TEKS Based Lesson Plan Subject: Geometry
Weeks: First Nine Weeks Group 2
Unit of Study: Geometric Structure & Logical Reasoning and Parallel & Perpendicular Essential Questions: § How are geometric models (shapes) used in the physical world? § How are perpendicular and parallel lines represented in our world? TEKS/Essence Statements: • G.4 The student uses a variety of representations to describe geometric relationships and solve problems. The student is expected to: (A) select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems. • G.7 The student analyzes the relationship between three-dimensional geometric figures and related two-dimensional representations and uses these representations to solve problems. The student is expected to: (B) uses slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines and special segments of triangles and other polygons. • G.9 The student analyzes properties and describes relationships in geometric figures. The student is expected to: (A) formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models. Critical Skills/Postsecondary Goals: This section needs to be completed based on the students in your class. Instruction/Classroom Activities: Small Group Instruction: § Define parallel as lines that never intersect or never cross. Draw parallel lines on the board. § Define perpendicular as lines that meet at a 90° angle. Students can make an “L” with their finger and thumb to replicate the concept of perpendicular. § Check for understanding by asking students to find parallel and perpendicular lines in the classroom. Ask students if they have observed parallel and perpendicular lines in the school, their home, or the community. § Discuss the system of roads in a town. Display a map of city streets and find the parallel and perpendicular lines. You can find a map of downtown San Antonio city streets at http://www.visitsanantonio.com/visitors/plan/maps/index.aspx § Use a diagram of a street intersection. Trace all the parallel and perpendicular lines. Include sidewalks and crosswalks. Images of street intersections can be found at http://www.google.com/images?rlz=1T4ADFA_enUS372US372&q=street+intersection&um =1&ie=UTF-8&source=univ&ei=YrNNTPXQAsGB8gbkhdEz&sa=X&oi=image_result_group&ct =title&resnum=1&ved=0CCEQsAQwAA § Give each student a diagram of two intersecting streets. Using rulers and squares, ask students to draw the sidewalks, parking spaces, crosswalks, bus lane lines, traffic lights, curbs, etc. using perpendicular and parallel lines. Diagrams of intersections can be found at http://www.google.com/imgres?imgurl=http://ops.fhwa.dot.gov/publications/fhwahop06006/images/
North East Independent School District
TEKS Based Lesson Plan §
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Discuss pedestrian safety and why it’s important to cross the street at the crosswalk. Some basic points to review: 1. Use sidewalks. 2. Cross only at intersections and crosswalks, and only with a green light. 3. Look left, right, and left again for traffic before stepping off the curb. 4. Be alert and aware when you are crossing the street. Do not be distracted by cell phones, PDAs, or headsets. 5. See and be seen. Walk in a direction facing the traffic. 6. Closely watch children and teach them safety rules. Go to an intersection and practice crossing the street using the crosswalk and signals.
Stations/Centers: § Literacy Station: Analyze the letter H for perpendicular and parallel lines. What other letters contain parallel and perpendicular lines? Categorize letters using a Venn diagram. Label one circle perpendicular and the other circle parallel. The letter H would be in the overlapping part of the diagram since it has parallel and perpendicular lines. § Creation Station: Use grid paper and colored pencils to create geometric designs or recognizable figures. Students will shade blocks to make parallel and perpendicular lines. § Construction Station: Assemble an object, such as a birdhouse, noting parallel and perpendicular lines. Build a model using Lego building blocks. Individualized Communication Planning: This section needs to be completed based on the individualized communication needs of the students in your class. Differentiated Tasks: Level 3 The student will locate parallel and perpendicular lines on a diagram or in the environment.
Level 2 The student will identify parallel or perpendicular lines by manipulating rulers or pencils.
Level 1 The student will participate in a class activity that explores parallel and perpendicular lines.
Materials/Resources: § Maps of city streets and intersection § Rulers, squares, pencils § Grid paper, colored pencils, Venn Diagram template § http://www.visitsanantonio.com/visitors/plan/maps/index.aspx § http://www.google.com/images?rlz=1T4ADFA_enUS372US372&q=street+intersection&um=1&ie= UTF8&source=univ&ei=YrNNTPXQAsGB8gbkhdEz&sa=X&oi=image_result_group&ct=title&resnum= 1&ved=0CCEQsAQwAA http://www.google.com/imgres?imgurl=http://ops.fhwa.dot.gov/publications/fhwahop06006/images/fi g7_2.jpg&imgre furl=http://ops.fhwa.dot.gov/publications/fhwahop06006/chapter_7.htm&usg=__YQR2DQZtv04ebM PWDtnTFTvRzB 8=&h=318&w=298&sz=14&hl=en&start=1&sig2=RQH3Hp9iHNnwfhl02wIAUA&um=1&itbs=1&t bnid=EkFPCHXhncS0 bM:&tbnh=118&tbnw=111&prev=/images%3Fq%3Dblank%2Bstreet%2Bintersection%2Bdiagram% 26u North East Independent School District
TEKS Based Lesson Plan m%3D1%26hl%3Den%26sa%3DN%26rlz%3D1T4ADFA_enUS372US372%26ndsp%3D20%26tbs %3 Disch:1&ei=urVNTJWAF4GB8gbtvMgx http://www3.acep.org/patients.aspx?id=26166 Assessment Strategies: This section needs to be completed based on the strategies appropriate for the students in your class. IEP Connections: This section needs to be completed based on the IEPs documented in the students’ ARDs in your class.
North East Independent School District
TEKS Based Lesson Plan
North East Independent School District
TEKS Based Lesson Plan
Letters with parallel lines
Letters with perpendicular lines
North East Independent School District
