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Subject: ​Math- Geometry​ Grade: ​9-12​ Lesson Topic: ​1.2.3- Slopes of Parallel and
Perpendicular Lines
Candidate’s Name: ​Lauren Gilster ​ ID #: ​023860325
Site Supervisor: ​Amanda Walford​ NU Supervisor: ​Kathy McLaren
Date: ​9/12/17

1. ​Introduction​: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus
learner, create bridges from past learning, behavior expectations).
Anticipatory Set: Rationale:
The students will complete 3 different warm
up problems that will help them prepare for Warm up problems are beneficial for the
the lesson ahead. These problems will review students because it prepares them for the rest
what the students have learned during the of the period. It is also a routine that the
previous lesson on rigid transformations. students are becoming used to in order to
reinforce classroom management.
Activate Prior Knowledge:
Yesterday, we talked about rigid Reviewing prior knowledge and reflecting on
transformations. The three types of rigid previous class activities and lessons is a great
transformations that we discussed were way to activate prior knowledge. On
translations “sliding an image,” reflections Monday, the students talked about rigid
“flipping an image,” and rotations “turning an transformations. By reviewing this
image.” When we look at slopes of parallel information, the students will be able to use
and perpendicular lines, we see the what they have already learned for this next
connection between lines, their slopes, and lesson.
rigid transformations.

Standard:
CCSS.MATH.CONTENT.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).
2. ​Learner Outcome(s)/Objective(s)​: (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Students will discover that objects and their Rationale:
images are equidistant from the line of
reflection, and that the line segment Activities encourage teamwork and
connecting a point with its reflected image is collaboration. This lesson is also beneficial
perpendicular to the line of reflection. During because it allows students to review graphing
this time, the students will recognize that the lines and finding slopes.
slopes of perpendicular lines are opposite
reciprocals.

Teacher will measure mastery of this outcome

through observations made throughout the
lesson, participation in the lesson, and by
completing notes and working with
classmates. The students will also complete
homework relating to the material that they
have just learned.

3. ​Pre-assessment Activity​: (Determine students’ abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
The pre-assessment activity will be a kahoot Rationale:
that assesses the student's knowledge of
parallel and perpendicular lines. This will Pre-assessments that are fun and engaging are
allow the teacher to cater the lesson to the always a good idea in a math classroom. By
needs of the students. If the teacher needs to adding some form of competition to the
talk more about what parallel and classroom, some students may be more
perpendicular mean, they will be able to do so inspired to work harder.
based on the results of the kahoot.

During introduction, note the engagement of

students. Ask Questions throughout
introduction to ensure they have the necessary
prior knowledge. Cold call on students for
this information.

4. ​Differentiation, Adaptation & Accommodation Strategies​: (Based on the pre-assessments,

modify Learning Activities based on learner characteristics to meet the needs of ELL & special
needs students, highly achieving students and low achieving students)
 ELL:
Speak slowly and clearly. Be sure to repeat
important words and phrases and their
definitions. If needed, be ready to use phrases
in Spanish that would help students
understand the English definition.
Special Needs:
Allow students with special needs more time
to participate in the activity. Use hand signals
and repetition when explaining directions.
Speak slowly and take time while explaining.
Highly Achieving:
Place high achieving students with low
achieving students in order to develop oral
communication and description of concepts.
Low Achieving:
Go through directions slowly and thoroughly.
Continuously check for understanding
throughout lesson. Place low achieving
students with high achieving students in order
to assist the needs of the low achieving
students. High achieving students should be
explaining concepts to low achieving
students.
5. ​Resources​: (Identify materials needed for this lesson accounting for varying degrees of skill
level)
-TV Monitor/Projector
-Graphing paper
-Pencils
Tracing Paper
6. ​Learning Activities​: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
Rationale:
For ELL students, using Spanish words and
phrases, along with their English translations,
will help students develop their technical
vocabulary.
For students with special needs, allowing
more time will be beneficial to students who
may get stuck on or frustrated with a certain
concept.
High achieving students need to be
challenged. In order to develop their fluency
in mathematical terminology, explaining
concepts to their peers will help reinforce
correct math terms and definitions.
Low achieving students may need more time
to work through problems. By pairing them
with high achieving students, they are
receiving necessary help that the teacher can
not supply to each and every low achieving
student.
Rationale:
These are all necessary tools in order to
deliver this lesson.
 Explain:
Explain Parallel and Perpendicular lines.
What are they? How would you describe
them in your own words? Using the rigid
transformations, how would you describe a
line and its image (for parallel and
perpendicular lines).
Model and Demonstrate
The teacher will first go through a more
simple problem to demonstrate what the
students will be doing later. The teacher will
be making side notes as they are going
through the example problem.
Rationale:
The students may need to see an example
before they are able to demonstrate their
knowledge through group work or individual
work.
Verbal communication of concepts is an
excellent way to check for understanding.
The ability to process and communicate their
learnings demonstrates their knowledge.

