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Table of Contents
Sections
Section One: Unit Planning
Section Two: Instruction
Section Three: Assessment
Section Four: Students
Section Five: Technology
Section Six: Cross Curricular
Section Seven: Culminating Activity
Section Eight: Rational for Unit
Section Nine: Resources/Materials
Section Ten: References
Page Numbers
3-6
7-58
59-76
77-81
82-84
85-88
89-100
101-104
105-120
121
Unit Objective:
When given a summative assessment, students will be able to demonstrate their
knowledge of points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines and identify these in two-dimensional figures
receiving at least an 80% or 28/30
Grade Level: 4th grade
Subject: Mathematics
Standards for overall unit:
26.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]
Skills
Concepts
GEOMETRY:
 Students will be
Concepts: Line, Point,
able to draw
Ray, and Angle
points, lines, line
segments, rays,
angles (right,
acute, obtuse),
and perpendicular
and parallel lines.
 Students will be
able to identify
points, lines, line
segments, rays,
angles (right,
acute, obtuse),
and perpendicular
and parallel line
in twodimensional
figures
 Students will be
able to apply
what they have
learned in real
world problems
 Students will be
able to define
vocabulary in
relation to
geometry.
 Students will be
able to identify
angles and
shapes in their
everyday life
Facts








Vocabulary
A line is
straight, and it
extends in both
directions
without ending.
A line segment
is the part of a
line that
connects two
points. It has
definite end
points
A point is an
exact location in
space.
A ray is part of
a line that has
an endpoint and
extends
endlessly in one
direction.
Lines, Line
segments,
Points, and
Rays can be
found all around
you.
You can name
lines, line
segments, rays
and points with
letters and
symbols
Parallel lines
remain the
same distance
apart over their
entire length
and will never
meet.
Perpendicular
lines are lines










Line
Angle
Point
Ray
Parallel Lines
Perpendicular
Lines
Intersecting
Lines
Acute Angle
Obtuse Angle
Right Angle







that are at right
angles (90°) to
each other.
You can name
angles with
letters and
symbols
Intersecting
lines are two or
more lines that
meet at a point.
An acute angle
is less than 90
A right angle
forms a perfect
angle and is 90
degrees
An obtuse
angle is more
than 90
degrees
Angles and
lines make up
shapes
Lesson 1
Introduction:
Geometry is all
around me!
Introduce Point,
Line, Line Segment,
and Ray. Find them
in everyday life.
Based on what
you know about
line, point, line
segment and ray,
how do you find
them and define
them in a
problem.
Lesson 2
Point, Line, Line
Segment, and Ray.
Teach students how to
correctly name a Line,
Line Segment, and
Ray
Lesson 5
Wrap Up-Geometry is
all around me!
The teacher will
discuss with the class
what lines and angles
all have in common.
Angles are made up of
lines.
Connect lines and
angles to shapes.
Lesson 3
Parallel and
Perpendicular Lines:
Introduce and define
parallel and
perpendicular lines
There are
different kinds of
lines. We can see
these types of
lines everywhere.
Based on
lines/line
segments and
what we
learned on
perpendicular
lines, we can
see that they
form angles.
Lesson 4
Angles
Introduce and define
different types of
angles. Learn how to
correctly name an
angle
Connect all
the concepts
to each
other. Lines
make up
angles.
Lines, angles
and points
make up
shapes.
Instruction
For this unit, I will teach geometry through the concepts of lines, line
segments, and angles. As the unit is played out, I will use pictures, videos, a
vocabulary foldable, craft activities, handouts and discussions to help explain and
expand geometry. All of these things will reinforce teaching. Before each lesson,
the class will start with a different engagement that will set the stage for the
lesson. This activity could involve recognizing their prior knowledge and
connecting it to the rest of the lesson. For example, on the first day the lesson
begins with the teacher showing the students pictures of constellations. They
discuss if they have ever seen a constellation and what constellations are made
up of. The students will recall what they have seen in the sky and how the
constellations are made up of lines. There will also be a “Geometry is all around
me chart” that will be used throughout the unit and will stay posted in the
classroom. This chart will be filled out throughout the unit. For example, the
students will discover an example of a line segment in the classroom and put it
on the chart. This will allow students to see that geometry is everywhere and it
will also access their prior knowledge. On the last day, the teacher will review the
chart with the students and then find certain shapes in the classroom.
Throughout the unit, the class will use a vocabulary foldable. Each day,
new words will be introduced and the students will be asked to write the definition
and draw a picture of the word. This vocabulary foldable is a good resource for
the students to have because they can look back at the definitions and use it to
study. We will discuss the words and go over many examples. In Lesson five,
there will be a review of all the words. The vocabulary foldable also holds the
fourth graders accountable for taking notes and keeping up with it. This is a habit
they will need to have in the following years.
The questions I ask will help encourage students to think about how they
see geometric figures in their everyday world. The questions will challenge the
students thinking. For example, I will ask, “ Can a line be in a shape?” No,
because lines are continuous. I will ask, “Where do you see a line, angle, etc. in
the classroom?” This is when I will have the students help me fill in the
“Geometry is all around me chart”. The questions I ask will allow me to make
sure the students understand the concepts and are paying attention. I will make
sure to ask my questions to a variety of students. Asking questions to a variety of
students will help me make sure the students are paying attention and to monitor
those who already struggle in math.
Design for Learning
Instructor: Sumter Barbour
Grade Level/Cooperating Teacher: Mrs. Evans 4th grade
Lesson Title: Geometry
Date: March 9, 2015
Curriculum Area: Mathematics
Estimated Time: 40 min
Standards Connection: 4th grade.
26.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]
Learning Objective(s): When given a quick write, students will be able to define
in their own words and illustrate a point, line, line segment, and ray, receiving at
least an 87%
Learning Objective(s) stated in “kid-friendly” language: Students will do a
quick write in their math journals about what a point, line, line segment, and ray is
in their own words. They will also be asked to illustrate each one receiving at
least a 87%
Evaluation of Learning Objective(s): students must correctly define point, line,
line segment, and ray correctly and draw a correct picture to receive credit. For
each one drawn incorrectly, students will be deducted one point out of eight.
Engagement: The teacher has already passed out the foldable before the
lesson. The teacher will begin by showing the students pictures of constellations.
She will talk about how they form a recognizable pattern. Then she will point out
the parts of the constellation that connects to geometry. Finally she will tell the
students what they will be learning about. I need everyone’s attention up front.
