Final Unit Plan

Unit Plan
Parallel and Perpendicular Lines

Amanda Lipowski, Julie Roberts, Danielle Strange, Zack Sitler, and Casey Young

Commented [JNR1]: INTASC Standard: 10: School and
Community Involvement: The teacher fosters relationships
with school colleagues, parents, and agencies in the larger
community to support students learning and well-being
Commented [JNR2R1]: I had to work together to work
with other classmates to form this unit
Introduction
In this unit, we cover multiple aspects of parallel and perpendicular lines in relation to linear
equations. The unit is designed for an eighth grade Algebra course. We will pre-assess students to
gauge their prior knowledge about parallel and perpendicular lines and their level of readiness.
Students will be motivated to learn about the topic by exploring the parallel and perpendicular lines
around them. This will be done by having students find parallel and perpendicular lines in the classroom
and surrounding areas of school.
The first lesson in the unit will focus on rate of change: what is the rate of change, how does one
find rate of change, and how the rate of change relates to slope. The second lesson will introduce slope-
intercept form to students by explaining the steps to writing an equation in the form and using
coordinate points to find the equation. Students will use the concepts in this lesson and apply them
while graphing. For the third lesson, students will investigate the similarities and differences between
parallel and perpendicular lines. The slopes of parallel and perpendicular lines will be discussed and
used to write equations using the differences. In the fourth lesson, students will learn to derive a new
equation for a parallel or perpendicular line given an equation of a line. Student will apply the slope-
intercept form and knowledge about the differences in slopes of these two types of lines. The fifth
lesson will have students graph parallel and perpendicular lines based on given equations. In the sixth
and final lesson, students will find parallel and perpendicular lines in everyday life. They will use these
real-world lines to find their corresponding equations. At the end of the unit, students will be given a
summative assessment which will be based on the essential questions from each lesson in the unit.

Topical Outline
Finding Slope (1 day)
Slope-Intercept Form (1 day)
Slope of Parallel and Perpendicular Lines (1 day)
Finding the Equations of Parallel and Perpendicular Lines (1 day)
Graphing Parallel and Perpendicular Lines (1 day)
Real World Application (2 days)
Commented [JNR3]: INTASC Standard: Content
Pedagogy: The teacher understands the central concepts,
tools of inquiry, and structures of the discipline he or she
teaches and can create learning experiences that make
these aspects of subject matter meaningful to students.
Commented [JNR4R3]: This is a full unit plan that I
would use in an 8
th
grade algebra class. I think it truly shows
my knowledge in my subject area because I had to create a
lesson that would flow. This meant I had think about the
topic and come up with the most logical way to sequence
them to enhance student understanding.
K-U-D (Know, Understand, Do) Chart

Grade/Course: Algebra 8
th
Grade Unit # 1

Unit Title: Parallel and Perpendicular Lines
Content Standards:
Standard - CC.2.2.8.B.2: Understand the connections between proportional relationships, lines,
and linear equations.
Standard - CC.2.2.8.B.3: Analyze and solve linear equations and pairs of simultaneous linear
equations.

Know Understand Do

Slope
Rate of Change
Vertical Change
Horizontal Change
Y-intercept
Coordinate Points
Slope-intercept form
Parallel Lines
Perpendicular Lines
Opposite Reciprocal
Y-axis
X-axis
Coordinate Plane

How to find the rate of
change.
How to represent slope
using coordinate points.
The steps to writing an
equation in slope-intercept
form.
The differences and
similarities between parallel
and perpendicular lines.
How to derive the equation
for a parallel and/or
perpendicular line given the
equation or graph of a line.
Understand how the graphs
of parallel and
perpendicular lines
compare in regards to
slope.
Real-world applications of
parallel and perpendicular
lines.

Graph: points and lines
Identify parts of the
equation
Calculate slope
Calculate y-intercept
Determine if two lines are
parallel, perpendicular, or
neither
Determine if two lines are
parallel or perpendicular
(By equations and
graphically)
Give an equation of a line
to a given line.
Find examples of parallel
and perpendicular lines in
the real-world, and derive
their equations.

