 6).
3. What are the equations of the lines that are perpendicular and parallel to f(x) = (1/4)x 8 and
both pass through the point (4, 1)?
4. What is the equation of a line that is parallel to f(x) = 2 and goes through the point (-3, 9)?
5. Write the equation of a line that is parallel to the line that passes through (3, -2) and (7, 2) but
the new line passes through (-4, 10).
6. What is the equation of the line that is parallel to a line that is perpendicular to f(x) = -(1/2)x
5 and goes through the point (0, 0)?
Name: Helen Uttarotai
Course: 9th grade Algebra
Subject of Lesson: All Types of Lines Review
Period: 2nd and 3rd (58 min)
Date: Friday, Jan. 9th
Materials:
Daily Quiz copies
BtK #10 copies
All Types of Lines copies
Notebook slides
Overview/Rationale:
This lesson reviews and encapsulates all the topics covered during this mini-unit. During
this class, students will have the opportunity to assess their own independent understanding.
Enduring Understandings:
Students will understand how to recognize patterns and extract generalizations from them
to help them solve different, often more complex problems.
Students will synthesize information from multiple topics and utilize multiple tools to
solve a problem.
Goals/Objectives:
By the end of class I will know how to identify and create parallel and perpendicular lines
based on given information.
Essential Question:
How could I represent this differently?
Purpose/Real World Applications:
Looking at the equation of lines closely, one can see the relationship between lines.
Parallel and perpendicular lines appear in geometry and by projecting them onto a coordinate
plane, one can see how and why parallel lines never intersect and perpendicular ones intersect at
a right angle.
Standards:
A.1.1.2.1-Write, solve, and/or graph linear equations using various methods
Daily Quiz/Warm-Up:
___10_____ minutes
Reviews identifying and creating parallel and perpendicular lines
HW Review
Students check their answers to HW from last night; take any questions
Problems #5 and 6 are good to go over
___3_____ minutes
Btk #10
____15____ minutes
Think, Pair, Share
____5____ minutes
Way for all students to verbally review and articulate what they have learned this week
simultaneously
Time to fly solo
___12_____ minutes
Students should work independently so they can assess what they know and understand on their
own.
Encourage them to look back at their notes and CW/HW if they get stuck.
Homework
____2____ minutes
Finish All Types of Lines
Errors/Misconceptions:
When substituting a point into slope-intercept form switching x and f(x)
For an ordered pair, what is the first number? (x) Second number? (f(x))
Substituting x into f(x) as if x =5, it would be f(5) but then not putting the evaluated value
of f(5)
Confusing parallel and perpendicular lines- thinking perpendicular lines have the same slope
Switching position of slope and y-intercept when in slope-intercept form
Slope is the same thing as what? (rate of change); So it should be the number in front of x
because it tells the rate of increase/decrease for each x
Switching the special cases of horizontal and vertical lines and what type of slopes that they have
Try to visualize or draw out what the graph of the line looks like
Only finding the reciprocal of slope and not also the negative/opposite
Making all the reciprocals negative numbers, even if the slope of the other line is negative
(Think about any graph of perpendicular lines; how are the lines positioned-one positive,
one negative slope)
Personal Reflections/Notes:
After teaching the lesson, add your reflections about how you felt about the lesson, how
the learners responded, whether the lesson accomplished what you planned it to do, how closely
you followed the lesson plan, and how you would change the lesson for the next time.
Name _________________________________ Date ______________ Period ______
All Types of Lines
1. What part of a linear equation determines if two lines are parallel/perpendicular?
2. Fill in the chart for each slope.
Original Slope
Perp. Slope
Parallel Slope
4
-1/2
-5/3
9
0
5
3. Write equations for two lines that are parallel to each other.
4. Write equations for two lines that are perpendicular to each other.
5. Write equations for one line that is parallel and one line that is perpendicular to the line
graphed.
***Graphed line ****
6. Write the equation of a line that is parallel to f(x) = x, but goes through (8, -4).
7. Write the equation of a line that is perpendicular to f(x) = ()x 7 that goes through the point
(6, 1).
8. Write the equation of a line that passes through (2, 5) and is parallel to the line that goes
through the points (-1, 3) and (5, -4).
Reflection
In creating this mini unit, I found myself thinking more about how to draw connections
between the individual lessons. Rather than learning day-by-day and moving on after a topic, I
structured my lessons with more reoccurrence of past concepts and encouraging students to
synthesize everything. Bringing ideas together and drawing links help students to ground their
understanding in familiar and related things. Stepping back and looking at the bigger picture of a
whole unit helped to make the progression of the individual lessons flow better.
I also thought more about the ordering of the topics. For parallel and perpendicular lines,
I realized that addressing parallel lines first would be better because the idea of same slopes is
simpler to grasp than negative reciprocal slopes. In general, knowing the larger direction where
I wanted the class to go helped me to better develop my lessons in what to review and what
problems to include. Rather than looking at each lesson individually, I was able to anticipate
more possible misconceptions that my students could have because these often stem from using
prior knowledge to make sense of new material. For example, students may try to use the idea
about parallel lines having the same slope to make sense of slope of perpendicular lines but
confuse the two.
Both the class and school culture of my high school emphasize the maintenance of a safe
space. The school has a zero-tolerance non-violence policy, and my classroom mentor and I try
to incorporate a lot of group work to encourage students to work together and support each other.
I feel supported by this culture because it allows for me to try instructional techniques, like high
cognitive demand tasks and more student-centered learning. Because students feel safe at the
school, they will most likely feel more comfortable to take positive risks in their learning by
persisting through challenges and sharing their ideas with their peers.
With this mini-unit, I tried to create class work/homework assignments that give my
students more agency in creating and solving their own problems. The HCD tasks include the
group explorations and the rectangle problem. Rather than just telling my students what the
relationships of the slopes are for parallel and perpendicular lines, I would like for them to notice
and generalize the patterns on their own.