You all just finished talking about space. She projects a picture of different
constellations on the board. What do we call these? She allows the students to
answer. They are constellations! You all have great memories! What do we
notice about all of these constellations? She wants the students to point out that
they are form a picture/pattern and have lines. Well constellations form patterns
right? Long ago, people would create these constellations by connecting
imaginary lines between them. While she is talking about constellations, she is
showing the class a picture of Orion and the Big Dipper. Take for example, the
Big Dipper. She projects the Big Dipper on the board. We can see that the Big
Dipper has lines. The stars could be points that are connected by line segments.
Today we are going to start learning about geometry.
Learning Design:
Teaching: Before they get started, the teacher will access prior knowledge. She
will ask students to help her fill in a chart called “Geometry is all around me”
Then as a class they will work on the foldable. The teacher will have given
everyone in the class a long piece of paper, for the foldable, before she started
the lesson. This piece of paper will be their vocabulary sheet/foldable. They will
take the piece of paper and fold it. They will take the too long sides and fold them
toward the middle. They will then cut the folded sides to make flaps.
I just told you all that we are going to be learning about geometry! On the board,
in the corner, she writes “I will be able to draw points, lines, line segments, rays,
angles (right, acute, obtuse), and perpendicular and parallel lines. I will identify
these in two-dimensional figures.” Then she tells the students By the end of this
unit you will be able to draw points, lines, line segments, rays, angles and
perpendicular and parallel lines. You will also be able to identify the in twodimensional figures. This will stay on the board during the week. I have this chart
up here on the board (a piece of easel paper) and I need you to help me fill it out.
Can anyone tell me a Geometry Term? She uses the students’ examples to fill
out her chart. For example, if a student says circle, she will write circle under
geometry term on the “Geometry is all about me chart”, draw the symbol and
then under real life example draw or write the top of a soda can. Once she has
gotten at least four examples, she will explain to the class that geometric terms
can refer to shapes but other terms in geometry refer to lines used for building
and designing. That is some awesome thinking and I can tell that you know that
geometry involves shapes. Well geometric terms can also refer to lines used for
building and designing. Think back to the constellation. What was it made up of?
Lines that is correct! And the lines made a design!
Today, we are going to be learning some new geometric terms. The terms are
lines, line segments, rays, and points. The blank piece of paper I have given you
we will be using throughout the week to define our vocabulary terms and draw
pictures. Lets fold it and fix it so that we can use it. I want you to take the two
sides and fold them toward the middle. The teacher does this on her own paper
in front of the class while telling them the directions. Now I want you to draw lines
and divide each flap into five sections. There will be a total of ten flaps. Once you
have drawn your lines, cut on the lines. She gives the students a minute to do
this. She walks around the room and helps those who do not understand or who
are having trouble. Now that we have our flaps done, I want you to write point,
line, line segment, and rays on the first four flaps. She shows the students how to
do this under the ELMO. This is going to be our vocabulary foldable for the week.
Under the flaps we will be writing the definition and drawing a picture.
After finishing the foldable, the teacher will show a short video about what they
will be learning about (stop at 1 minute and 48 sec). Now I am going to show you
a quick video that talks about what we are going to learn about today. Listen
carefully about what it says about lines, line segments, rays and points. After the
video, the teacher will go over each vocabulary word separately and define them.
Now that we have watched the video, who thinks they know what a line is? She
looks for an answer and then asks the student to draw it on the board. Can you
come draw it up on the board for the class? Very good. Now the special thing
about a line is that it is never ending. So we are going to draw arrows on it. The
arrows show that it keeps going. Under your picture that you draw in your
vocabulary booklet I want you to right the definition. A line is straight, and it
extends in both directions without ending. She writes the definition on her
foldable under the ELMO. Write this definition down. Then the teacher holds out
her arms parallel to the floor and points with her fingers. What kind of figure do
you think I am modeling? A line! Very good! Now everyone hold their arms out
and point with your fingers. Why do you think we are pointing? That’s right
because a line never ends. Do you think we can find a line in our classroom?
She waits on the students to raise their hand. If the student says yes she will
remind them of the rule. (True lines go on forever so you won’t be able to find it in
the classroom.) Looking at the constellations, (she puts a picture of The Big
Dipper under the ELMO) does this picture look like it has a line? She waits for a
student to raise their hand. (She may have to address that yes they look like they
have lines but remember what we just said, lines are never ending) No, because
the line ends at a star or a point. (May have to be stated: What you are pointing
out is a line segment). When we look at the top of the big dipper, we would call
this line a line segment. A line segment is the part of a line that connects two
points. It has definite end points. She writes the definition on her foldable under
the ELMO. Then she gives the students time to write it in their foldable. Draw this
line segment for me. She draws it on her sheet so that the students can see. She
draws a line with two dots at the end of it. Now hold out your hands again but this
time make fists. Why are we making fists? She calls on a student. That’s right,
we are making fists to represent the points at the end of a line segment. Can
someone come a point out a line segment on Orion? She puts Orion under the
ELMO. Now can someone point out a line segment in the classroom? When the
student gives an example, the teacher will ask the student to write it on the
“Geometry is all around me chart” Very good, we can see a line segment on the
edge of the bulletin board! Can you write that on the chart for me? Next we are
going to look at points. What do you think are the points in this picture? She
points to the picture of Orion. She hopes that the students will point out the stars.
Orion is still being projected on the board. A point is an exact location in space. A
point is represented by a dot. She writes the definition on her foldable under the
ELMO. Write this definition in your foldable. She gives the students time to write
the definition down. She does it under the ELMO so the students understand
what is expected of them. How do you think we would represent a point with our
bodies? She allows the students to explore this idea and then holds her fist out if
no one guessing this answer. I will represent a point by holding out my fist.
Everyone make a fist for me. Awesome! So can someone tell me how many
points Orion has? She calls on a student. Orion has 19 points. Can you think of a
point in the classroom? The student who gives her an example, she asks to write
and draw the example on the “Geometry is all around me chart” Finally our last
word is ray. A ray is part of a line that has an endpoint and extends endlessly in
one direction. She draws this example out on her foldable on the ELMO. When
we look at the constellations, do you see a ray? No but how can we make a ray?
She calls on a student to come up to the board and draw on the projection. Can
you draw a ray on this constellation? Very good! Then the teacher draws her
own. She uses a colored marker and starting at end point, draws a line with an
arrow at the end of it. Now draw a ray in your foldable. She draws the picture in
her foldable. Don’t forget to write the definition and draw the picture. Now that we
have more of an understanding what all these terms are, we are going to do a
craft.
II. Opportunity for Practice: After discussing the vocabulary, the teacher will ask
the students to create their own constellations using a line, line segment, point
and ray. She will show them an example that she has created so that they know
what is expected of them. They must name their constellation as well. Now we
are going to make our own constellation. I want you guys to be as creative as
possible. She will hand out star stickers, black paper and a white crayon. I want
you to create a constellation that has a line, line segment, ray and points. Now I
know that this means that you will have some continuous lines but that is ok.