Commented [JNR5]: INTASC Standard: 2: Student
Development: The teacher understands how children learn
and develop, and can provide learning opportunities that
support a childs intellectual, social, and personal
development.
Commented [JNR6R5]: Here, I was able to recognize
what my students would have to know, understand, and do
in order to support them throughout the entire learning
process.
STUDENT LEARNING MAP

Name: A. Lipowski, J. Roberts, Z. Sitler,
D. Strange, C. Young

Date: Spring 2014
Course/Subject: Algebra/Math Team: The Trapezoids
Topic: Parallel & Perpendicular Lines School District: Bloomsburg University

Concept: Analyze and describe
linear relationships between
two variables, using slope.

Concept: 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.
Concept: Write and identify
linear equations in one variable
with one solution, infinitely
many solutions, or no solutions.

Lesson Essential Questions:
What is rate of change?
How does the rate of
change relate to the slope
of a line?
What is the formula for rate
of change?

How can we represent the
slope by using coordinate
points?
What are the steps to
writing an equation in
slope intercept form?
What are the differences
and similarities between
lines?
How do you write the
equation of a line that is
either parallel or
perpendicular to a given
line?

Vocabulary:
Slope
Rate of Change
Vertical Change
Horizontal Change

Vocabulary:
Y-intercept
Coordinate Points
Slope-Intercept form
Vocabulary:
Parallel Lines
Perpendicular Lines
Opposite Reciprocal
Key Learning/Unit Goals:
Standard - CC.2.2.8.B.2: Understand the connections between proportional relationships, lines, and
linear equations.
Standard - CC.2.2.8.B.3: Analyze and solve linear equations and pairs of simultaneous linear equations.

PDFPrint

Unit Essential Question:
1. What are the connections between proportional relationships, lines, and
linear equations?

Commented [JNR7]: INTASC Standard: 7: Planning: The
teacher plans instruction based on knowledge of subject,
students, community, and curriculum goals.
Commented [JNR8R7]: To create this student learning
map, I had to plan how I was going to teach this unit. I had
to develop the essential questions, concepts, and vocab I
would want students to learn each day.
Concept: Derive the equation of
the line parallel or perpendicular
to the given line.
Concept: Graph proportional
relationships, interpreting the
unit rate as the slope of the
graph. Compare two different
proportional relationships
represented in different ways.
Concept: Solve real-world and
mathematical problems
leading to two linear
equations in two variables.

What causes the y-intercept
to vary when finding a line
parallel or perpendicular to a
given line?
How do you find the
complementary parallel or
perpendicular line to a given
line?
How does the slope of a
graph determine if a line is
parallel or perpendicular?
How do the graphs of
lines compare in regards to
slope?
Where can you find
lines in everyday life?
How can you take a real
world situation and apply
your knowledge of parallel
and perpendicular lines?

Vocabulary:
N/A
Vocabulary:
X-Axis
Y-Axis
Coordinate Plane
Vocabulary:
N/A

Instructional Resources/Technology: Smart Board, Overhead, Graphing Calculator, Computer, Camera

Pre-assessment
1. In your own words, what does it mean for two lines to be parallel? Perpendicular?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Draw a picture showing a pair of parallel lines and a pair of perpendicular lines:

3. Identify if the lines are parallel or perpendicular to each other.

Commented [JNR9]: INTASC Standard: 8: Assessment:
The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the
continuous intellectual, social, and physical development of
the learner.
Commented [JNR10R9]: Here, I understand the
important of a pre-assessment in order to figure out what
my students know and better plan my lesson around it.
4. Graph the lines of these two equations
y=3x-2
y=-1/3x+5

5. In your own words, make an educated guess for the definition of the rate of change.

6. On a scale from 1 to 10, with 10 being the most, how much do you think you know
about parallel and perpendicular lines?

Motivational Device
The motivational device will review with students what parallel and perpendicular lines are. The
teacher will ask students to volunteer to tell the class what a parallel line is and what a perpendicular
line is. All students should know what these lines are and how they are different from each other based
on previous years of schooling. Once the students have the correct characteristics identified, the
teacher will show the class a PowerPoint with different pictures of parallel and perpendicular lines in
nature/ the real world. Pictures will include skylines of buildings, railroad tracks, lines on the street, etc.
Students will then identify whether they are parallel or perpendicular lines or neither based on the
picture.
Based on the activity, students will be asked to go around the school/classroom to find parallel
or perpendicular lines in the school environment. This activity will prove to the teacher that the
students know the characteristics of the lines based on the definitions and what the lines look like.
Based on the lines, the teacher will transition into the topic of slope by explaining how every line, even
parallel and perpendicular lines have a slope (rate of change).

