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©Evergreen Public Schools 2011
11/25/2011
Parallel & Perpendicular Lines
• Equipment Needed: Straightedges/Rulers, Protractors, and Patty Paper
(or Parchment paper cut into 4” squares)
Vocabulary• parallel• perpendicular
©Evergreen Public Schools 2011
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I can apply properties about parallel and perpendicular lines, and the angles formed by parallel lines.
What do you know about parallel or
perpendicular lines?
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Just So You Know…
Construction – To use geometry tools (protractor, straight edge, compass, pencil) to create a figure on paper.
Draw/Sketch – To roughly approximate a geometric figure on paper.
Straight edge – something used to draw a line.
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Launch – Describe & Launch – Describe & DefendDefend
Launch – Describe & Launch – Describe & DefendDefend
intersecting linesparallel lines
intersecting linesperpendicular lines
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Let’s take a look…
Parallel Lines Applet
Parallel Lines are…
Parallel LinesParallel Lines
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Let’s take a look…
Perpendicular Lines Applet
Perependicular Lines are…
Perpendicular LinesPerpendicular Lines
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Four Tasks – you are each responsible for explaining one to
your group.
Four Tasks – you are each responsible for explaining one to
your group.
Draw 2 parallel lines.Add a 3rd parallel line.
Fold 2 parallel lines.Add a 3rd parallel line.
Draw 2 perpendicular lines.Add a 3rd perpendicular line.
Fold 2 perpendicular lines.Add a 3rd perpendicular line.
You may use a ruler. You cannot use lined paper.
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Four TasksFour Tasks
Examine all four tasks.• Make a list of possible conjectures
you think could be true about parallel and perpendicular lines.
• Each group will have to share at least one possible conjecture with the class. So make a long list.
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Team PracticeTeam PracticeUse what you learned from the last task to complete the table.
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On your Unit Organizer
• Complete the “parallel lines” box on page 6.
• Complete the bottom half of page 10.
DebriefDebrief
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3
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Did you hit the target? I can apply properties about
parallel and perpendicular lines, and the angles formed by parallel lines.
Rate your understanding of the target from 1 to 5.
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PracticePractice
• Practice 6.4a
