Topicm9db744e199f235ce_1528449000663_0Topic

Straight lines, perpendicular and parallel segments

Levelm9db744e199f235ce_1528449084556_0Level

Second

Core curriculumm9db744e199f235ce_1528449076687_0Core curriculum

VII. Straight lines and segments:

2) recognises straight lines, perpendicular and parallel segments, like in the following situation:

Segments AB and CD are perpendicular, segments CD and EF are parallel and segments EF i DF are perpendicular. Describe the mutual position of segments DF and AB. Make an appropriate drawing;

3) draws the pairs of the perpendicular and the parallel segments.

Timingm9db744e199f235ce_1528449068082_0Timing

45 minutes

General objectivem9db744e199f235ce_1528449523725_0General objective

Matching a mathematical model to a simple situation and using it in various contexts, including practical ones.

Specific objectivesm9db744e199f235ce_1528449552113_0Specific objectives

1. Recognising perpendicular and parallel straight lines and segments.

2. Drawing perpendicular and parallel segments.

3. Communicating in English; developing mathematical and basic scientific, technical and digital competences; developing learning skills.

Learning outcomesm9db744e199f235ce_1528450430307_0Learning outcomes

The student:

- recognises and draws perpendicular and parallel lines,

- recognises and draws perpendicular and parallel segments.

Methodsm9db744e199f235ce_1528449534267_0Methods

1. Flipped classroom.

2. Situational analysis.

Forms of workm9db744e199f235ce_1528449514617_0Forms of work

1. Individual work.

2. Class work.

LESSON STAGES

Introductionm9db744e199f235ce_1528450127855_0Introduction

Students are going to work using the flipped classroom method.

At home they become familiar with the material included in the e‑book:

http://www.epodreczniki.pl/reader/c/128788/v/19/t/student‑canon/m/iDkxaP4cQp

http://www.epodreczniki.pl/reader/c/128788/v/19/t/student‑canon/m/iDkxaP4cQp#iDkxaP4cQp_d5e166

Procedurem9db744e199f235ce_1528446435040_0Procedure

The teacher introduces the topic of the lesson: revising the material students have learned at home relating to the mutual position of the lines and the segments in the plane.

Part 1m9db744e199f235ce_1527752263647_0Part 1

On the basis of the material they have learned the students answer the following questions:

How many common points can the lines situated in the same plane have?

How do we call the lines which have no the common points?

Are the lines which intersect at one pointpointpoint always perpendicular?

What symbol is used to describe the perpendicularity and the parallelism?

Task

Students draw perpendicular and parallel linesparallel linesparallel lines.

Draw the m line in your notebook.m9db744e199f235ce_1527752256679_0Draw the m line in your notebook. Then, using the set squareset squareset square and the rulerrulerruler draw:

• k line perpendicular to the m line,

• t line parallel to the m line.

On the basis of the material they have learned the students answer the following questions:m9db744e199f235ce_1527712094602_0On the basis of the material they have learned the students answer the following questions:

How can we check, if two segments are perpendicular?

Do perpendicular segmentsperpendicular segmentsperpendicular segments have to have one common pointpointpoint?

How can we check, if two segments are parallel?

Are the segments which do not have common points always parallel?

Task

Students work individually, using their computers. They are going to create perpendicular or parallel sides.

[Geogebra applet]

Part 2

Selected students summarise the material they have learned by answering the following questions:

1. What mutual position of two straight linesstraight linestraight lines situated in the plane is possible?

2. What property do the parallel segmentsparallel segmentsparallel segments have?

3. Are the segments situated at one straight parallel line?

An extra task

Draw a straight linestraight linestraight line. Construct an m line parallel to the line using the compass. Find out on the Internet how to make such construction.

Lesson summarym9db744e199f235ce_1528450119332_0Lesson summary

Students do the exercises summarizing the class.

Then, together they sum up the classes, drawing the conclusions to memorize:

• Straight lines which intersect at the right angle are called perpendicular lines and are marked with the symbol ⊥.

• Straight lines which do not have common points (or cover one another) are called parallel lines and they are marked with the symbol ||.

• The segments which are situated on perpendicular lines are called perpendicular segments.

• The segments which are situated at parallel lines are called parallel segments.

Selected words and expressions used in the lesson plan

parallel linesparallel linesparallel lines

parallel segmentsparallel segmentsparallel segments

perpendicular linesperpendicular linesperpendicular lines

perpendicular segmentsperpendicular segmentsperpendicular segments

pointpointpoint

right angleright angleright angle

rulerrulerruler

segmentsegmentsegment

set squareset squareset square

straight linestraight linestraight line