Here is mine that I created. I call it The Great Fort. She then points out her line,
line segment, ray, and point. You must be able to identify your line, line segment,
ray and point. You will have about 5 minutes to create your constellation.
Remember you must be able to tell me were everything is. Lets label everything
lightly with a pencil. When you are done raise your hand and I will come look at it.
She walks around the room watching the students and making sure they are
doing what they should. She also checks for understanding. When a student
raises their hand she will check to make sure they have examples of all the
terms.
III. Assessment: For an assessment, the teacher will ask the students to do a
quick write in their journals. They have to define point, line, line segment, and ray
in their own words and illustrate each word. She will have the vocabulary words
written on the board so they know which ones they have not done. They will have
about 5 minutes to complete this. Now, I need you all to pull out your math
notebook. In your own words, define what a point, line, line segment, and ray is. I
have written the vocab words on the board to help you out. I also need you to
draw an example of them for me. You will have some time to do this but I need
you to complete it because I will be collecting them. She gives the students five
minutes and then tells the students to shut their journals. Eyes and ears up here.
I need you to stop writing and shut your notebooks. Put them to the side so I can
collect them.
IV. Closure: Once the students are done with their quick write, the teacher will tell
them to leave their writers notebooks out so she can collect them and then
review what they learned. Finally she will tell them that they will be learning about
how to correctly answer questions about points, lines, line segments, and rays.
Now that you are done with your quick write, leave your writers notebooks out
because I will be collecting those later. Can anyone tell me what we learned
today? Very good! We learned about points, lines, line segments, and rays. What
did we learn about these geometry terms? She calls on a few students to
answer. Well tomorrow, we are going to learn more about them and learn how to
correctly answer math questions about points, lines, line segments, and rays. We
will also have another fun activity to do!
Materials and Resources:
 Constellation pictures-Orion and Big Dipper
 Paper for foldable
 ELMO
 Writers notebooks
 Black paper
 White crayons
 Video- https://www.youtube.com/watch?v=yCImBGEIa5o
 Whiteboard
 Geometry is all around me chart.
Differentiation Strategies (including plans for individual learners
Accommodations: For those who struggle with the concepts, the teacher will
have them pair up with a student to make a constellation. They will also be given
a partially filled in foldable.
Extensions: Students will make their constellation complex. They have to have
more than 2 lines, line segments, and rays.
Data Analysis: The students did really well on the assessment. A few students
struggled with the definition of a ray. They were able to draw it but not put it in
their own words. And a few students could not draw a ray. Only three students
out of the twenty-one received less than an 87% and these students are typical
strugglers. I will meet with them separately and go over the vocab with them.
Reflection: The lesson went really well. One thing I would have done differently
was making the foldable for all students. This was a little difficult for them. The
students enjoyed creating their own constellations. They got really creative with it
and I enjoyed seeing what they came up with. I would have changed this a little
by telling them that it needed to have all the requirements, not look like an actual
object. The students also loved coming up to the board to write examples. Using
constellations to show lines and points was a great idea. This accessed their
prior knowledge because they just talked about constellations in science. The
video was also a good visual for the students.
Example of my Constellation: The Great Fort
Design for Learning
Instructor: Sumter Barbour
Grade Level/Cooperating Teacher: Mrs. Evans 4th grade
Lesson Title: Geometry
Date: March 10, 2015
Curriculum Area: Mathematics
Estimated Time: 30 min
Standards Connection: 4th grade.
26.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]
Learning Objective(s): When given Kahoot, students will correctly identify
points, lines, line segments, and rays receiving 8/10.
Learning Objective(s) stated in “kid-friendly” language: The students will pull
out their chrome books and take a kahoot quiz about points, lines, line segments,
points, and rays.
Evaluation of Learning Objective(s): When taking the Kahoot quiz on points,
lines, line segments, points, and rays, students must receive at least an 8/10
Engagement: The teacher will begin by showing the students a map of
Birmingham. She will ask the students if it looks familiar and if they see anything
geometric about it. Alright class, eyes and ears please. Do you recognize this
map or anything on it? She calls on a student who raises their hand. The map
shows the Birmingham Rights Museum and the 16th Street Church. That’s right!
You all just learned about what happened at the 16 th Street Church. What
happened? She waits for an answer! Good memory! There was a bombing! The
map is of Birmingham. Has anyone ever been to this part of downtown? She
calls on a student to answer her question. Remembering what we learned
yesterday, can anyone see anything geometric about the map? That’s right, there
are lines on the map. We could even make the map have points. So if you think
about it, maps all have lines on them. Streets that have an end could be rays and
streets that go on forever could be lines.
Learning Design:
Teaching: The first thing they will do is fill out a clock partner sheet. Second, the
teacher will begin by reviewing with the class what they learned the previous day.
Then she will teach the students how to correctly name lines, line segments,
points, and rays. To do this, she will first go back to the map she used in the
engagement and then show the students a separate problem.
Before we get started I need you to fill out this clock partner sheet. You will find a
partner for each time and write your partners name down. For example, if I
partner with “Emma” at 12:00 I will write her name down on the 12:00 spot and
she will write my name down on her 12:00 spot. You have a quick minute to do
this. Any questions? She answers questions. Go! After a minute she tells them to
sit down. Alright class sit down and eyes and ears up here. Put that to the side
for now. Yesterday we learned about lines, line segments, rays, and points. Can
everyone show me with their arms what a line is? She watches the class show a
line with their arms. She then does it as well, making sure they are pointing with
their fingers. Why do you think we need to point with our fingers? She calls on a
student. We point to show that a line is never ending. Awesome! Who can tell
me by raising their hand what a line segment is? She calls on a student who
raises their hand. Yes a line segment does not continue on forever. Can you all
show me a line segment with your arms? She watched the students and again
does it with them. Very good! Raise your hand and tell me the difference
between a line and a line segment? She calls on a different student. That’s right;
a line segment ends at two points. While she is calling on students, she tries to
call on those who struggled the previous day or who haven’t been called on.
Then she draws a ray on the board. What is this called? She calls on a student!
That’s right it is a ray. Can someone raise their hand and tell me what a ray is?
She calls on a student. (She is trying to get the students to recall the vocab.)
