Real-Life Parallel and Perpendicular Lines


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:
  • ParallelLines.jpgPerpLines.jpg
  • Step 5: Create your script (see the assessment section).
  • Step 6: Make the call (see the assessment section).

Uploaded Photos


Parallel Lines Photos
Perpendicular Lines Photos


Group Lists

Period 3

Period 6/7...........................
...........
Period 8............................
Ed B
Ed G
Devan (P)
Rachel/Nathan

Shania
Dan/Paul (P)
Stacey
Cierra/Elena
Eric
Josh (P)

Sam (P)
Jenna B.
Dakota
Sarah

Brandon(?)

Kara
Ethan (P)
Cassie
Dalton
Michelle
Billy (Text)

Makayla
Leif (P)
Ashley
TJ
Rebecca
Sierra (Text)

Michelle
Alexander (P)
Vinny
Will
Ronnie
Kacy(P)

Dustin
Beth (P)
Aaron
Nate
Ally(P)
Abby

Curtis
Austin (P)
Jacob
Joel
Taylor(P)
Makayla

Jenna R
Sara (P)
Kyle
Korey
Jessica
Jake/Megan (P)

Elizabeth
R-E-onna
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



Alex and Michelle M. Very nice explanation and superb ending...



Sam and Jenna. Great job. Very well explained...



Beth and Dustin. Really, really fantastic explanation. Nice work.



Austin and Curtis. Great job guys...



Wow, awesome job Abby and Ally. You set the bar pretty high with this explanation.



Makayla and Taylor. A bit unclear in spots, but otherwise good explanation.



Great job Kacy and Ronnie. You get the prize for our first recording..



Jake, probably should have mentioned that the slope of the vertical line is undefined.