Created 6/14/20. Updates available 
online.
 
  
    
    
  
    
      
    
    Exploring parallel and perpendicular lines
      
    
    
    
     
    
    
    
    
    
      
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          Title
         | 
        Exploring parallel and perpendicular lines | 
      
      
        
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            Description
           | 
          This activity is intended for an algebra 1 class to make connections between slope and parallel/perpendicular lines. By the end of the activity, the students should be able to identify which lines are parallel, perpendicular, or neither based on the equations in either point-slope form or slope-intercept form.
There are four files:
Worksheet: This is the worksheet the students fill out during the activity.
Lesson Outline: This is a description of the lesson for the teacher.
Exit Ticket: This is an exit ticket to be completed at the end of class.
Challenge Questions: This is a sheet with extra, more challenging questions for students who work through the activity quickly. | 
        
      
      
        
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            Subject
           | 
          Mathematics | 
        
      
      
        
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            Level
           | 
          High School, Middle School | 
        
      
      
        
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            Type
           | 
          Guided Activity, Lab | 
        
      
      
        
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            Duration
           | 
          60 minutes | 
        
      
      
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          Answers Included
         | 
        No | 
      
      
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          Language
         | 
        English | 
      
      
        
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            Keywords
           | 
          parallel, perpendicular | 
        
      
      
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          Simulation(s)
         | 
        Graphing Lines (HTML5) | 
      
    
    
    
    
    
    
    
    
    
    
    
    
    
    
      
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          Author(s)
         | 
        David Schenck | 
      
      
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          Contact Email
         | 
        david.eric24@gmail.com | 
      
      
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          School / Organization
         | 
        Boulder High School | 
      
      
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          Date submitted
         | 
        6/5/19 | 
      
      
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          Date updated
         | 
        6/5/19 |