Acquisition Lesson Plan Form
Plan for the Concept, Topic, or Skill--- Not for the Day!
Grade: 8 Subject: Math - Algebra Estimated # of Days: 1 Lesson #: 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: How can you find the rate of change from given points, and a given graph?
What do students need to learn to answer the EQ?
AP1: What is rate of change?
AP2: How does the rate of change relate to the slope of the line?
AP3: What is the formula for rate of change?
Activating Strategy:
How will you activate your lesson
or link your lesson to prior
knowledge?
Bell ringer:
1. Plot the points (-2,-1) and (4,- 3)
2. Draw a line to connect these points.
3. Just by looking at the line, do you think it is it positive or negative?
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.
Line
Slope
Rate of change
Rise over run
Vertical change
Horizontal change
Strategy: Students will be given a word wall, and asked to pick three, define them, and
share with their neighbor, then share with the class.
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: A foldable defining the rate of change
Direct instruction: The topic of rate of change/slope will be introduced through direct
instruction as the constant rate of change of a line or the change in y over the change in
x. Students will understand that asking for the slope and rate of change mean the same
thing. Students will be asked to create a foldable to remember and will be asked to
show it to their partner and then some students will be asked to show the class.
AP1: How do we write out the slope formula?
or

The formulas for slope will be written on the board. Then the teacher will explain to
students how to find the rate of change when given two points.The teacher will put
examples on the board. Students will be asked to find the slope of each and discuss it
with their partners. Then, two students will be asked to put them on the board.
Direct Instruction: Explain to students how to take points of a graph to find the rate of
change.
AP2: Without graphing, identify how to find the rate of change of the given points

Teacher will explain to students how to find the slope when given a graph. Students will
be given a graph on the doc cam and will be asked to pick any two points and find the
slope of the line, discuss it with their neighbor, and then ask to put it on the board.
AP3: Identify how to take points of a graph and find the rate of change
Commented [JNR11]: NCATE/NCTE Standards: 4.10:
Integrate formal/informal assessment into instruction and
interpret/communicate results.
Commented [JNR12R11]: These assessment prompts
are throughout the lesson in order to check for student
understanding. Two assessments are also given to formally
assess students.

Independent practice: Students will be given a worksheet where they will be asked to
define slope, to find the slope from given points, and find the slope from points taken
off the graph.
Extended Thinking
Strategy:
To be completed with your most
important concepts. Not required
for each lesson and can be an
activity within an EATS lesson.
Real World Connection:
Provide the students with this scenario:
To become a member of Fit Gym, there is an initial fee of $75.00. Each month members
have to pay $15.00.
Create a table of values to show the cost of joining Fit Gym each month for 6 months.
Let x represent the number of months and y represent the total cost.
(Answers in table below.)
x 1 2 3 4 5 6
y 90 105 120 135 150 165

Draw a graph to represent the data.
What is the rate of change for the table of values? (15)
Challenge: write an equation to represent the total cost of membership based on the
number of months a person belongs to Fit Gym. (y = 15x + 75)
Differentiated Learning
Activity:
For advanced practice: The teacher will ask the students the following questions: could
a line with a slope of m=4 contain these points (1, 6) & (-1,-2)? Explain how you solved
the problem.
For remedial instruction: The teacher will allow the students to have the equation of
slope laminated and attached to their desk for the remainder of the unit.
Summarizing:
How will students summarize what
they are learning during the lesson
and at the end?
Ticket out the door:
1. Find the slope of lines for the given points:
(0,-4) and (-1,-7)
(3,0) and (-3,2)
2. What did you notice about the two different slopes?

Commented [JNR14R13]: Every lesson in this unit plan
included a differentiated learning activity. It is important to
include these activities in a lesson in order to reach all the
levels of learners.
Commented [JNR13]: INTASC Standard: 3: Diverse
Learners: The teacher understands how students differ in
their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
Finding the Slope
Name: ________________________ Date: ___________
1. What is the equation for finding slope?

Directions: For the following problems, use the coordinate points provided to find the slope
2. Find the slope of a line passing through (1, 12) and (13, 0).




Directions: For the following problems, use the graph provided to find the slope
6.

7.

