And+That's+How+It's+Done

= __ Teaching Strategies __ =

__Facilitate Engaging Discussion__
Encourage critical thinking and the development of conceptual understanding through thought provoking questions that require students to think past the provided information and into deeper understanding of the concepts.

Example Questions:
 * What are the required properties of perpendicular lines/parallel lines?Are lines ALWAYS either parallel or perpendicular? Provide examples to support your claim.How can we use our knowledge of parallel and perpendicular lines to classify shapes?Why is it important to understand the properties of parallel and perpendicular lines in constructing geometric figures?
 * Why are these lines parallel/perpendicular?
 * How do you know these lines are parallel/perpendicular?
 *  How can you use parallel and perpendicular lines to prove angle  correspondence   and congruence?

__On-Going Cumulative Review__
Use the last few minutes of your class period as a summarizing/debriefing time to reinforce the material introduced in that day's lesson. The following day, take the first few minutes of class, or use the introduction portion of your lesson to review the most recent concepts taught as a means of refreshment and reiteration for student understanding. This will aid in providing the students with a solid foundation of knowldge and understanding of the topic to build more complex concepts upon.

Implication for Parallel and Perpendicular Lines:
 * At the close of the lesson in which parallel and perpendicular lines are introduced and discussed, review back over the characteristics of each of the topics and the properties associated.
 * At the beginning of the lesson in which parallel and perpendicular lines are being used as properties of shapes for classification, geometric construction, and angle correspondance and congruence, have students discuss the characteristics of these topics to ensure an understanding free of misconceptions.

__Mathematically Correct Language__
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Be careful to use correct mathematical terminology when introducing concepts to students for the first time, and also encouraging students to be aware of their incorporation of vocabulary into discussions surrounding the topic.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Implication for Parallel and Perpendicular Lines:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Possible Student Response: "lines that meet"; correct use of vocabulary: "lines that //intersect//"
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Possible Student Response: "lines that are straight across from each other in the shape"; correct use ofvocabulary: "lines that are //parallel"//

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">__Anticipate Potential Student Struggles__
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Plan the lesson from both the instructor and student perspectives to help you think about possible misconceptions, misunderstandings, and hardships that students may encounter in progressing through the activities. This will help you be more prepared and aid in time management when these problems may arise because you will have anticipated them, and therefore established a combat strategy.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Potential Student Struggles with Parallel and Perpendicular Lines:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Students may assume that because two lines do not intersect on the page in front of them, they are parallel. - Remind students that lines are infinite, and encourage them to visualize the two lines as if they were continually drawn, even extending off the page.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Students may assume that any two lines that intersect, or lines that intersect at an angle close to 90 degrees, they are perpendicular. - Have students review the properties of perpendicular lines, and also possibly measure the angle at which the lines intersect with a geometric tool.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">__Differentiation Within The Lesson__
<span style="font-family: 'Comic Sans MS',cursive;"> Incorporate a variety of activities that appeal to all learning styles so that all students are best served in their preferred learning environment. Consider this when planning your lesson in terms of <span style="font-family: 'Comic Sans MS',cursive;"> activities  <span style="font-family: 'Comic Sans MS',cursive;"> and instruction.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Examples:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Activities that involve individual learning, small group work, and whole-class discussions.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Have written materials readily available for those that need them.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Appeal to all learning styles through instruction by presenting material audibly, visually, and also through hands-on activities.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Have "challange activities" or "extensions" for those students who finish early or grasp the concepts at a quicker pace than the majority of the class.