Lessons Integrating Information and Communication Technology within a Curriculum Area


Byron Douglas Butt


Geometric Lines: Parallel / Transversal / Perpendicular

Grade Level

Junior High – grade 7

Subject Area


Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Students in grade 7 and 8 work on outcomes related to spatial sense and geometric concepts, properties, and relationships. 

This activity provides students with an alternative approach to demonstrating their understanding of the concepts of “parallel lines”, “transversal lines”, and “perpendicular bisector”.   A digital camera will be used to provide samples from the local environment which students will then manipulate within a word processing document.  Another version of this activity could be to use digital video (IMovie / IDVD) to design “math movies” that students design to demonstrate an understanding of these concepts.

Correlations to ICT and curriculum outcomes

Math Outcomes:      E5                identify, construct, classify, and use angle pair relationships pertaining to parallel lines and their transversals

                                  E3                construct angle bisectors and perpendicular bisectors using a variety of methods

ICT Outcomes:         PTS 9.2       explore curriculum concepts under study using specialized software; measuring, sampling and recording equipment; and computer-based simulations, with teacher assistance

                                  PTS 9.3       explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of the specialized techniques associated with the technology they select

                                  CT 12.2       critically apply technological skills in a range of electronic, visual, and print media for formal and informal communication

                                  CT 12.3       design and create electronic documents to accomplish curricular tasks

                                  RPSD 12.4 identify the strengths and limitations of different approaches to research, and select those approaches which efficiently meet their learning needs

Projected timeline for preparation and for carrying out activities

One class per pair of students using one digital camera.

If you have more digital cameras this activity would go very quickly.

Equipment Requirements: (computers, software, etc)

Computer with word processing capabilities and camera input (USB) port. 
Word processors (for example, Microsoft Word or AppleWorks) work well due to the drawing tools available.

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

Student assignment sheet: Geometric Lines Assignment (Word format)  (pdf format)

Sample of assignment: (Word format) (pdf format)

Resources available for teacher/student use (websites, references, etc)

http://www.atomiclearning.com  – learn how to use a variety of word processing software programs.  Requires a subscription.

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)


  1. Research the concepts listed above.  Use your textbook or the above websites.
  2. Take photos of three objects in the local environment and download them into a word processor document. Your task will be to find examples of parallel lines, transversal lines, and perpendicular lines on your pictures. Draw each mathematical construct within each picture, using the “draw” tools.

Student products expected

Word processing document with digital pictures inserted and manipulated.

Samples (include teacher notes, assessment information, student work if available)

See eacher-made sample of assignment: (Word format) (pdf format)

Logistics (organization, grouping, management issues, access to technology)


digital camera per group / individual
basic computer with word processing program and ability to download images from camera

Assessment information (e.g., rubrics for products and/or process)

Rubric for assignment: (Word format) (pdf format)

Rubric for terms: (Word format) (pdf format)

Possible extensions

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