Challenge: Directions: Find the value or x or y so that the line through the points has the given
slope
8. Find the missing value (6, 5) & (4, y) if the slope of the line containing them is m = 0

9. Find the missing value (2, 1) & (x,
5
2
) if the slope of the line containing them is m = 3.

10. Find the missing value (2, y) & (7, 0) if the slope of the line containing them is m= -
9
5

Lesson Essential
Question:
able to do?
EQ1: How can we represent the slope by using coordinate points?
EQ2: What are the steps to writing an equation in slope intercept form?
AP1: Write equations using slope-intercept form
AP2: Identify slope and y-intercept from an equation
AP3: Identify slope and y-intercept from a graph
knowledge?
Bell ringer:
1. What is the slope of a line?
or the change in y over change in x

2. What is the slope of a line that passes through points (6,1) and (-1,3)?
2
7

of the lesson.
Y-intercept
Slope
Coordinate
Strategy: Create a word wall to introduce new vocabulary to students. The word wall
will be referenced throughout the lesson as the vocabulary words are taught in context.
Teaching Strategy:
Step Max.)
Graphic Organizer: A foldable defining the parts of slope-intercept form.
The topic of slope-intercept form will be introduced via YouTube video. Y=mx+b will
then be written on the board and the variables will be defined.
AP1: Write an equation of a line in slope-intercept form that has a y-intercept of -3 and
a slope of -4. Answer: y=-4x-3

Teacher will put two examples on the board. One example will ask the class to find the
equation of a line using two points and the second example will ask the class to find the
equation of a line using a graph. Students will follow along on given worksheet.
AP2: Identify two ways to find the slope and y-intercept if it is not given? (type 1 writing
assignment)

(I do, we do, you do) Teacher will go through and solve the above problems using direct
instruction. Then, as a class, we will practice writing equations in slope-intercept form.
Independently, students will work on the remainder of the worksheet and create a
foldable.
AP3: Define all of the parts of slope-intercept form.
Extended Thinking
Strategy:
To be completed with your most
important concepts. Not required
for each lesson and can be an
activity within an EATS lesson.
To get students thinking about the topic discussed, the teacher will present a graph of a
horizontal line. From the graph the teacher will ask the students if they can find the
equation of the line in slope-intercept form. The teacher will also present a graph of a
vertical line and have the students find the equation of the line in slope-intercept form.
This will prove challenging for students because all previous examples had a slope that
was easily determined. In these cases, the slope of the line is undefined and zero,
respectively.
Commented [JNR16R15]: I created an extended thinking
strategy in order to force children to think more critically
about the topic.
Commented [JNR15]: INTASC Standard: 4: Multiple
Instructional Strategies: The teacher understand and uses a
variety of instructional strategies to encourage student
development of critical thing, problem solving, and
performance skills.

Activity:
For advanced practice: The teacher will have students change the equation of the line
from slope-intercept form to point slope form. Also, the teacher will have students
change the equation of the line from point slope form to slope-intercept form. The
teacher will also ask students the following question: True or False: The y-intercept of
this equation: 8x + 4y = 24 is (6, 0).
For remedial instruction: Students will receive a modified work sheet where they are
only required to fill in the missing slope and y-intercept instead of having to rewrite the
entire equation in slope-intercept form.
Summarizing:
and at the end?
Ticket out the door:
1. Rewrite the following problems in slope-intercept form:
2x+y=5
-4x+y=8
2. Find the equation of a line given points (4,7) and (-2,0)
Name: _________________________ Date: ____________________

In-Class Examples:
Finding the equation of the Line from two points:

1. (3, -5) and (4, 5)

2. (4, 2) and (2, 5)

Finding the equation of the Line from a graph:

3. The line passes through points:

__________ &__________


__________ &__________

Independent Practice:
Finding the equation of a line from two points:

1. (3, 3) and (1, 10)

2. (1, 9) and (8, -2)

Finding the equation of a line from a graph:

__________ &__________


__________ &__________

Challenge Section: Extended Thinking
What would the equation of a horizontal line be? A vertical line?

1.

2.

Lesson Essential
Question:
able to do?
EQ: What are the differences and similarities between 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.