Now everyone show me a point with their hand. She then calls on a student to
tell her what a point is. What is a point? Good memory! Now all of these
geometry terms can be found almost everywhere we look. In geometry, there is a
correct way to state when you find a line, line segment, ray or point. Let’s look at
the map again. She projects the map on the board and traces the streets. She
then adds points to where the museum and church are. She also adds other
random points. She then turns off the projection and all she has left on the board
are lines and points. She labels the points with letters. She also adds arrows to
the ends of the lines. Now when we look at this problem, who can see lines and
line segments? Good, can you show me where? She asks a student to come up
to the board and draw on the line/line segment with a different color marker. Can
you trace a line with this green marker? Now can someone trace a line segment
with this blue marker? She calls on a different student. Awesome! Now, if we look
at the line, we see that it has two points on it. She highlights the points with a
different marker.
These points have letters on them and because they have letters on them, it
makes it easier for us to tell someone where a line or line segment is. If someone
asked us where the line was in this picture we would answer like this. She writes
the answer on the board (BF). The answer would be two letters with a line over it.
(The line would have arrows on the end). Now can someone give me an example
of another line? She asks them to come up to the board and write the answer.
Can you come up to the board and write the answer for us. Remember find two
points on a line. It can be any two points. She watches the student. If HF is a line,
how do I show someone that it is a line? She wants the student to write the
letters HF and draw a line over it. She then calls on two more students for
examples. For example, there are three points on this line but I just pick two.
(HF). Then she moves on to line segments. When we write line segments, we
find the two points that will be the ends of the line segment. For example, point D
and E can be our end points. The only difference when answering this question is
that the line above the letters will not have arrows. She allows some students to
give her examples on the board of line segments. Now that we know how to draw
lines and line segments, who can guess how they draw a ray. Pull out your clock
and turn and talk to your 6:00 clock partner about it. Together draw how you think
you would represent a ray. She allows the students to talk for 30 sec and then
asks a student what they talked about as partners. Ok sit down. How would we
draw a ray? She calls on a student to come to the board. Come to the board and
show the class how you think you would draw a ray. She waits till the student is
done and then explains how to label/name a ray. We have to pick the two points
that are on the ray and then put a small ray above the letters of the two points.
She writes an example on the board (GF). Now how many points are on this
figure? Very good! There are eleven points. Who can tell me how they think you
give an example of a point? She allows a student to give an answer. When you
are trying to demonstrate a point you write it like this. She writes a letter and then
puts a dot on the side of it. It is similar to the other ones but instead I am labeling
it with a point. Before erasing the board, the teacher asks the students if they
have any questions. If they have questions she answers them and then moves
on.
She erases the board. Now what if I gave you this…she writes AB with a line
segment over it. Someone raise their hand and tell me what that means. She
calls on a student. Exactly, that means line segment AB. Someone raise their
hand and come draw line segment AB for me. She calls on a student and makes
sure they draw a correct line segment with the points AB on it. Now what if I drew
this…she draws FG with a ray over it. Someone tell me what that means. Yes it
means ray FG. So how would I draw ray FG? She calls that same student up to
the board. Very good class! As you can see I can start with a picture and you can
name lines, line segments, or rays OR I can give you the name and you can
draw it for me!
II. Opportunity for Practice: The students will be divided into groups and create
their own city map. The teacher will have an example to show the students so
that they know what is expected of them. The city must have a name. The roads
will be labeled with letters along with important landmarks and the city has to
have an example of a point, line, line segment, and rays. Then the group must
show how their city has a point (point of interest) line segment, line, and ray.
They will list these in a box on the corner of their map. Ok class, we just learned
how to correctly name lines, line segments, rays and points. For an activity, I am
going to divide you up into groups and you will create a city map for me. On this
map, you are going to label everything with letters, just like the problems we were
looking at previously. You may also have important landmarks that will be
represented by letters. Here is an example. She shows the class her design
under the ELMO and explains it. On my map, I have lines, line segments, points
and rays. I have labeled the points so that they are certain places in the city. I
then put this information in the key.
Your city must have a name as well. I have made a requirement sheet to hand
out to everyone so you know what is expected of you. You will have about 15-20
minutes to do this. She asks a student to hand out the requirements page.
Before you get started, draw a rough draft on a blank sheet of paper. Once you
have it drawn out, bring it to me so that I can make sure it is correct and then you
can draw it on a poster. She divides the students into groups. Once in their
groups she tells them to spread out. Now you guys can spread out with your
groups and get started. She walks around the classroom and makes sure the
students are working. Then she checks those who are done and gives them
poster paper to draw their city on.
III. Assessment: For an assessment, the teacher will prepare a Kahoot for the
students. A Kahoot is online and it will have questions on it. The students will use
their chrome books to answer the questions. Alright class, finish up where you
are and bring me your poster. Then go to your desks and open up your chrome
books and go to Kahoot. We are going to take a quick quiz on what we have
learned today. There may also be review questions about what we learned
yesterday. She pulls up the Kahoot and gives the students a minute to sign in.
When you create your name, make sure there is a way I know it is you. Once
they are all signed up, she starts the quiz. At the end, they will see who had the
most points and then go back to their seats. Now I need everyone to go back to
his or her seats so we can talk about what we learned today.
IV. Closure: To close the lesson, the teacher will ask the students to turn and talk
to their partner. They will have to tell their partner one thing they learned today.
Then share with the class. Now quietly turn and talk to your 12:00 partner. You
must tell your partner one thing you learned today. Make sure you are listening
and remember because I am going to ask you to share what your partner said.
Now go find your clock partner. She waits till it seems like everyone is with their
partner and gives the students one-two minutes to talk. While they are talking
she hands out slips with their names on it. She also hands out homework. Then
she tells them to stop and listen. Alright, wrap it up and look at me. Tell me what
your partner learned. She calls on a few groups to share. Very good class! Now
while you were working on that I handed you some homework. Put this in your
homework folder and it is due tomorrow. I also handed everyone a slip with your
name on it. On your way out to specials, you need to put that slip into one of
these three boxes. Green for you understand this, yellow for you still are a little
confused and red for you don’t get it at all. This will help me help you! Now it is
time for specials!
Materials and Resources:
 Kahoot
 Computer
 Whiteboard
 Clock Partner sheet
 Paper
 Makers
 Practice/City Rubric
 ELMO
 Map on computer
 Homework-Points, Line Segments, Lines and Rays
 Baskets (green, yellow, red)
 Stickies with students names.
 My example of a city
Differentiation Strategies (including plans for individual learners
Accommodations: Students are with partners to make their city. The foldable will
be partially filled out for the lower level students. This will include the words and
definitions already. The students have to draw the pictures.
Extensions: Choice board for higher level learners. (Attached)
Data Analysis: The students did really well with the quiz and they enjoyed it. Out
of the 21 students that played, 2 received 10/10, 15 received 9/10, 2 received
8/10, 2 received 7/10. Overall, I was happy with the scores and think the kids
retained information. The two that did not do well were goofing off during the quiz
and they are also strugglers in the classroom.
