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=Real-Life Parallel and Perpendicular Lines=

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Learning Goal:

 * Both you and your parents spend a lot of time and money to keep you connected to your family and friends via mobile technology. Since many of you are using a cellphone as an excellent means by which to exchange ideas, information, and opinions; why not use this to learn? It is the goal of this activity to uncover a means by which your mobile device can be used to participate in an academic environment by answering the following essential question: How can the properties of the slopes of parallel and perpendicular lines apply real-life objects using familiar mobile technology.

Picture Rules

 * Very simple...DO NOT take a picture of a person. I will approve all pictures submitted, and any pictures that contain all or part of a person will be denied approval.
 * Cellphone Use: you do have permission to use your cellphone for the singular purpose completing this activity within my class only. DO NOT use your cellphone to take pictures during the school day. The point of this project is to apply the mathematics we are learning to everyday objects. I'm sure you can find plenty of objects that satisfy all of these rules just by walking around your neighborhood.

Roles

 * Student 1: This student must have MMS capabilities on their cellphone and permission from their parents to take two pictures: one picture of real-life parallel lines and one picture of real-life perpendicular lines. This person will also be responsible for importing all necessary graphics into GeoGebra and find their corresponding slopes.
 * Student 2: This student leave a voice mail message following the scripting procedures detailed below (Assessment).

Procedures

 * Step 1: Take and upload your pictures of both parallel and perpendicular lines to the corresponding email address stated in the "Uploaded Photos" section.
 * Step 2: Save your graphics to your "Z-drive" and upload them into GeoGebra. (save this file as Lines_Mobile_Activity)
 * Step 3: Plot points on your graphics necessary to create parallel and perpendicular lines. (using the parallel and perpendicular lines tools)
 * Step 4: Find the slopes of all lines. Your GeoGebra files should look something like this:
 * [[image:ParallelLines.jpg width="310" height="315"]][[image:PerpLines.jpg width="313" height="310"]]
 * Step 5: Create your script (see the assessment section).
 * Step 6: Make the call (see the assessment section).

Uploaded Photos

 * To upload your pictures of parallel lines, send your photo via MMS to ﻿parallelbg@cellblock.com
 * To upload your pictures of perpendicular lines, send your photos via MMS to perpbg@cellblock.com


 * ** Parallel Lines Photos ** || ** Perpendicular Lines Photos ** ||
 * media type="custom" key="7531155" || media type="custom" key="7531205" ||

Group Lists

 * Period 3 || .......... |||| Period 10 ||
 * Ed B || Ed G ||  ||   ||   ||
 * Stacey || Cierra/Elena ||  ||   ||   ||
 * Dakota || Sarah ||  ||   ||   ||
 * Cassie || Dalton ||  ||   ||   ||
 * Ashley || TJ ||  ||   ||   ||
 * Vinny || Will ||  ||   ||   ||
 * Aaron || Nate ||  ||   ||   ||
 * Jacob || Joel ||  ||   ||   ||
 * Kyle || Korey ||  ||   ||   ||
 * Kim || Tyler ||  ||   ||   ||

Assessment
In order to successfully complete this activity, you and your partner must submit a detailed explanation via Google Voice to the number (570) 798-7424. Within this explanation you must include:
 * An introduction of course.
 * Parallel Lines
 * A description of the photos you used.
 * State the corresponding slopes that accompany each picture (found in GeoGebra)
 * State your findings regarding the properties of parallel lines.
 * Perpendicular Lines
 * A description of the photos you used.
 * State the corresponding slopes that accompany each picture (found in GeoGebra)
 * State your findings regarding the properties of perpendicular lines.

In order to ensure a quality presentation/podcast, you must script out what you plan to record.

Student Results
Under construction...