Graphing parallel and perpendicular lines

Content Standard(s): G.GPE.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). Student objectives/skills (outcomes):
1. Determine slope given a line on a graph or equation of a line. 2. Identify parallel lines by examining their equations and graphs. 3. Identify perpendicular lines by examining their equations and graphs. 4. Determine the equation of a parallel or perpendicular line to a given equation of a line.

Warm Up
For safety reasons, the Hawaii department of transportation is required by law to label all highways and freeways that have a grade greater than 3%. How do you think they measure this? The H3 freeway eastbound, going from the intersection with the Moanalua fwy to the Tetsuo Harano tunnel, runs for 25,500 feet and rises in elevation 1000 ft. What would be the grade in this case? How is this related to slope? What properties would make the slope higher or lower? Discuss in your groups. Map on next slide.

Whats the grade?

Elevation of tunnel entrance is 1200 feet above see level. Intersection of Moanalua fwy and H3 is 200 feet above sea level

Total distance between these 2 points is approximately 25,500 feet.

Topic/Expert Groups
Slope group:
Graph the lines y = 3x + 2 and y + 2x = -4. What is the slope and y intercept of each line? How do you calculate slope? What is slope a measure of? Come up with an equation of a line that fits the example with the H3 freeway. Hint: the elevation of the intersection of the Moanalua fwy and H3 freeway is 200 ft. How can you use this information?

Parallel lines group:

Review springboard activity 1.6 pages 47-55. Graph the lines y - 3x = 2x - 2 and y - 3 = 5x. When you put these lines in slope intercept form do you notice any similarities? Are these lines parallel? What do all parallel lines have in common? Come up with the equation of a line parallel to y + 1/3x - 18 = 0.

Perpendicular lines group:

Review springboard activity 1.6 pages 56-58. Graph the lines y + 4x + 2 = 5 and y - 7 = 2 - 1/4x. When you put these lines in slope intercept form do you notice any similarities? How would you describe these lines? Come up with a line that's perpendicular to y + 9 = -5x - 2.

Group Work
Work in your original groups: Springboard activity 1.8.

When complete, work individually on journal entry. 1. Find the equation of a line with that has a y-intercept of 8 and is perpendicular to y = -3x + 5. 2. Write a few sentences in your journal about the properties of parallel and perpendicular lines. Make some notes about how you did your calculations so you can use it later to study for the test. Give an example of a parallel or perpendicular line you have noticed in your life.
Turn in your journals and springboard workbooks.

Grading Rubric
Student task Exceeds Standard Meets Standard Below Standard Unacceptable Collaborative group work Students actively participate in jigsaw "expert" groups and complete exercises correctly. Students share their knowledge with the rest of the group and actively help group complete springboard problems with no teacher assistance. Students actively participate in jigsaw "expert" groups and complete exercises with few errors. Students share their knowledge with the rest of the group and actively help group complete springboard problems with few errors and minimal teacher assistance. Students complete Students complete springboard activity 1.8 springboard activity 1.8 with no errors or teacher with few errors and assistance. minimal teacher assistance. Students write a Students write a decent thoughtful and complete journal entry with the journal entry with the correct solution to the correct solution to the problem and decent problem and good notes notes to help them on to help them on future future work. work. Students actively participate in jigsaw "expert" groups and complete exercises with some errors. Students share their knowledge with the rest of the group and actively help group complete springboard problems with some errors and moderate teacher assistance. Students complete springboard activity 1.8 with some errors and moderate teacher assistance. Students write a poor journal entry with the incorrect solution to the problem and poor notes to help them on future work. Students do not participate in jigsaw groups and do not assist group in completing springboard problems. No work completed or incomplete work with significant teacher involvement.

Springboard Activity 1.8

Students do not complete exercise or require significant teacher assistance.

Students do not make a journal entry or their entry is not applicable or valid.

Journal Entry