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Parallel & Perpendicular Lines Lesson Plan

Instructor: Dana Dance-Schissel

Dana teaches social sciences at the college level and English and psychology at the high school level. She has master's degrees in applied, clinical and community psychology.

Looking for a simple way to jazz up your instruction on parallel and perpendicular lines? This lesson plan will do just that with the help of an engaging Study.com video lesson and a simple yet informative in class activity. To keep going on this plane, consider our suggestions for related lessons and supplementary activities.

Learning Objectives:

Upon completion of this lesson, students will be able to:

  • identify and define different types of lines
  • compare and contrast the qualities of perpendicular, parallel, and transverse lines

Length

30 minutes to 1 hour

Curriculum Standards

  • CCSS.MATH.CONTENT.HSG.CO.A.1

Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

  • CCSS.MATH.CONTENT.HSG.CO.C.9

Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent, and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.

Key Vocabulary

  • Perpendicular
  • Parallel
  • Transverse

Instructions

  • Begin by playing the Study.com video lesson Parallel, Perpendicular and Transverse Lines, pausing at 00:20.
  • Now have students work in pairs to move about the classroom, documenting each line they can find. The pairs should write the line and its location on a sheet of notebook paper.
  • Play the video lesson again, pausing again at 2:38. Have the students attempt to answer the question posed in the video lesson: 'Are these lines parallel, perpendicular, or neither?'
  • Resume the video lesson again, pausing this time at 3:15. How many of the students answered the question correctly?
  • Play the video again, pausing it at 3:32. Once again, ask the students to try to solve the question posed in the video lesson: 'Are these two lines parallel, perpendicular, or neither?'
  • Play the video lesson, pausing at 4:03. By a show of hands, how many students chose the correct answer?
  • Resume the video lesson and pause at 4:57. Have the students answer the question from the video lesson: 'Which line is the transversal?'
  • Resume play of the video lesson, pausing at 5:21. How many students correctly identified the transversal line?
  • Now play the remainder of the video lesson.
  • As the students are watching the rest of the video lesson, write the following terms on the board:
    • PERPENDICULAR
    • PARALLEL
    • TRANSVERSE
  • Now have the students return to their pairs and revisit their list of found lines in the classroom. Ask them to work together to identify each type of line based on the terms listed on the board.
  • When all students have completed their lists, have them share them with the class. In total, how many lines were identified in the classroom? Which type of line was the most common? Why?

Discussion Questions

  • How different would our world look without these three types of lines?
  • What types of architecture utilize these types of lines and how?

Extensions

  • Have students analyze the lines of a city map. Have them do the same for a rural map. What commonalities can they find? Differences? Why?
  • Ask students to design a piece of furniture using the three different types of lines discussed.

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