## Activity (Student Notes page 6, Skew Lines and their Friends).pdf - Section 4: Activity/Homework

*Activity (Student Notes page 6, Skew Lines and their Friends).pdf*

*Activity (Student Notes page 6, Skew Lines and their Friends).pdf*

# Skew Lines and their Friends

Lesson 3 of 9

## Objective: SWBAT identify skew, perpendicular, transversal and parallel lines as well as alternate interior, alternate exterior, corresponding and consecutive interior angles.

#### Do Now

*10 min*

Students will use vocabularly like linear pair and supplementary angles to solve a review question. This helps to reinforce these key terms, and remind students of possible angle relationships that can be formed using lines.

*expand content*

#### Pair-Share and New Vocab

*20 min*

The pair-share activity allows students to identify key angle properties in the real-world (**MP4**). The thinking question will also encourage students to think similarities and differences between intersecting lines (the clip art picture) and skew lines (the street signs).

A possible extension for this lesson is to introduce manipulatives like a kleenex box and pencils, and ask students to create skew lines using these materials, and also, create other examples of lines and planes using these manipulatives. This would be a great activity for all students, if you have time!

You can review the idea of parallel lines and planes with the 3D pictures. Then, you can introduce the idea of skew lines and how to identify them and using this video

.

The video can be paused so you can ask students to identify lines that are parallel, perpendicular, intersecting and skew (black and white lines) by their color. Students can then write their own definition (or drawing) of skew lines. Lastly, the key term transversal will be introduced before going to an exploration. Some students may know this word from prior math classes so you may want to remove the word transversal from class notes and ask students to guess or explain what a good term for this kind of line would be.

*expand content*

#### Activity/Homework

*10 min*

For the remainder of class, students can work on the lesson activity or if no time remains complete this assignment for homework.

*expand content*

#### Exit Ticket

*10 min*

This exit ticket addresses the objective for the day, and requires that students identify alternate interior, alternate exterior, consecutive interior and corresponding angles.

*expand content*

This lesson looks great and I am excited to use this tomorrow. I am wondering about solving for x in the right triangle by the Distance from a Point to a Line, do you have kids solve x in terms of the length of AE or am I over thinking the problem. Thanks

| one year ago | Reply##### Similar Lessons

###### Reasoning About Rigid Motions

*Favorites(1)*

*Resources(18)*

Environment: Rural

###### Parallel Lines Challenge Problem

*Favorites(3)*

*Resources(12)*

Environment: Suburban

###### Prove It (Part 1)

*Favorites(0)*

*Resources(11)*

Environment: Urban

- UNIT 1: Introduction to Geometry: Points, Lines, Planes, and Angles
- UNIT 2: Line-sanity!
- UNIT 3: Transformers and Transformations
- UNIT 4: Tremendous Triangles
- UNIT 5: Three Triangle Topics
- UNIT 6: Pretty Polygons
- UNIT 7: MidTerm Materials
- UNIT 8: Circles
- UNIT 9: 3-D Shapes and Volume
- UNIT 10: Sweet Similar Shapes
- UNIT 11: Trig Trickery
- UNIT 12: Finally Finals

- LESSON 1: Proving It
- LESSON 2: Prove It with Angle Relationships
- LESSON 3: Skew Lines and their Friends
- LESSON 4: PTA (Parallel Lines, Transversals and Angles)
- LESSON 5: Flow Proofs and PTA
- LESSON 6: Line It Up!
- LESSON 7: Perp Lines are Perfect
- LESSON 8: Parabolas and Review of Line-sanity!
- LESSON 9: Assessment for Line-Sanity