Reflection: The lesson went really well today. The students really connected to
the map because they had previously talked about the 16 th church bombing. The
only thing that was difficult was time management. I had to do the assessment
later on in the day and this was frustrating because they had lost their math
mindset. I would have also changed the activity to make it individual because too
many students were arguing about what they wanted to do and this took up time.
The slips at the end of the lesson were very helpful and for the most part, it
seemed like everyone was honest. I plan on conferencing with those who
struggled and had questions during centers.
Map for Engagement
Will be pulled up on computer and projected in front of the class
Homework
Choose an activity. Color the activity once it is completed.
Go around the classroom and
find lines, line segments, rays,
and points. Write these
examples down in your math
notebook.
Play an online game.
http://www.adaptedmind.com/pg
amev85munchkinfixlimitemailv3
d.php?utm_expid=3385351786.KpDAia3fTCZ3S11Xnl9Bg.6&tagId=1181&
utm_referrer=http%3A%2F%2F
www.google.com%2Furl%3Fsa
%3Dt%26rct%3Dj%26q%3D%2
6esrc%3Ds%26source%3Dweb
%26cd%3D6%26ved%3D0CDo
QFjAF%26url%3Dhttp%253A%
252F%252Fwww.adaptedmind.c
om%252Fp.php%253FtagId%25
3D1181%26ei%3D_cQAVbyJH
MWWyATyhYKQBQ%26usg%3
DAFQjCNFSdoGe3aInh4sKBirol
8iBmyHaQ%26sig2%3Dmr122xazt1V
hPETXihIlfg%26bvm%3Dbv.879
20726%2Cd.aWw
With a partner, create your own
problems about line, line
segments, rays, and points.
(You need at least 4 problems)
Complete a worksheet about
lines, line segments, rays, and
points
Watch the video on
Brainpop and take a
quiz.
https://www.brainpop.c
om/math/geometryand
measurement/geometry
/
Take a quiz.
http://www.ixl.com/mat
h/geometry/lines-linesegments-and-rays
And show the teacher
your score.
Free Space
Explore the given website and
write an 3-2-1
http://www.mathsisfun.com/geo
metry/line.html
Look at different
shapes and on a blank
sheet of paper,
find/explain the
relationship between
shapes and lines and
points
Worksheet for Choice Board
Design for Learning
Instructor: Sumter Barbour
Grade Level/Cooperating Teacher: Mrs. Evans 4th grade
Lesson Title: Geometry
Date: March 11 and 12, 2015
Curriculum Area: Mathematics
Estimated Time: 30 min
Standards Connection: 4th grade.
26.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]
Learning Objective(s): When given an exit slip, students will be able to draw
and label perpendicular intersecting, and parallel lines receiving a 100%.
Learning Objective(s) stated in “kid-friendly” language: Students should be
able to draw and label perpendicular and parallel lines.
Evaluation of Learning Objective(s): Students will be given an exit slip and
must receive a 100%
Engagement: The teacher will begin the lesson by showing the students a video
on Brainpop. After the video they will discuss what they saw. Then they will look
around the classroom and see if they can find perpendicular and parallel lines. All
eyes on me. Today we are going to continue to learn about geometry. I have a
video for us to watch. Pay close attention to it because it will begin our discussion
today! The teacher plays the video.
Learning Design:
Teaching: She will tell the students to pull out their vocabulary foldable and to
write perpendicular and parallel lines on two of the flaps. Then she will define
parallel and perpendicular lines. Who can tell me what they think we are learning
about today? That is correct. Parallel lines and Perpendicular lines are
everywhere. Pull out your foldable and write perpendicular and parallel lines on it.
She projects her foldable under the ELMO. She then tells the class the definition.
Parallel lines remain the same distance apart over their entire length and will
never meet. Write this definition in your foldable. She gives the students a minute
to do this. Parallel lines look like this. She walks over to the board. Parallel lines
can go in any direction as long as they follow the rule that they will never touch.
She draws a few examples on the board that is in different directions. Do you
think two of you could demonstrate parallel lines by lying on the floor? She calls
on two students to demonstrate. Very good! Now if I took these two students and
stretched them out, would they ever touch? No! In your foldable, draw an
example of parallel lines. Try to make them as straight as possible. She does this
under the ELMO so they can see what the lines should look like. The other type
of line is a perpendicular line. Perpendicular lines are lines that are at right
angles (90°) to each other. A right angle is like a corner of a square. It forms a
perfect corner. Write this definition in your foldable. She writes it under the ELMO
so that can see. Perpendicular lines look like this. She draws a picture on the
board. With your arms, show me perpendicular lines. She hold up her crossed
arms so that the students know what to do. Very good! Now make sure your
draw a picture of perpendicular lines in your foldable. She draws a picture on her
foldable under the ELMO. She then introduces intersecting lines. She draws
intersecting lines on the board. Look at these lines. What type of lines are these?
If someone says perpendicular she will answer that they look like perpendicular
but what was the rule for perpendicular lines? They form a perfect 90 degree
angle. Do these form a 90 degree angle? She waits for an answer. No, so we are
going to call these intersecting lines. Write this down in your foldable. Intersecting
lines are two or more lines that meet at a point. Also draw an example of
intersecting lines. She does this under the ELMO so that they can see what their
foldable should look like. Now I want to see if you really understand
perpendicular, intersecting, and parallel lines. She draws an example on the
board of parallel lines. What are these? Raise your hand. Yes they are parallel.
Then she draws another example of parallel lines closer together and angled.
Are these still parallel lines? Yes they are. Why? She calls on a student. That’s
right! They follow the rule that they will never touch. Then she draws
perpendicular lines on the board and intersecting lines. Which lines are
intersecting? She calls on a student. That’s correct! Why are they intersecting
lines? She calls on another student. The teacher wants the students to be able to
tell her the rules and restate the definition. Can someone draw me another
example of intersecting lines? She calls on a student to come to the board. Very
good! So if these are intersecting, what types of lines are these? She points to
the perpendicular lines. Yes they are perpendicular. Can someone come to the
board and draw me another example of perpendicular lines? She makes sure
they draw lines that form a right angle. Can someone draw me another example
that looks a little different. She calls on another student. Very good guys! And
now who can tell me what these are? She draws parallel lines and calls on a
student. Yes these are parallel. Now with your thumbs, I want you to tell me if
you understand these three different types of lines. Thumbs up if you got it and
don’t need anymore help, thumbs sideways if you kind of understand but may
need practice and thumbs down if you are completely lost. She waits for the
thumbs and takes note of them. Those who have sideways thumbs she will help
with the upcoming activity. Those with thumbs down she will have to conference
with during Tuesday Centers. To finish up, she will have the students find
parallel, perpendicular, and intersecting lines in the classroom. Finally, let’s look
back at our “Geometry is all around me” chart. Can someone find me an example
of parallel lines in the classroom? Yes! On the bulletin board! Can you go and
write that in our chart. While the student is writing, she takes one more example.