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.
knowledge?
KWL Chart: Complete sections what students know about parallel and perpendicular
lines and what they want to learn about parallel and perpendicular lines.
of the lesson.
Vocabulary words:
1. Parallel lines
2. Perpendicular lines
3. Slope
4. Opposite reciprocal

Teaching Strategy:
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
each pair to share their response.
Differentiated
Instruction

During the Memory Game activity, we would match students up based on their ability
levels. Students will be matched based on ability levels to play the game (advanced
student will be placed with a students who needs more assistance on the topic). The
students who need more of a challenge will be given more matches to make than
students who may struggle with the material.
Summarizing:
and at the end?
Finish KWL chart: complete section on what students learned about parallel and
perpendicular lines after the lesson.
K W L

Parallel and Perpendicular Lines Note Sheet

Name: _________________________ Date: ______________

Vocabulary:
Parallel Lines

Perpendicular Lines
Slope

Opposite Reciprocal

Characteristics of Parallel Lines Characteristics of Perpendicular Lines

Lesson Essential
Question:
able to do?
EQ1: What causes the y-intercept to vary when finding a line parallel or perpendicular
to a given line?
EQ2: How do you find the complementary parallel or perpendicular line to a given line?
AP1: Understand the slope difference of a parallel and perpendicular line.
AP2: Determine the equation of a line needed to make a line parallel or perpendicular.
AP3: Find the slope-intercept from a graph of a line.
knowledge?
Bell ringer:
1. What is the parallel slope of the equation: y = 4x 3? m = 4
2. What is the perpendicular slope of the equation: y = x + 5? m = -2
of the lesson.
Slope
Parallel and Perpendicular
Coordinate Plane
Strategy: Have a Word Wall present and visible in the classroom in which students can
reference throughout the lesson.
Teaching Strategy:
Step Max.)
Graphic Organizer: Have students reference their already created foldable and add the
definition for parallel and perpendicular slope. (i.e. parallel lines have the same slope
and perpendicular lines have opposite reciprocal slopes)
A quick review of the components that make a line parallel, perpendicular, or neither.
Use 4 minutes to complete the given worksheet to determine whether the slopes of the
two equations of a line is parallel, perpendicular, or neither to one another.
AP1: In slope-intercept form, write a pair of equations that are each 1) parallel, 2)
perpendicular, and 3) neither to one another. Answers may vary.

Starting by direct instruction, the teacher will display an equation of a line on the
whiteboard. With that given equation, the teacher will follow a step-by-step process to
find a line parallel and a line perpendicular to the given equation. As a class, the will be
another equation on the whiteboard and we will follow the same steps to find a line
parallel and perpendicular. In small groups, student will be shown a different, more
challenging, equation in which they will continue to find the parallel and perpendicular
equations.
AP2: Following the same process, a separate equation will appear in which students
will work on individually.

Using technology present in the classroom, display a coordinate plane on the overhead,
whiteboard, or Smart Board. Draw a simple line (ex: y = x + 2) on the plane. With
guided practice, first review with students how to find the slope and y-intercept of that
line. Have students try a different example independently then give a more challenging
line and have them try in their pairs.

AP3: Step-by-step, write down the process of finding the equation of a line given on a
coordinate plan. Also, describe the step-by-step process of finding a line parallel or
perpendicular to a given point. (Type 1 writing assignment).
Activity:
For advanced practice: The teacher will ask students what the answer should always be
when multiplying the slopes of two perpendicular lines. Then, the students will be asked
to come up with a general equation for this rule.
When you multiply their slopes, you get -1. (M1)*(M2)= -1
For remedial instruction: Allow students to reference their foldable when having them
find the line parallel or perpendicular to a given line.
Summarizing:
and at the end?
Exit Ticket:
Given a line on the whiteboard/projector, students will write down the equation of a
line parallel and perpendicular to the given line.
Name:_____________________________ Date:___________________
Part I Directions: First, re-write the equations in slope-intercept form if needed. Second, find
the slope of the each line. Finally, determine whether the lines are parallel, perpendicular, or
neither.

1) y = 2x 7 2) y = 2x 5
y = -x + 3 2y = 4x + 1

3) y = 5x 2 4) 3y = -x - 7
2y = 8x + 5 2y = 6x + 5

5) -y = x 7 6) 7x = 9 4y
5y = 5x + 3 8y = 5 - 14x

7) x = -3 8) 3y = 4
x = 13 6x = 8

Part II Directions: For the following problems, give the equation of a line that is either parallel to the
given line or perpendicular to the given line.

