Lesson Title: Perpendicular Bisectors Content Goal: At the end of this lesson, students will have a better understanding

of the properties of perpendicular bisectors used in its construction and why perpendicular bisectors are useful in mathematics.

Intended Class Level: Geometry Relevant Common Core Content Standard: 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 segments endpoints.

Assessment: We will know we achieved our goal because our students will be able to identify a perpendicular bisector of a line segment based on its properties on the worksheet and in class discussions. Math Practice Goal: At the end of this lesson, students will use definitions and mathematical language to support their reasoning in constructing perpendicular bisectors. Assessment: We will know we achieved our goal because our students will support their claims with evidence and reach conclusions based on their observations on the worksheet and in class discussions. Relevant Common Core Math Practice Standard: MP3: Construct viable arguments and critique the reasoning of others.

Time t=0

What the teacher will be doing... Warm up will already be on the board. Walk around to check students work and help scaffold. Take attendance.

What the students will be doing... Warm-up: Consider the points A(7,2), B(3,5) and C(-1,8) 1. Find the distance between the points: i. A and B ii. B and C 2. Find the midpoint of the line segment AC. 3. Find the slope of the line segment AC. 4. Find the slope of a line perpendicular to the line segment AC.

t=10 minutes

The teacher will try to pick one student from each group. The teacher will ask questions and point out potential mistakes for the students to fix. Draw graph for part 1 and later have each group fill in one point that they found (use this as a progress check before going over part 1) Facilitate discussion, answer questions

One student from each group will volunteer to present solutions. They are given the option to bring a classmate up to help them. Students will work on attached worksheet, page 1, in groups. Hint cards will be provided if needed for particular questions. Discuss part 1, each group puts one of their points on the graph on the board. Representatives from the groups answer the questions on the board Groups work on part 2 of worksheet

t=20 minutes

t=40 minutes

t=50 minutes t=70 minutes

Monitor groups to make sure they are on task, answer questions and regulate hints Facilitate discussion, answer questions

Discuss part 2 as a class. Representatives from the groups answer the questions on the board to make sure people are on the same page Part 3, constructions

Day 2

Construction is on a separate sheet of paper. Tell them that their lines should be of a decent sized length so they have enough room

The language demands of this lesson are knowing key vocabulary terms, writing mathematical reasoning, and being able to verbalize mathematical thinking.

The lesson addresses the needs of the English Learners (EL) in the class by providing definitions, drawings, fill-in-theblank, and structured tables.

The lesson addresses the needs of students with disabilities by formatting the questions and tables in an accessible manner. This includes graphs, tables,fill-in-the-blank, and designated working space. The lesson addresses Principle 1 of the NRC research findings by accessing their prior knowledge to graphing, plotting points, finding the equation of a line given two points, and their knowledge of the properties of perpendicular lines. The lesson addresses Principle 2 of the NRC research findings by giving supportive reasoning to the procedural construction of a perpendicular bisector. The lesson addresses Principle 3 of the NRC research findings by having students explain their work, justify their reasoning, and checking their calculations.

Name:________________ Part One 1) Point A is at (2,0), and point B is at (6,0).

Find a point C that is equidistant to A and B. (Equidistant means having equal distance, so the length of is equal to the length of ).

Graph C and put its coordinates in the table below.

2) Find 3 more points equidistant from A and B and complete the table. Show your work and graph your points above. Point Distance to A Distance to B

3) What do you notice about the x-coordinates of these points?

4) What equation describes the relationship between these points? Graph this equation above.

5) What is the relationship between the graph of the equation you found and

Part 2 1) Point C is at ( 2, 6), and point D is at ( 4, 3). Point P is at

( , ).

Length of

Length of

Is point P equidistant from C and D? Justify your answer.

2) Find another point equidistant to C and D. Show your work.

3) Find the equation of the line that contains point P and the point you found. Graph the equation above.

4) What is the point at which the graph of your equation intersects relation to ?

? What is this point in

5) Compare the slope of this line to the slope of lines?

. What is the relationship between the two

Property 1- A perpendicular bisector of a line segment intersects the segment at its _________. Property 2- Any point on a perpendicular bisector of a line segment is ___________________ to the endpoints of the segment.

Part 3: Construction 1) On the blank sheet of paper provided, draw a line segment. Label the endpoints A and B. 2) Using your compass, draw a circle centered at A. Then draw a circle of the same radius centered at B. Make sure your circles are large enough to intersect at two points. Label the points of intersection J and K. What do you notice about the lengths of , , , and ? How do you know this?

3) Repeat step 2 for circles of another size radius. Label the points where these new circles intersect each other M and N. What do you notice about the lengths of , , , and ? How do you know this?

4) Draw the line containing J, K, M, and N. Label this line l. 5) Pick any point on line l and call it P. What can you say about lengths this on your picture. and ? Show

This means l is a __________________________ of