Parallel and Perpendicular Lines
This is a lesson that I adapted from my cooperating teacher during practicum. Below are the materials I used and notes I used to prepare to teach this lesson as well as a small reflection.
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Reflection
As you can see here, I planned my lesson a lot more thorough than the previous two that I had worked through in my practicum experience. This lesson flowed better for my students because I was more prepared. The thing that I wish I would have done for this lesson was to allow the students to work through the entire front page within their groups instead of myself graphing it underneath the Elmo for them and then asking questions. The students know how to graph lines and they know how to find the slope. Considering these things, I could have let them run wild with the first page and then went back and had a meaningful conversation/discussion with the students about the things that they noticed and built their own definitions of parallel and perpendicular. I think this would have also saved time for the students on the backside of the page. The last example, example 6, was one I had added and found online. I thought this problem brought a new way for the students to look at parallel and perpendicular lines. I also thought it kind of connected previous ideas of graphing for the students. The sad thing was that we didn't have enough time for it, so they were able to look and talk about the problem, but we never got to discuss it in front of the room as a class. This is where I think the saved time on the front page would have better helped the lesson.