1) Find the equation of the line that is perpendicular to y= 2x+5 and passes through the point (2,2)

2) Fine the equation of the line that is perpendicular to y= -4x+10 and passes through the point
(7,2)

3) Find the equation of the line that is parallel to y=2x+1 and passes through the point (5,4)

4) What is the slope of a line perpendicular to the line y=2x-3

5) What is the slope of a line perpendicular to the line
2
3
+
+4
6
= 2

Lesson Essential
Question:
able to do?
EQ: How do the graphs of parallel and perpendicular lines compare in regards to slope?
AP1: Given an equation of a line, find the points on that line
AP2: Graph parallel and perpendicular lines by hand
AP3: Graph parallel and perpendicular lines using a graphing calculator
knowledge?
Bell ringer:
Ask students to answer the question:
What information do you need to know in order to graph a line?
The slope, y-intercept, and at least 3 points on that line.
of the lesson.
X-Axis
Y-Axis
Coordinate Plane
Strategy: Students will be given a Frayer Model to fill in for each of the vocabulary
words.
Teaching Strategy:
Step Max.)
Direct instruction: First the students will be taught the vocabulary words and use the
Frayer Model for each word. Then review with students how to find the points on the
line given the equation using the powerpoint. Use the example of y=2x+7 and create a
t-chart to find the points on that line.

AP1: Given an equation of a line, find the points on that line
Equation: y=5x-8 _x______y_
0 -8
1 -3
2 2

Independent Practice: Since the students have already learned how to graph the
equation of a line, give students a worksheet that contains equations of lines that are
either parallel or perpendicular. Also, give the students a piece of graph paper. The
students will have to graph each pair of the equations and decided if they are parallel or
perpendicular.

AP2: Graph parallel and perpendicular lines by hand. After completing the worksheet
individually, have students compare answers with their neighbor. Have each group
share one of their graphs with the class.

Guided Practice: Show students how to graph an equation using the graphing
calculator. Then give students the real-world word problem:
The city for which you work is designing a new 2 lane road, with the center line having
the equation y= 3/5x + 2. Suppose instead of providing two points in which the white

lines pass through, the city mandates each lane be at least 12 ft wide. After calculating
the white lines today in class, how would the slopes change when you took into account
how wide the lanes needed to be? Explain your thought process when solving for the
two white lines.
Tell the students that they can use the calculator to try and figure out the answer to the
problem.

AP3: Graph parallel and perpendicular lines using a graphing calculator

Activity:
For advanced practice: The teacher will have the students consider lines that have a
slope of zero. Then have them write an equation of a line that is parallel and an
equation that is perpendicular to an equation of a line with a slope of zero. Then have
them graph their equations to check if they were correct.

Summarizing:
and at the end?
Ticket Out the Door:
- How do the graphs of parallel and perpendicular lines compare in regards to
slope? (Type 1 writing)

Frayer Model
Graphing Parallel and Perpendicular Lines
Name:________________________
Directions: Before graphing the lines of the equations, predict if the lines will be parallel or
perpendicular. Then using the graph paper, graph each pair of equations to determine if your prediction
is correct.

1. y=4x+2 2. y=3x+7
y=4x+9 y=-1/3x+2

3. y=-1/9x-5 4. y=x+2
y=9x+2 y=x-3

5. y=2 6. y=8x+6
y=-5 y=-1/8x-2

Lesson Essential
Question:
able to do?
EQ1: Where can you find parallel and perpendicular lines in everyday life?
EQ2: How can you take a real world situation and apply your knowledge of parallel and
perpendicular lines?
AP1: Apply usage of a coordinate plane to a picture.
AP2: Identify parallel and perpendicular lines in the real world.
AP3: Identify the equations of parallel and perpendicular lines.
knowledge?
Bell Ringer:
1. Graph the line corresponding to the following equation:
a. y = 4x + 3
2. Provide the equation of the line parallel to and perpendicular that given line.
a. y= = 4x + 6
b. y = - x 2
of the lesson.
N/A
Teaching Strategy:
Step Max.)
Graphic Organizer: N/A

After the Bell Ringer is reviewed, the teacher will quickly review the past lessons in the
unit by asking the class what the difference is between parallel and perpendicular lines
in regards to slope and equations.
AP1: Identify the difference in slopes of parallel and perpendicular lines. Parallel lines
have the same slope and perpendicular lines have opposite reciprocal slopes.

Teacher will have students look up a picture of a parallel or perpendicular line in the
real world on the internet or have the students take an actual picture him or herself
using a camera or a phone. The students will print out the picture and draw a
coordinate plane using a ruler and writing utensil.
AP2: What are some of the parallel or perpendicular lines you found in the real world?

