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Student: Kelsey Hainley
Cooperating Teacher: Mrs. Davis
Grade: Third Grade
Subject: Mathematics
Lesson Topic: Geometry (Lines, Line Segments, and Angles)
Date: March 2, 2015
I.
Task Analysis
SOL Objective
Students’
Background
Knowledge
(Pre-assessment)
Geometry
Focus: Properties and Congruence Characteristics of Plane and Solid Figures
3.15 The student will identify and draw representations of points, line segments, rays,
angles, and lines.
Student’s background knowledge includes:
- A small understanding of points, lines, and line segments.
- A small understanding of angles.
- A small understanding of what geometry is.
Lesson Objective
By the end of today’s lesson, the students will be able to identify and create representations
of points, line segments, rays, angles, and lines (parallel/intersecting/perpendicular).
Key Terms/
Vocabulary
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Resources and
Technology
Differentiation
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Geometry- Mathematics that is about points, lines, surfaces, and solid figures.
Point- an exact location in space (STOP)
Line- an endless straight path with no end points (GO)
Ray- a part of a line with a single endpoint.
Line segment- A part of a line with two endpoints.
Right angle- An angle that measures exactly 90 degrees.
Obtuse angle- An angle that measures more than 90 degrees, but less than 180
degrees.
Acute angle- An angle that measures less than 90 degrees.
Straight angle- An angle that measures exactly 180 degrees.
Parallel lines- Lines in a plane that never cross and are always the same distance
apart
Intersecting lines- Lines that cross at one point.
Perpendicular lines- Lines that intersect to form four right angles.
Toothpicks
Circle dots (neon)
Math Notebooks/Journals
Luna projector
My model for the lesson
Content: The content will be the same for all students.
Process: The students will participate during class with an on the board lesson of lines,
line segments, rays, points, and angles.
Product: The students will work in their interactive math journals to create toothpick and
circle dot representations/examples of lines, points, rays, line segments, and angles.
Assessment
Formative Assessment:
- Checks for understanding
- Questioning
- Observation
- Grand Discussion
- Assessing Background Knowledge
- Homework
Summative Assessment:
- Not appropriate for this lesson
II. Sequence of the Lesson
Anticipatory Set
(3-5 minutes;
brief)
HOOK: Good morning boys and girl! I have toothpicks and circle (dot) stickers for our
lesson today. What in the world do you think we could with toothpicks and circle stickers
that would relate to a new math unit? If you have an idea come up to the board and write
your idea!
Review:
- Does anyone know what geometry is?
- What types of topics do you think we will discuss with geometry?
Statement of learning: Today we are going to learn about the parts of a line that
create different types of shapes by using toothpicks and circle stickers!
Teacher Input
and Modeling
I would like everyone to get out their math notebooks because we are going to work
together to create visual representations for our new unit!
I will discuss our new geometry vocabulary and allow one student to come up and draw
what they think the definition is describing.
First we will discuss what a point is.
-Does anyone have any idea what a point is?
-Can you think of anything outside of math that reminds you of a point?
A point is an exact location in space.
What is a line?
A line is a straight path that extends forever in opposite directions.
-Do you think this line will stop once it hits the end of the white board or will it keep going
forever?
If a line is a straight path that extends forever, what do you will happen to a line segment?
A line segment is a part of a line with two endpoints.
Has anyone ever heard of a ray? If I told you to think about a ray in regards to the sun
what do you think it would look like?
A ray is a part of a line with one endpoint that extends forever in one direction.
There are three important types of lines:
1. Parallel lines- lines or segments in a plane that stay in the same distance apart and
never meet or cross.
2. Intersecting lines- lines or segments that meet or cross at one point.
-Have you ever heard of your parents talk about an intersection on the road? That is
where the roads cross and you will usually see a stoplight to direct the traffic.
3. Perpendicular lines- lines or segments that meet or intersect to form right angles
or a square corner.
Check for
Understanding
Does anyone have any idea what a point is?
-Can you think of anything outside of math that reminds you of a point?
What is line?
-Do you think this line will stop once it hits the end of the white board or will it keep going
forever?
If a line is a straight path that extends forever, what do you will happen to a line segment?
Guided Practice
Has anyone ever heard of a ray? If I told you to think about a ray in regards to the sun
what do you think it would look like?
After the discussion of the important vocabulary we will add to our interactive math
notebook. (I will be walking around/monitoring the students work)
The students will be given toothpicks and circle dots to create representations for the
following:
- Point
- Line
- Line segment
- Ray
- Parallel lines
- Perpendicular lines
- Intersecting lines
*If anyone finishes early I will ask him or her to look around the room and jot down
examples of each of the vocabulary words for our geometry lesson.
I will show my example notebook page through the camera/board projector, so the
Check for
Understanding
Independent
Practice
Closure
students have a model available to them.
- Can you think of something you use while writing that resembles a point?
- Where have you seen parallel lines? (Railroad tracks)
- What do lines help us create?
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Not appropriate for this lesson
Everyone stand up and let’s make these different types of lines with our arms!
1. point
2. line
3. line segment
4. ray
5. intersecting lines
6. parallel lines
7. perpendicular lines
Reflection
*The lesson went really well, but I have a few changes that I would make if I taught this
again. The students and I discussed toothpick etiquette, which I think is extremely
important. We talked about the proper way to use our toothpicks and the ways not to use
them. For example, no poking anyone with the toothpicks or using them inappropriately.
The students thought my toothpick etiquette was humorous, so it went over well and we
had no problems. Also, I would make sure that the tables had a large amount of toothpicks,
so that I would not have to continue handing them out during the lesson. The lines
including perpendicular, parallel, and intersecting lines were a little difficult to get to stay
in our journals, so I would have the students draw the three types of lines. Lastly, the
connections that were made at the end of the lesson with our arm representations were
wonderful for the students to apply their new knowledge of geometry. Overall, the lesson
was great, but as an effective teacher it is important to reflect and change things for next
time!