Lesson 4.

9 - Parallel and Perpendicular Lines

Title Parallel and Perpendicular Lines
Aim/ Lesson Prior Knowledge:
and Project Students have learned in Unit 3 on equations about inverse operations to solve for a variable.
Description In Lesson 4.7, students discovered parallel lines and applied methods to real-life situations. In
Lesson 4.8, students discovered perpendicular lines and applied methods to real-life
situations.
Lesson: This lesson aims for students to analyze real-life problems to apply their
problem-solving skills from Lessons 4.7 and 4.8. Students will be virtually working in groups
using the methods we came up with as a class to write and graph parallel and perpendicular
lines using the Desmos application.
Project: For Unit 4 on graphing linear equations, the students have been taking on the role of
architects to make observations, construct arguments and make use of structure of the slope
to create an amusement park of their own style. They have been using their knowledge from
Unit 3 to solve equations on the slope-intercept form of a line, and to create parallel and
perpendicular lines. The driving question for this project is how to convince people to join
their park by using different membership plans that meet the interests and needs of their
clients.
Objectives SWBAT:
-Identify parallel and perpendicular lines on commonly used tools.
-Recall and apply self-created methods to write parallel and perpendicular lines.
-Evaluate real-life problems and use procedures to create parallel and perpendicular lines.
Standards NY-8.EE.6 →GEO-G.GPE.5
NY-8.EE.6: Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a
line through the origin and the equation y = mx + b for a line intercepting the vertical axis at
b.
GEO-G.GPE.5: On the coordinate plane: a. Explore the proof for the relationship between
slopes of parallel and perpendicular lines; b. Determine if lines are parallel, perpendicular, or
neither, based on their slopes; and c. Apply properties of parallel and perpendicular lines to
solve geometric problems.
Materials 4.9 Parallel and Perpendicular Lines (Instructional Material),
4.9 Do Now (Informal Assessment),
Unit 4 Project (Formal Assessment),
and educational technologies including Desmos, Kami, and Google Meet.
Academic Language Function: Evaluate and Create
Language Language Demands: Using their content schemata from Lessons 4.7 and 4.8, students will
write parallel and perpendicular equations. They will also write equations using the slope and
a point. We will recall what parallel and perpendicular lines mean. In Google Meet breakout
rooms, the students will read, analyze, and discuss examples to create parallel and
perpendicular equations. Students will have to orally justify their interpretations as we
discuss the lines we come up with from every group. At the end of the lesson, a student will
present her project to the class showing how the project was created and how parallel and
perpendicular lines were used to create the map of the park.
Additional Language Demands:
● Vocabulary: Students will apply their knowledge on inverse operations, coefficient,
constant, slope, y-intercept, coordinate point, slope-intercept form, parallel, and
perpendicular from our past lessons as they work on the Do Now, lesson examples, and
the group work real-life problem.
● Discourse: For the Do Now question, students will need to apply their knowledge
from previous lessons to determine and explain why a picture has a set of parallel
 lines or perpendicular lines. Later on, the students will be in Google Meet breakout
rooms to work on Example 3 where they are going to create parallel and
perpendicular lines based on a real-life problem. The students will be required to
discuss while analyzing lines to create more parallel and perpendicular lines to the
given line.
● Syntax: The students will use structure to identify the known variables from the
slope-intercept form of a line, y = mx + b. They will substitute the variables for their
respective known values and solve for the unknown variable. Students will use the
structure of the slope of parallel and perpendicular lines to create linear equations.
Motivation The students will feel motivated as they work on the Do Now and see more in detail how
parallel and perpendicular lines can be seen on commonly used tools. They will also feel
motivated when working on Example 3 that represents a real-life problem. Students will get
excited they will be working in groups through Google Meet. After watching their classmate
present her project, students will feel motivated to finish their Unit 4 project having used all
content learned throughout the unit.
Learning Do Now - Informal Assessment: (~7 min)
Sequence When the bell rings at 12:30 pm, students will start working on their Do Now. The Do Now
question will be due after 5 minutes. The teacher will ask the students to read the Do Now
directions and then ask someone to let the class know what the instructions are. The students
will determine whether the picture shows parallel or perpendicular lines. The students will
guide the teacher through the Do Now and discuss it to reinforce the students’ schemata on
the self-created methods for parallel and perpendicular lines. The teacher will then ask the
students to pull up their Lesson 4.9 notes. In the meantime, she will read the lesson objectives
to the students.