Ok I will take one more example of parallel lines. Aweosme job! Now what about
perpendicular lines? She tells the students to look up. The ceiling tiles make
perfect what? Angles, yes! She calls on a student to write this in the chart. Can
you write that example in the chart for us? And finally intersecting lines! Where
can we find those? She calls on a student. Why are those intersecting and not
parallel? She waits for the student to give her an answer. That is really good
thinking! So as you all can see, we can find different types of lines anywhere!
II. Opportunity for Practice: The teacher will begin by asking if the students have
ever seen a stain glass window. Then she will put a picture of a stain glass
window up on the board. She will point out how the window has perpendicular
and parallel lines on it. She will then tell the class they are going to make a stain
glass window using parallel and perpendicular lines. If you remember we talked
about different places we see parallel and perpendicular lines. Have any of you
seen a stain glass window? Raise your hand. She pauses for raised hands. Well
stain glass windows have parallel and perpendicular lines. The teacher projects a
picture of a stain glass window on the board. Who can see the parallel and
perpendicular lines? Come point one out for the class. She calls on a student to
point out the parallel lines. Then she calls on a student to point out the
perpendicular lines. What we are going to do is create our own stain glass
window using these different kinds of lines. We will use sharpies on this photo
paper. You are going to use the shiny side. I want you to be creative. Now
remember what is a perpendicular line? She waits for a student to say that is
makes a 90 degree angle. Yes it makes a 90 degree angle. What is a parallel
line? Make sure you have 2 or more examples of each line. The more lines the
better! You can also have random lines that cross each other that don’t make
perpendicular lines. You will have about 10-20 minutes today to work on this. If
you don’t finish we will set aside time on another day to do so. She passes out
photo paper and black sharpies. When you are done with your lines, then you
can color them in. She hands out the paper and black sharpies. I will give you
colored sharpies when you are done. You may begin. She walks around the
room to make sure the students are working and doing the activity correctly.
When they bring their window to her she checks it and if it is ok, hands them
colors.
III. Assessment: The teacher will hand out an exit slip and tell the class they must
draw an example of parallel, perpendicular, and intersecting lines. Now before
you leave for specials, I need you to fill out this exit slip. I need you to draw me a
picture of each type of line and label them. You must finish this and then bring
them to me. She hands out the exit slips and gives the students about 2 minutes
to finish them.
IV. Closure: After she collects the exit slips, the teacher asks the students what
they learned today. Raise your hand and tell me what we learned about today.
Very good! Parallel intersecting and perpendicular lines! Can someone tell me
something cool they learned today? She wants them to mention how lines are
everywhere or in stain glass windows. So when you walk around the school, look
for parallel and perpendicular lines! Then you can tell me when and if you see
them! I also have some homework for you to do. She passes the homework out.
If you look at the sheet real quickly, it says to identify the different types of lines.
So for number one you would look at the picture for number one and you would
write what? Parallel! That’s correct. Put this in your homework folder. It is due
tomorrow. Then she tells the class to get ready for specials.
Materials and Resources:
 Sharpies
 Photo print
 Vocabulary foldable
 Computer
 Brainpophttps://www.brainpop.com/math/geometryandmeasurement/parallelandper
pendicularlines/preview.weml
 ELMO
 Exit Slip
 Identifying lines homework
 “Geometry is all around me” chart
Differentiation Strategies (including plans for individual learners)
Accommodations: Lower level- The teacher could have then participate in the
activity but work with a partner. For the assessment, she could draw different
types of lines and have the students label them.
Extensions: For an extension, the students could talk about the different shapes
with parallel and perpendicular lines. They could list these shapes out and then
find them in the classroom.
Data Analysis: When giving them the assessment and collecting it, the students
did well with understanding parallel lines. 19/20 that were there for class
struggled with the difference between perpendicular and intersecting lines.
I gave the class homework and when going over their hw the next day this was
also evident.
Reflection: Lesson three had to broken down into two days. The class spent
some time working on their city and then we went into parallel and perpendicular
lines. The students were very involved during teaching and the Brainpop movie
kept the students’ attentions. The next day, we went over homework and talked
about what they missed. Then the students made a stain glass window. They
loved this activity. While walking around, I would ask the students to show me
their parallel intersecting, and perpendicular lines. This was a great informal
assessment because if they were not understanding, I could explain it more to
them.
Design for Learning
Instructor: Sumter Barbour
Grade Level/Cooperating Teacher: Mrs. Evans 4th grade
Lesson Title: Geometry
Date: March 13, 2015
Curriculum Area: Mathematics
Estimated Time: 45 min
Standards Connection: 4th grade.
26.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]
Learning Objective(s): When given a worksheet, students will identify the given
angles as acute, right, or obtuse receiving at least a 16/20 or 80%
Learning Objective(s) stated in “kid-friendly” language: Students will be
handed a worksheet with 20 problems on it. They are to identify the angles as
acute, obtuse or right. They must get 16/20 correct.
Evaluation of Learning Objective(s): The students will demonstrate their
knowledge of angles by recognizing the angles on the worksheet receiving at
least a 16/20 or 80%
Engagement: The teacher will take three students and have them form a triangle
on the ground. Then she will stand in a corner and ask the students what she is
standing in. This will access their prior knowledge of triangles and angles in
which they have talked a little about in morning work. Eyes and ears on me! I
need three volunteers. I will call on you only if you are sitting quietly with your
hand raised. She calls on three students that are sitting quietly with their hands
raised. Then she tells them secretly to make a triangle. I need you three to make
a triangle on the carpet. She allows them to form a triangle. Alright, can anyone
name this shape? She calls on a student. Very good answer! It is a triangle! Now
Think about what we have previously learned. What do our friends represent?
What part of the triangle? She is looking for the word line or line segment. They
are the lines of a triangle! Then she steps inside the triangle and stands in the
corner. Before you raise your hand, think about the question and the answer.
Can anyone guess what I am standing in? She gives the students time to think.
Then she calls on someone. This is an angle! Awesome job! Lets clap for our
volunteers and you guys can go back to your desks!
Learning Design:
I. Teaching: The teacher will begin by telling the students that they are going to
be learning about angles. Then the students must find different angles in the
room. Lines form angles. Angles are two rays that share a common endpoint.