Check for Understanding:

As the teacher is explaining, modeling, and
demonstrating parallel and perpendicular
lines, he or she will be asking the students for
input throughout.

7. ​Learning Activities​: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

The students will be working both Rationale:

individually, and in groups. They will work
through problems and ideas on their own, then
share what they have learned or noticed with a
partner or their group. There will be times
where the students will work together to
figure out an answer to the problem.
By working in pairs, the students are held
responsible for contributing. With the
assistance of the teacher, the students can ask
questions in order to clarify the material
before they move on to individual work.

Check for Understanding: Completion of notes and practice problems, as

The teacher will be walking around to make well as participation will prove understanding.
sure the students are understanding through
visual checks.

8. ​Independent Practice​: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well enough to
work on their own.)
 Independent Practice will be seen within Rationale:
students’ completion of homework
assignments. After the Learning activities Completion of homework will demonstrate
and Guided practice, the students should be understanding.
able to complete the homework on their own.
However, if they may have question, the
teacher will provide additional help or
example to assist the student.

Check for Understanding:

The students will turn in their homework for a
grade. The teacher will also be walking
around to make sure the students are
understanding through visual checks.

9. ​Assessment and Evaluation​: (Describe how you will assess and/or evaluate the students’
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)

The teacher will evaluate the students’ Rationale:

learning through the completion of the notes,
practice problems, and homework problems.
ELL:
Students will be assessed on their numerical
findings. ELL students who complete the
homework with minimal errors will have
demonstrated their knowledge. Participation
will also be a demonstration of their
knowledge.
Special Needs:
Students will be assessed on their numerical
findings. Students with special needs, who
complete the packet with minimal errors, will
have demonstrated their knowledge.
Participation will also be a demonstration of
their knowledge.
Assessment is vital to the learning and
teaching process. Without demonstration of
adequate knowledge, students are not held
accountable for their work.
ELL, Special Needs, and Low achieving
students will be held to a lower standard
during the grading process. If the students
demonstrates that they know what parallel and
perpendicular lines looks like, and what the
slopes would be, then they will have
demonstrated their knowledge.
High achieving students will have to
demonstrate their knowledge by making few
to no errors in their work. They will also be
able to help others around them.

Highly Achieving:
High achieving students will be assessed
based on their numerical findings. Their
knowledge will also be evaluated through
 their verbal explanations of the material to
their partner.

Low Achieving:
Students will be assessed on their numerical
findings. Students with special needs, who
complete the packet with minimal errors, will
have demonstrated their knowledge.
Participation will also be a demonstration of
their knowledge.

10. ​Closure​: (Describe how students will reflect on what they have learned.)

The students will reflect on what they have Rationale:

learned through beginning their homework
assignment at the end of class. The teacher
will also allow students to discuss their
findings at the end of class.
Both homework and discussions are a
beneficial method of reflection. It is
important to make sure that all students are
participating in the discussion.

11. ​Lesson Reflection/Assessment​: (Collect student learning data to determine: What went
well? What needs to be changed? Were the learning outcomes met? What activities will you add,
change, modify in the future? What can be done to follow up on the learning from this lesson?
Who needs additional help? Who needs enrichment or higher level work?)