Part 1: Introductory Activity
Hand out the Intro Worksheet (M-G-5-1_Intro Worksheet.doc and M-G-5-1_Intro Worksheet KEY.doc). Have students work on it in pairs. “What can we conclude about the slopes of lines that are perpendicular?” (Their slopes multiply to negative 1.) “What can we conclude about the slopes of lines that are parallel?” (Their slopes are the same.) [IS.5 - Struggling Learners]
Hand out the Graphic Organizer (M-G-5-1_Lesson 1 Graphic Organizer.doc and M-G-5-1_Lesson 1 Graphic Organizer KEY.doc) and fill it out with students.
Part 2 (Think-Pair-Share)
“How many of you like games, such as arcade games or board games?” Allow time for students to respond. “Today we are going to help a young man create his own dart board by using what we know about slopes of lines, squares, and finding distances and midpoints.” [IS.6 - All Students] Hand out copies of Mason’s Dart Board Activity (M-G-5-1_Mason's Dart Board Activity.doc and M-G-5-1_Mason's Dart Board KEY.doc) and the Dart Board Graph and Table Worksheet (M-G-5-1_Dart Board Graph and Table.doc and M-G-5-1_Dart Board Graph and Table KEY.doc).
Students should work on this in pairs using their graphic organizer. Walk around while students are working. [IS.7 - All Students] You may have to hint to them on number 2 that they need to determine if the side lengths are the same size and if the sides make a right angle (by checking their slopes). After the pairs have completed the activity, group them with another pair to check one another’s work. Groups can then present how they came up with the last two squares, as well as the slopes of their sides and lengths of side. When the dart board has been created, wrap up this activity with a discussion of how to number the different sections or how many points certain sections should be worth.
Hand out the Lesson 1 Exit Ticket (M-G-5-1_Lesson 1 Exit Ticket.doc and M-G-5-1_Lesson 1 Exit Ticket KEY.doc) to evaluate whether students understand the concepts. [IS.8 - All Students]
- Hand out the Lesson 1 Extension Activity (M-G-5-1_Lesson 1 Extension Activity.docx). Student responses will vary for the Extension Activity. Rectangles will vary in side length and shape. The line adjoining the midpoints of two adjacent sides will form the hypotenuse of a right triangle and the length of that hypotenuse must correspond with the distance formula calculation. Verify that students have used the correct ordered pairs in the distance formula.