Today we are going to learn about three types of angles. Can anyone guess
what those angles are called because we have already talked about a few in
morning work. She calls on students to name the angles. Then she lists them all
on the board. We are going to learn about acute, obtuse, and right angles. I need
you to write these one your foldable. She writes the names on the board. After
they have written the words on their foldable, She draws the angles on the board
under their names. She is then going to teach them a song. Now, I am going to
teach you a song that teaches you about each angle and will help you remember
them. I am going to sing it first and then I want you to sing it with me. She turns
on the music. The song is to YMCA. She sings. Right angle is 90 degrees, acute
angle is less than 90, obtuse angle is more than 90 and straight angle is 180.
After she sings it once she asks the students to join her. Alright now sing it with
me! After they sing it once, they discuss the angles as a class. Ok so we just
learned this song and it told us about the different types of angles. Can anyone
raise their hand and tell me what a right angle is? Yes a right angle forms a
perfect angle and is 90 degrees. She writes the definition on the board. She then
draw a picture. Make sure you draw the picture and write the definition down in
your foldable. Now can someone raise their hand and tell me what an acute
angle is? She calls on a student. An acute angle is less than 90. She draws
different acute angles. To show that they are smaller than a right angle, she
draws a right angle with a black marker and then acute angles with a green
marker on the same right angle. All of these angles I drew in green are less than
90 degrees so they are what? Acute angles! Think about this angle as being
cute. Cute and little. An obtuse angle equals what? She calls on a student. More
than 90 degrees. So it would be greater than a right angle. She draws different
types of obtuse angles. On the same right angle as before, she draws obtuse
angles with a blue marker. All these angles are what? Greater than 90 so they
are obtuse angles.
In the song we also heard about a straight angle. And a straight angle is how
many degrees? She calls on a student she has not called on.180. She then
shows the class than when you add two right angles together you get a straight
line. She draws this on the board. What would happen if I took one right angle
and added another? How many degrees would that equal? That’s right! 180
degree. How did you get 180 degrees? And 180 degrees is a…straight angle.
What’s another name for a straight angle? She calls on a student. A line! Very
good.
Then the teacher introduces that you can label angles too. Just like lines you can
label and name angles. If I put this angle on the board. She draws an angle on
the board with three points (A, B, C). and added these points, how do you think
we would name it? We would write the name and symbol this way. <ABC is
correct. You start at the top point and work your way down. What about this
angle? She draws an angle on the board with points (D, C, A) Someone come up
to the board and write the name and symbol. Very good! Now one more. She
draws an angle with the points (E, D, G). She calls on another student. Very
good! Does anyone have any questions?
Then as a class, they look around the room to try and find angles. They will fill
out the “Geometry is all around me chart” Lets go back to “Geometry is all around
me chart” She writes right angle, acute angle, and obtuse angle. Can anyone find
a right angle in the classroom? She calls on a student and then asks that student
to write it in the chart. Can anyone find me an acute angle? This may be a little
more difficult but the teacher can help by pointing out ones she has already
found (like on the umbrella). She then asks the student to write their example on
the chart. That is a great example of an acute angle. Why is it acute? That’s right
because it is less than 90 degrees. Can you go and add your example to our
chart? While the student adds to the chart, the teacher asks about an obtuse
angle. Where can we find an obtuse angle in the classroom? She calls on a
student to answer her question. When the student gives the answer, they discuss
what makes it an obtuse angle. Why is that an obtuse angle? She lets the
student explain his/her thinking. It is obtuse because it is more than 90 degrees.
Who thinks they understand angles? Awesome! Now I have a worksheet for you
all to do.
II. Opportunity for Practice: The teacher then hands out the straws. She will ask
the students to create an acute, right, and obtuse angle with straws. Do not touch
these when I pass them out or I will take them back up. She passes the bags out.
I just handed out bags of straws. I am also going to hand you a piece of paper.
On this paper I need you to create the different types of angles using the straws.
Then label them. To keep the straws from moving, I will come around with tape..
Begin forming your angles. While they are working, she hands out paper and
tape. When they are done, she tells them to turn them in. when she notices they
are finishes and says when you are done, come give them to me. She walks
around the classroom while the students are working and helps those who are
struggling.
III. Assessment: Then teacher will give the students a worksheet in which they
have to recognize angles. Eyes on me! I am going to hand this worksheet out
and I need you to finish it! You are going to fill in the blanks on the side and tell
me what kind of angles each number is. No talking and cover your paper. After
she hands out the worksheet, she watches the students and makes sure they are
working.
IV. Closure: After all the papers are turned it, they sing the song one more time.
Now class, I want to hear you sing the song one more time! It will help you
remember your angles. She turns it on and they sing it together. She makes sure
they are all singing. That was great singing! Now all of you should know your
angles!
Materials and Resources:
 Straws
 Tape
 Paper
 Worksheet
 Foldable
 Whiteboard
 ELMO
 Song-Youtube- https://www.youtube.com/watch?v=2MWYakuD8_k
 Computer
 Homework- Identifying angles
 “Geometry is all around me” chart
Differentiation Strategies (including plans for individual learners
Accommodations: Lower levelExtensions: For an extension, the class could walk around the school and take
pictures of different angles. They would need to find two examples of each.
Data Analysis: The students did really well with this worksheet! Out of the 21
students that were in class, 14 got a 100%, 3 received a 85% 3 received a 80%
and 1 received a 75%. This student is a typical struggler and needs extra help. I
noticed some hurried through it as well because they were thinking about
specials.
Reflection: This lesson went really well. Some of the students enjoyed the song,
others seemed to think it was silly and did not want to participate. Maybe it would
have been better for younger grades. The students continued to do well with the
foldable. They paid attention and wrote down the definitions. The “Geometry is all
around me” chart continued to grow and it looked really good after this day. The
students love when I call them to come and write their example on the chart.
Samford University
Design for Learning
Name:
Determining Angle Visually
Determine if the angle shown is acute, obtuse, right or straight.
Ex)
1)
90°
3)
180°
6)
56°
7)
9)
90°
10)
12)
180°
13)
151°
15)
77°
16)
18)
Math
3.
obtuse
4.
obtuse
5.
acute
6.
acute
7.
obtuse
8.
right
9.
obtuse
10.
obtuse
11.
straight
12.
obtuse
13.
right
14.
acute
15.
acute
16.
obtuse
17.
acute
18.
right
19.
acute
20.
acute
17)
149°
62°
19)
90°
acute
14)
90°
48°
2.
11)
144°
129°
straight
8)
120°
20)
38°
www.CommonCoreSheets.com
38°
1
right
1.
5)
116°
21°
Ex.
10°
4)
163°
Answers
2)
1-10 95 90 85 80 75 70 65 60 55 50
11-20 45 40 35 30 25 20 15 10 5 0
Homework
Choose an activity. Color the activity once it is completed.