Instructional Input - Instructional Material: (~14 min)
From the Do Now discussion, students will write on the two boxes, from the lesson notes, the
self-created methods for writing parallel and perpendicular lines. Students most likely will
say that parallel lines have the same slope and that perpendicular lines have opposite
reciprocal slopes. The teacher will then continue the lesson by having students acquire
fluency by writing a parallel and perpendicular line. It is expected of students to state the
formula for the slope-intercept form of a line, y = mx + b. Students will write linear equations
using slope and a point. The teacher will ask students about the procedures to write parallel
and perpendicular equations. For example: “How can we show we are multiplying the
variables m and x? “How can we convert a whole number into a fraction?” “How can we get
b by itself to find a solution for the y-intercept?” “What is the phrase we use when we are at
the last step of solving for a parallel or perpendicular line?”
Discussion: (~12 min)
The teacher and the students will read Example 3 to get an overview of what is expected
from them to do while they are in their Google Meet breakout rooms. As a whole class, we
will discuss for 3 minutes how they are going to have a map of the school showing the
surrounding streets, what happens when driving, and how convenient it is to know a
parallel/perpendicular way to get to school. Some questions the teacher may ask are “When
would you be thinking about streets that are perpendicular?” “When would you be thinking
about streets that are parallel?.” The teacher will prompt the in-person students to join
Google Meet because they will be working in groups for the last example in this lesson. The
teacher will remind the students that they will be working with remote students from the
other cohort. In Desmos, the students will analyze the examples and determine which rule to
apply for the linear equation given for Jane Blvd. The teacher will say and reference the
examples done at the beginning of this lesson. The students will have to discuss how to get
parallel and perpendicular lines to Jane Blvd. The students will be working collaboratively in
 breakout rooms for 6 minutes. Then for the last 3 minutes, we will go back as a class and
discuss our findings and how it connects with their Unit 4 project.
Closure Assessment of Student Written Work: (~4-7min)
As we talk about how parallel and perpendicular lines are included in every student’s project,
a classmate will be presenting her project to both, in-person and remote students. The student
will give an overview of how the project connects with what she likes and is interested in and
how she included linear equations like parallel and perpendicular lines. Then, the teacher will
also remind the students that the final checkpoint of the project is due Monday (Formal
Assessment) and to join x-time if they need help. If time allows, students will have time at
the end of the lesson to complete a reflection form of their project through Google Forms.
Differentiated For remote students in synchronous learning:
Instruction/ ● The teacher will use one device to project the screen only and pin it so that students
Supports & are not shown on the SMART Board. The teacher will use a second device for the
Scaffolding camera so remote students see their teacher. This second device is also for checking
the comments section of Google Meet. The teacher will use the monitor/PC to show
the projected screen.
● The teacher will use wireless earbuds to listen and answer remote students’ questions
and responses from anywhere in the classroom.
● In-person students and remote students will be working in breakout rooms for group
work.
For students that often require support to complete complex, multi-step directions:
● The teacher will monitor the room/Google Meet to prompt the students if they are off
task.
● The teacher will assign groups to support social skills and have them help each other.
For struggling readers:
● They will get to discuss/justify their thoughts throughout the lesson.
● Oral instructions for this lesson will be addressed in a clear, precise, and specific way.
For supporting students’ strengths:
● Example 3 contains problems where group members can help each other out. Students
who have a greater understanding of mathematical concepts of the lesson can help
their classmates by explaining such procedures and why we do them.
Formal & Informal Assessment:
Informal ● Informal Assessment 1- Do Now: to assess and activate content schemata on
Assessments identifying parallel and perpendicular lines on commonly used tools. This Do Now
intends to connect to Lessons 4.7 and 4.8.
● The teacher informally assesses students with reflective questions throughout the
lesson (thumbs up/thumbs down or a rating from 1 to 3), also when listening to
responses. The teacher will circulate the room and check Google Meet to monitor
learning and promote critical thinking with her questioning throughout the lesson,
especially during group work. Questioning included in the learning sequence.
Formal Assessment:
● Formal Assessment - Graphing Linear Equations Unit 4 Project. This assessment is a
project that measures students’ knowledge of terms used and their mathematical skills
on rules discussed in this lesson and previous lessons. Students are to create their own
park and create plans using linear equations to convince people to join their park.
Students will be graphing parallel lines, perpendicular lines and all linear equations
learned throughout the unit to create their own floor plan of their park. Students will
gain more fluency and the teacher will identify areas where students show growth as
well as misconceptions that are tied to the learning objectives and central focus of
Unit 4.