Engaging students: Defining the terms perpendicular and parallel

In my capstone class for future secondary math teachers, I ask my students to come up with ideas for engaging their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission again comes from my former student Allison Metlzer. Her topic, from Geometry: defining the terms perpendicular and parallel.

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B1. How can this topic be used in your students’ future courses in mathematics or science?

The concepts of perpendicular and parallel will be implemented in many of my students’ future mathematics courses not only in high school, but also in college. In algebra, the students are asked to find the slope or the rate of change. In looking at the slope, students are asked to find if it’s parallel or perpendicular to another function’s slope.

In geometry, many shapes have properties that define them as having parallel or perpendicular sides (i.e. squares, rectangles, parallelograms, etc.). Also, in order to decide if triangles are similar, their corresponding sides must be parallel. In order to use the Pythagorean Theorem, the triangle must be right angled or have the two legs perpendicular to one another.

In calculus, students are asked to find orthogonal vectors which are also defined as perpendicular vectors. Also, calculus incorporates concepts from algebra and geometry which in turn, include parallel and perpendicular lines.

Therefore, many, if not all of my students’ future math courses will use the topics parallel and perpendicular. Thus, it would be important for me to teach them the two concepts correctly now so that there wouldn’t be any misconceptions in the future.

 

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C3. How has this topic appeared in the news?

One big thing the news talks about every two years is the Olympics. Using the concept of parallel and perpendicular, the constructions are made for all of the different events. Apparent examples of events incorporating parallel lines are track, speed skating, and swimming. The one I will focus on is swimming, namely because it is a very popular Olympic event and one of my favorites. Pictured below is an Olympic swimming pool of 8 lanes. Do the lanes appear to be parallel? Two things that are parallel are defined as never intersecting while also being continuously equidistant apart. One can clearly see the lanes of the pool never intersect. If they did, then the contestants could interfere with one another. Also, because the Olympics is a fair competition, the lanes are equidistant in order to give each contestant a fair and equal amount of room.

Because the Olympics is a well-known event featured in newspapers, articles, and on TV, the students will be able to understand this real world application of parallel and perpendicular.

pool

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E1. How can technology (YouTube, Khan Academy [khanacademy.org], Vi Hart, Geometers Sketchpad, graphing calculators, etc.) be used to effectively engage students with this topic?

Before I would play the video, https://www.youtube.com/watch?v=vnnwfcDcNlY, I would first ask the students to think of as many examples they can of parallel and perpendicular in the real world. After about a couple of minutes, I would tell them to keep those in mind and see if the video included any they didn’t think of. I would play the video from 1:25 to 3:05 which is the portion that displays all of the examples. It has clear pictures of recognizable objects which incorporate parallel or perpendicular lines. Also, the video has labels on the pictures to even more clearly describe where the components of parallel and perpendicular lines are. I believe that the initial brainstorm along with this video would get the students thinking about the importance of parallel and perpendicular lines. Also, I would make the connection that those examples would not be considered parallel or perpendicular unless they met the following definitions. Then I could explicitly define both parallel and perpendicular.

Thinking of real world examples, and seeing pictures of them will help the students understand what parallel and perpendicular lines should look like. After they have this initial understanding, they then could get a better grasp of the definitions. Also, they would recognize the importance of following the definitions to correctly construct objects involving parallel and perpendicular lines.

References:

Detwiler, dir. Intro to Parallel and Perpendicular Line. YouTube, 2010. Web. <https://www.youtube.com/watch?v=vnnwfcDcNlY >.

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