Students will work on a
worksheet
Create a geometry star
The students will play a
game online with one
other partner.
http://www.mathplay.com/AnglesJeopardy/ClassifyingAngles-Game.html
Free Space
Students will take an online quiz.
http://www.ixl.com/math/grade4/acute-right-obtuse-andstraight-angles
Students will look at
different shapes
and label the
different angles in
the shapes
Students will watch
the video and then
measure the given
angles
Students will do a
treasure sort
Design for Learning
Instructor: Sumter Barbour
Grade Level/Cooperating Teacher: Mrs. Evans 4th grade
Lesson Title: Geometry
Date: March 16, 2015
Curriculum Area: Mathematics
Estimated Time: 45 min
Standards Connection: 4th grade.
26.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]
Learning Objective(s): When handed a shape (square, rectangle or triangle)
students will be able to recognize three points, a right angle, a line segment, and
an obtuse angle receiving at least a ¾.
Learning Objective(s) stated in “kid-friendly” language: Students will be
handed a shape and must recognize three points, a right angle, a line segment,
and an obtuse angle receiving at least a ¾.
Evaluation of Learning Objective(s): The students must label the shape they
are given. They must recognize three points, a right angle, a line segment, and
an obtuse angle receiving at least a ¾.
Engagement: The teacher will ask the students if they can think of anything that
contains lines, angles, and points. She will tell them to think about parallel lines.
She will ask the students to pull out their clock partner sheet and allow them to
discuss this question together. Then she will hold a square in front of the class
and ask them to name the shapes. Eyes and Ears on me! Pull out your partner
sheet. I want you to get together with your 3 o’clock partner and think about this
question. Can anyone think about something that has lines, angles and points in
it? Think about the different kinds of lines like parallel. She gives the students a
minute or two to talk and then she asks them to head back to their seats.
Everyone head back to your seats! Did anyone think of anything? She will call on
students and ask what they talked about. Then she will show a square. What
shape is this? She calls on a student. It is a square! Does anything look familiar?
She calls on a student. The square has lines and angles. If we looked at these
lines, what kind of lines are they? She points to the two sides of the squareshowing parallel lines. Yes there are parallel lines! And angles! Then she tells
the students what they are going to learn about. Today we are going to learn how
to identify angles and lines in 2-diminsional shapes.
Learning Design:
I. Teaching: The teacher will start by stating that shapes are everywhere. She
wants to students to think about what shapes they see. Shapes are everywhere.
Can you name some shapes that you see everyday? Then the teacher begins by
showing the students shapes. She asks them what shapes are made up of.
Where do we see shapes? She calls on a student. Can anyone tell me what
shapes are made up of? She hopes they mention lines. Someone could mention
angles. Shapes are made up of lines segments, which we just learned about and
angles. Where are the angles in this shape? Come circle them. She calls on a
student to come up to the board. Very good! Now I want you to pull out your
clock partner sheet and meet with your 9:00 partner. With your 9:00 partner, think
about everyday shapes we see and draw one of them. Then circle the angles.
She gives them 2 minutes to do this. Then she tells them to sit down and calls on
a few students to give their examples. Now I need you to wrap it up and sit down!
Can anyone tell me what he or she talked about? Tell me an example of an
everyday shape. She calls on a student and they discuss. Then she tells them
what they are going to learn about. Certain shapes have parallel lines. Can you
think of a shape with two sets of parallel lines? She calls on a student. Very
good! A square or a rectangle! Then she gives the students a rectangle on the
board and labels the corners with letters (A, B, C, D). I have a rectangle and I just
labeled the corners. How do you think I would name a line segment in this
square? She calls on a student to come up to the board. Awesome thinking! The
student should have written the letters with a line segment over it. You can do
this with all kind of shapes. What else do you see in the rectangle? She is trying
to get the students to see perpendicular lines. Yes there are perpendicular lines
here and here. She points to the lines. What else? She waits to see if a student
says right angles! Yes there are right angles! She draws a triangle and labels its
angles. Then she points out two lines. If these two lines kept going, would they
intersect? She allows the students to think and answer. Yes they do! Are they
parallel? She calls on a student. No they aren’t because they don’t make a right
angle! Very good thinking! What else does this triangle have? What kind of
angles? She calls on a student. Acute angles! Why are they acute angles? She
allows the student to continue answering. Because they are less than 90
degrees! Good memory. So now we can see how everything we have been
learning we can see in shapes! Now I have a worksheet for you!
II. Opportunity for Practice: The teacher will give the students a worksheet about
angles, lines and shapes. They will work on the worksheet and then the teacher
will walk around and check their work. Alright class, here is a worksheet! She
passes it out. I want you to work on it alone and raise your hand when you are
done! Then I will come check it! She walks around the classroom while the
students are working to make sure they understand. When a student raises their
hand she goes and checks their work.
III. Assessment: The teacher will give the students a shape and they must find a
right angle, a line segment, three points, and an obtuse angle. They will have
about 5 minutes to complete it. Alright class. Eyes and ears please. Now that we
have done that worksheet, I have one more shape for you. Take your time when
answering the questions. She hands out the shape. When you are done, bring it
to me and read a book.
IV. Closure: The teacher will close the lesson by asking the students how what
they have learned connects together. Then she will pass out the study guide and
tell them to study. They will briefly go over it. They will have a test in two days.
We have learned a lot this week. How does it all connect together? Think for a
second and then raise your hand. After think time, she calls on a few students.
Yes! We can find everything we learned about in shapes. And we can find it all
around us too! Now in two days we are going to have a test. Here is the study
guide. I want you to look over it and fill it out for homework. The first part is
definitions. Then you will have to know how to name lines, line segments, rays
etc. She asks a student how to name a ray. How do we name a ray? She lets the
student answers. That’s right, with the letters and then put a ray over it. There will
also be a question about what we did today. Put this in your homework folder and
then get ready for specials.
Materials and Resources:
 Shape for assessment
 Vocabulary foldable
 Study guide
 Clock Partner sheet
 Worksheet for practice
Differentiation Strategies (including plans for individual learners
Accommodations: Students will be paired with a buddy to do the worksheet with.
They will also conference with the teacher.
Extensions: Students will be given the opportunity to create their own test
questions and then exchange them with a partner and answer their partner’s
questions. OR These students will create their own shapes with line segments
and parallel/intersecting lines.
Data Analysis: Students did really well on the assessment. Out of the 20
students that were in class, only 3 received a 2/4. They did not know how to
name a line segment, or mixed up the angles.
Reflection: I thought this lesson went really well. The students really understood
how everything fit together. The worksheet was helpful because the assessment
was similar. The lesson could have been interactive but I did try to call some
students up to the board. It needed to be a visual lesson.
Samford University
Design for Learning
Worksheet for Lesson Five
Assessment for Lesson Five
Foldable
Front side of foldable
Inside of foldable