Math 10C Linear Equations Lesson 9

Teacher’s Name: Tara Anvik Date: November 22, 2023 Length of Class: 70 minutes
Topic: 7.4 – parallel and perpendicular lines
Materials: 7.4 notes, textbook
Curricular Outcomes:
3. Demonstrate an understanding of slope with respect to:
• rise and run • line segments and lines • rate of change • parallel lines • perpendicular lines
5. Determine the characteristics of the graphs of linear relations, including the:
• intercepts • slope
6. Relate linear relations expressed in:
• slope–intercept form (y = mx + b) • general form (Ax + By + C = 0)
• slope–point form (y – y1 = m(x – x1)) to their graphs
7. Determine the equation of a linear relation, given:
• a graph • a point and the slope • two points • a point and the equation of a parallel or perpendicular line to solve
problems.
Objectives:
At the end of this lesson students will be able to:
1) Identify parallel and perpendicular relationships between lines and their equations
2) Find the slope of lines that are parallel or perpendicular to another line

Time Allotted Activities Assessment

2 minutes Pull out notes, welcome, attendance
3 minutes Graph and equation on line segments
Yesterday we began these notes, and students were assigned to graph 4
points and determine the equation of the line segments between them. Pull
up that work from yesterday to make sure that everyone is on the same page
staring out.
The most important part of these equations is the slope of the equations, so
make sure that everyone has these down. Write the 4 slopes on the board to
emphasize them.

5 minutes Parallel and perpendicular line segments Check for prior

Discuss the attribute of the square. It is 4 line segments that when they meet knowledge: are these
make right angles. The definition of perpendicular is that it is two line definitions students
segments that meet at 90 degrees. Knowing that, which line segments are have heard? Do they
perpendicular to each other? On the other hand, parallel lines are two lines know what they
that will never meet. A square is a type of parallelogram, so opposite sides mean?
are parallel.
2 minutes Definition of parallel and perpendicular lines Observe if students
Looking at out examples of slopes, derive the definitions of parallel and can see a pattern.
perpendicular lines. Emphasize the opposite reciprocal part of the slopes of Likely they will be
perpendicular lines. They need to be both opposite and reciprocal, not just able to see the
one or the other. relationship between
parallel slopes, but
can they see
perpendicular?

3 minutes State the perpendicular slope Take student input

Go through each showing how to find the opposite reciprocal. For undefined, for what the opposite
talk about the relationship between horizontal and vertical lines and re- reciprocal might be
emphasize those slopes as two they need to know. to gauge
understanding.

5 minutes Determine if the lines are parallel or perpendicular

Identify the form of each line to see what the given slopes are. Once slope is
determined, use definitions of parallel and perpendicular lines to determine
the relationship between the lines.

6 minutes Parallel and perpendicular lines through a point

Determine the slope first, and then write the equation of the line going
through the correct point. Emphasize only being able to find the slope from
an equation in certain forms (specifically slope-intercept form)

6 minutes All 3 forms

Let students try this one. Help them to rearrange the original equation so
they can find the slope, then let them practice with support changing forms.
Show answers and support where needed.
Rest of class Assignment Observe students
Students are assigned Page 390 # 1-13,15,16. They can work independently working through
or quietly together with answers in the back for immediate feedback and in problems, assisting
the room circulating to give support and help. At the end, review content of and correcting when
the quiz and let them know that they can ask for help tonight if they need it. needed, and giving
feedback. Students
can also get feedback
from the answer key
in the textbook.

Reflection
Overall a good lesson. Students were unfamiliar with some of these definitions, or they were words that they had
heard but didn’t know the meaning of. They also struggled with changing forms of linear equations by themselves
even though we have done it many times, specifically changing into general form when there are fraction coefficients.
I think next time it would be best to help them find not only the slope of the given line, but also the perpendicular
slope, and many took that slope and used it to find try and write the new equation of the line. I think that they will be
ready for the quiz tomorrow.