S+Lambert,Joshua+Blaine


 * Teacher: Mr. Lambert**
 * Office: Ed Center Rm. 314**
 * Office Phone: 867-5309**
 * Office Hours: 0500-0700** ** E-mail: joshua.lambert@maine.edu **

=Summary of Unit=

This unit will introduce students to parallel lines and their slopes. Students will be able to solve both math and real world problems using angle properties of parallel lines. They will compare lines and angles in multiple geometric figures to determine the measure of angles and to see if lines are parallel. A clear understanding of how angles can be used to determine if lines are parallel will be gained; along with the knowledge of how slopes of lines in the same plane determines if the lines are parallel. Examples of real world use will further the students comprehension toward mastering the concepts of the lesson. The class will use Comic Life, Scribbler, Prezi, Google SketchUp, and Smartboard technologies to contribute to the learning of the content. We will focus on a project based learning model that will allow students the opportunity to show what they know in a variety of ways. Creativity will be welcome and rewarded.

=Establish Goals= Maine Learning Results: Mathematics - C Geometry Geometric Figures Grade 8 2 Students know and use angle properties of parallel lines to solve problems and determine geometric relationships.

=Students will understand that= •angle properties of parallel lines can be used to solve math problems. •angle properties of parallel lines can be used to determine geometric relationships. •parallel lines can be used to solve real world problems.

=Essential Questions= •How can angle properties of parallel lines be used to solve math problems? •Why are angle properties of parallel lines used to determine geometric relationships? •How can parallel lines be used to solve real world problems?

=Students will know= •Vocabulary: linear equation, parallel lines, skew lines, slope, transversal. •Formulas: slope (rise over run), slope intercept form. •Critical details: interior opposite angles, exterior opposite angles, transversals, corresponding angles.

=Students will be able to= •Show that two lines are parallel. •Illustrate how a transversal creates equal angles in parallel lines. •Solve for unknown angles given parallel lines and the measure of one angle. •Compare multiple lines to determine if they are parallel. •Imagine how the world would be different without parallel lines. •Realize the slope of the lines determines if they are parallel.

**Performance Task Overview**
 * American has fallen from the list of world super powers. The government has determined the reasons for the decline are the aging education facilities. Your job as an architect is to design a super school using what you know about parallel lines and their angles properties. Parallel lines should appear in multiple planes of your school. The measurement of sets of angles should be labeled to show the angle properties of parallel lines. The President, the Joint Chiefs of Staff, and the Secretary of Education await all proposals that will be shown using the animation feature of Google SketchUp. Please include a brief explanation of some key aspects of your school. If your design best upgrades America's education facility model, you will be awarded the contract to design all American schools. ||

=Expectations= **Absent/Late Policy:** Assignments are laid out verbally and in writing at the beginning of the unit. If you are absent on the day the assignment is due it should be handed in the next class you are present at. If you need more time for an assignment you must meet with me to let me know about your situation. If we agree that you are going to have an extension you will be given a new deadline. If you miss a due date and do not make it a point to see me, you will lose points from your “Act like an Adult” grade. If you are absent and miss material it is up to you to make time to meet with me or a peer to get caught up to speed.

**Assignment Expectations:** This is a math class; that means I need to see your work. Showing all your work is an important part of all math assignments. Simple computation can make an end answer come out wrong. I am not able to give partial points if I cannot follow your steps and see where you went off track. Partial points will be awarded for work that is a computational error off from the right answer but all important steps are followed. There is no format for assignments unless specified during specific assignment instructions; however using pencil is strongly encouraged.

**Class Expectations:** THESE SENTENCES ARE NO LONGER IN YOUR VOCABULARY-“I can’t do math”, or “I am no good at math”. I believe that you are able to do anything we will be studying in this course and am willing to work with you in any way that will make that possible. We will all work together to develop a classroom that is respectful and fun. There will be a no tolerance policy for all types of harassment. Everyone in the class has the right to be in school and feel safe. It is all of our responsibility to make sure our class stays fun. I will do my best to create activities and lessons that are not carbon copies of a textbook and in return I ask that you come to class with an open mind and a willingness to try.

=Benchmarks= •“Act like an Adult” grade: You are all young adults that like to be treated in such a manner. To that end I will give you 15 points every class that you are prepared with all necessary assignments or homework, and are not acting in a disrupting manner to your fellow classmates. You will however, lose points from this grade if you hand an assignment in late unexcused. These are the easiest points in the class, if you come prepared and are a productive member of the class you are all set. **(600 Points)** ﻿ • Given equations, graph parallel lines on a Smartboard. Students will be given a list of five equations that they need to graph on a coordinate plane. They will identify which lines are parallel to each other. Students will then save and upload the screen images to the class wiki page. **(200 Points)** • Use Comiclife to demonstrate a transversal creating equal angles in parallel lines. Students can use any creative means they like to show how a transversal creates equal angles in parallel lines. They will show an understanding of opposite interior angles, opposite exterior angles, and consecutive interior angles. The comic life can be strictly mathematical or can be based on real world situations. **(200 Points)** • Use Google SketchUp to create a geometric figure using parallel lines. The figure can be a made up shape as long as there are parallel angles and transversals involved. Insert one angle measure using the protracter tool and solve for the rest of the angles using what you know about angle properties of parallel lines. Print your shape from all angles neccessary to show all your work. **(200 Points)** • Take pictures of slopes in the real world and create an online collage. This is an excersise in understanding concepts, not getting specific slopes. There will be some discrepencies in the exactness of slopes and parallel lines. We understand this and are willing to work with approximations. Group pictures by slopes that appear to be parallel, and present all the places you found slopes in the real world. **(100 Points)** • Use Scribbler to create an example of the world without parallel lines. Create a scene you would see in your daily life but create it without any parallel lines. Reflect in your blog about how easy or hard this was. Explain. **(100 Points)** • Create a Prezi about the relationships of lines based on slope. Students will demonstrate everything they have learned about parallel lines and slope in a creative way. They will provide visual examples as well as written explanations. **(200 Points)** •Create a super school in Google SketchUp. See performance task instructions. **(300 Points)** =Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76),
 * 1900 Total Points**
 * C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59)