Acquisition Lesson Plan Form

Plan for the Concept, Topic, or Skill--- Not for the Day!
Grade: 7
th
Subject: Math Estimated # of Days: 1
Lesson Essential
Question:
When answered at the end of the
lesson, is it what I want students to
be able to know, understand or be
able to do?
EQ: What are the differences and similarities between parallel and perpendicular lines?
What do students need to learn to answer the EQ?

AP1: Have students talk with their neighbor about one characteristic of parallel and one
characteristic off perpendicular lines. Then have one student from each pair share their
answer.

AP2: Have a student from each group share their answers from the worksheet.

AP3: Have students turn to their neighbor and discuss the question What makes
parallel and perpendicular lines different from each other? Call on one student from
each pair to share their response.
Activating Strategy:
How will you activate your lesson
or link your lesson to prior
knowledge?
KWL Chart: Complete sections what students know about parallel and perpendicular
lines and what they want to learn about parallel and perpendicular lines.
Vocabulary and Strategy:
Vocabulary is best learned if taught
with direct instruction as a preview
and then re-taught in the context
of the lesson.
Vocabulary words:
1. Parallel lines
2. Perpendicular lines
3. Slope
4. Opposite reciprocal

Teaching Strategy:
What instructional strategies will
you use in your lesson? What
graphic organizer will I use to
organize how I want students to
think about this content? Consider
assessment prompts as regular
checks for understanding in line
with the rules of APL (10 and 2 or 3
Step Max.)
Graphic Organizer: Notes sheet, KWL Chart

Direct Instruction: Teach vocabulary words and characteristics of parallel and
perpendicular lines. The teacher will use the PowerPoint that contains the definitions of
the vocabulary words and the characteristics of parallel and perpendicular lines.

AP1: Have students talk with their neighbor about one characteristic of parallel and one
characteristic off perpendicular lines. Then have one student from each pair share their
answer.

Guided Practice: Discuss the slopes of parallel and perpendicular lines. Use equations to
determine whether the lines are parallel, perpendicular, or neither. Students will
complete a worksheet that asks them to determine if the two lines are parallel,
perpendicular, or neither based on being given two equations.

AP2: Have a student from each group share their answers from the worksheet.

Independent Practice: Memory Game activity. Students will use the given playing cards
to create matches based on the slopes of equations. The matches can either be a pair of
equations that are parallel or perpendicular. They will play this game in pairs. The player
with the most matches wins.

AP3: Have students turn to their neighbor and discuss the question What makes
parallel and perpendicular lines different from each other? Call on one student from
Commented [DNS1]: INTASC Standard 5: Motivation and
Management. In this lesson, I included an game activity that
allowed students to interact with both each other and the content.
I had them play this game after I had taught them the content. This
game gets students excited to learn the content and it motivates
them to want to learn. By presenting the content in a fun way, you
can engage your students.

each pair to share their response.
Differentiated
Instruction


Summarizing:
How will students summarize what
they are learning during the lesson
and at the end?
Finish KWL chart: complete section on what students learned about parallel and
perpendicular lines after the lesson.