Download Lines of a Web Lesson Plan

Technology-Connected
Lesson Plan
Title:
Lines in a Web
(Parallel, perpendicular, and intersecting)
Grade Levels:
4th – 6th Grades
Curriculum Areas:
 Math (Geometry)
Measurable Objectives:  Students will be able to identify, describe, and compare line
segments, lines, rays, and angles and use appropriate symbols.
LA Content Standards:  {MA.6.26} See Above - Apply concepts, properties, and
relationships of points, lines, line segments, rays, diagonals,
circles, and right, acute, and obtuse angles and triangles in reallife situations, including estimating sizes of angles
Technology Standards:  Technology Research Tools (Linking and Generating Knowledge
Foundation Skill)
Students use appropriate technology to locate, evaluate, and
collect information from a variety of sources
Technology Connection:
 Math League – Basic Terms
http://www.mathleague.com/help/geometry/basicterms.htm
 http://www.math.psu.edu/geom/koltsova/section1.html
 Math.com
http://www.math.com/school/subject3/lessons/S3U1L3GL.html#sm2
Procedures:
 Use the following site to review the following terms;
http://www.mathleague.com/help/geometry/basicterms.htm
 Point: an exact location
 Ray: has one endpoint and goes on forever in one direction
 Line segment: has two endpoints
 Line : extends on forever in both directions
Parallel lines: are the same distance apart and run in the
same direction.
Perpendicular lines: cross to form right angles
Intersecting lines: cross at exactly one point
 Review how to name lines, rays, segments, points, parallel lines,
perpendicular lines, and intersecting lines. Clear out the center
of the room and have students stand in a circle. Pass yarn around
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the circle. Students hold onto a small piece of the yarn and then
pass it either across the circle or next to them to form a web
design. (Make sure that there are some parallel and
perpendicular lines by guiding the passing of the ball of yarn.)
The web is then carefully laid down on the floor so that every
student has a clear view of it. The laminated alphabet points are
placed at intersecting points on the web. These points will allow
the children to name rays, line segments, lines, etc. using
mathematical terminology.
 Each student sits near the web with a wipe board. Ask students
to find (one at a time) rays, points, lines, segments, intersecting
lines, parallel lines, and perpendicular lines. Students must redraw each figure on their wipe board, label it correctly, and
write the symbolic form. Students use the alphabet points that
were placed at intersecting points on the web to label the lines,
rays, etc. that they find. Then students write out the figures
that they find using the correct form of mathematical labeling.
 After each item, students share and check their answers with
each other. The teacher should walk around and be available for
questions. When students are finished, conclude by discussing
how these figures are found in everyday life. Have students
respond to the following questions in their journals: “Today we
have made a web of lines in our classroom. There are examples of
lines, rays, line segments, and points everywhere in our everyday
life. Brainstorm two or three examples of these figures around
you. Did you notice them as being a point, line, segment, or ray
before learning about them in geometry? Why or why not?"
 Technology Center: The following sites will reinforce the
objective:
http://www.math.psu.edu/geom/koltsova/section1.html
Math.com
http://www.math.com/school/subject3/lessons/S3U1L3GL.html#sm2
Materials:
 yarn
 wipe boards/dry erase makers for students
 letters of the alphabet cut out of construction paper; attach
black dots to the letters to represent points (laminating works
well)
Assessment:
 Observe students’ participation in the activity along with their
responses on the wipe boards. You can create a checklist to more
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Teacher’s Name:
School:
formally assess students' abilities to draw, name, and symbolize
the figures correctly.
 Kathy Prine
 CM Fagan
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