Most likely on the second day, students will use the coordinate plane on the picture to
find the slope and y-intercept of the line and write the equation for the line(s).
AP3: Describe something new you learned from this activity.
Activity:
For advanced practice: Have students write a profession or use for the slope of parallel
or perpendicular lines.
For remedial instruction: Students will place a transparency of a coordinate plane onto
their printed picture in order to have a clearer visual of the coordinate plane.
Commented [JNR17]: INTASC Standard: 6:
Communication and Technology: The teachers uses
knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Commented [JNR18R17]: This lesson included the use of
technology in order to give students a real-world
understanding of parallel and perpendicular lines

Summarizing:
and at the end?
Ticket Out the Door/Post-It:
On the provided Post-It note, write down two things that you learned from the
lesson or the entire unit, and how you think you can use this new knowledge in
the real world.
Parallel and Perpendicular Lines Summative Assessment
Name: ________________________ Date: _______________
Part I:
1. y = -5x +
True or false: The slope of this line is

2. What is the slope of a line that with the points (2, 4) and (4,-2)?

3. What is the slope of a line that with the points (-3, 3) and (-8,-2)?

4. Find the slope of the line from the following graph:

5. Find the missing value if a line passes through points (x, -7) and (3,-4) and the slope of
the line is m=
3
4

Commented [JNR19]: INTASC Standard: 8: Assessment:
The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the
continuous intellectual, social, and physical development of
the learner.

Commented [JNR20R19]: Here, I was able to create
what I believe would be an effective Summative
Assessment. It was aligned with my standards & essential
questions.

6. Write the equation for finding slope.

Part II: NOTE: write all of the following equations in slope-intercept form.
7. Find the equation of a line that passes through points (- , 10) and (-7, )

8. Find the equation of a line that has slope m=4 and passes through the point (-1,6)

9. For the straight line y=-2x+3 what are: the slope & the y-intercept?

10. By looking at the graph, find the equation of the line.

11. In the equation y=mx+b, define what m and b represent.

Part III:
12. Which of the following lines are parallel? Circle the correct answer(s)
a. Y=2x+3
b. Y=2x-5
c. Y=-2x+3
13. Are the following lines parallel or perpendicular: y= -
1
3
x+9 and 2y-6x+16=0?

14. Describe how you can tell if two lines are parallel or perpendicular to each other.

Part IV:
15. What is the slope of a line perpendicular to the line y= 9x-18

16. What is the equation of the line perpendicular to the line y= x-7 and passes through
the point (3, -4)?

17. Find the equation of the line that is parallel to 2x-3y=9 and passes through the point (4,-1)

18. Using the graph, find the equation of a line that is parallel and the equation of a line
that is perpendicular to the following line:

19. What is the slope of a line perpendicular to the line
4
6
+
+8
12
= 2

Part V: First, predict whether the following two lines will be parallel or perpendicular. Make
your predictions in the red pen provided. Then graph the following points to determine if the
lines are parallel or perpendicular, change your predictions if needed. (Raise your hand once
you have made all your predictions and the teacher will provide you with graph paper)

20. Line one passes through points (-1,2) and (2,3)
Line two passes through points (-3, 4) and (-2, 1)

21. Line one passes through points (-1,1) and (0,3)
Line two passes through points (2, 0) and (3, 2)

BONUS: In a 4-5 sentence response, please explain how parallel and perpendicular lines are
used in every day, real word examples.

Reflection Questions
1. Were students able to show understanding and answer the Essential Questions?
2. Did I accommodate for all types of visual, auditory, and tactile/kinesthetic learners?
3. Were my activities successful? Why? Why not?
4. What aspects of your lesson were implemented differently than planned? Why did that
happen?
5. If I were going to teach this lesson to the same group of students, what would I do
differently? Why? What would I do the same? Why?
6. Analyze use of mathematics vocabulary. Were you precise in the use of vocabulary? Did
you encourage precision in students' use of vocabulary?
7. Based on what happened in this lesson, what do I plan to teach next to this class?
8. Did I choose an appropriate lesson to engage all students?

Commented [JNR21]: INTASC Standard: 9: Reflective
Practice: professional development: The teacher is a
reflective practitioner who continually evaluates the effects
of his or her choices and actions on others and who actively
seeks out opportunities to grow professionally.

Final Unit Plan

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Parallel and Perpendicular Lines

or the change in y over change in x

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