Professional Documents
Culture Documents
Many students recalled playing a modified version of Simon Says in third grade.
Students (1) made their hands into a fist to demonstrate a point, (2) spread their arms
apart and pointed to show a line, and (3) made their hands into two fists for a line
segment. Only a few students were able to recall the gestures for a ray (one fist and one
finger pointing). Although students were able to recall the gestures associated with
many of the terms, they were not able provide a definition. Based on the results of the
informal interviews, I have concluded that students will benefit from an introductory
vocabulary review of the parts of a line.
C. RELATED VA SOLs and/or CCSS
Math standard 4.10 can be related to fourth grade social studies, science curriculum,
and art. Virginia Studies standard 1i requires students to analyze and interpret maps.
Knowledge of lines, line segments, rays, and points can aid students in their
understanding of such concepts as longitude, latitude, prime meridian, and equator. In
science, a coordinate plane can be used to graph data. Students must have a base
knowledge of lines, line segments, endpoints, and points in order to successfully graph
their data. Standard 4.1 states, data are collected, recorded, analyzed, and displayed
using bar and basic line graphs. Finally, math standard 4.10 can be related to visual
arts standard 4.6. In fourth grade, students learn to analyze how line choices affect the
intent of a work of art and make selections accordingly.
This lesson can also be related to additional mathematical content. According to
mathematics standard 4.11, the student will learn to investigate congruence of plane
figures after geometric transformations and to recognize the images of figures resulting
from geometric transformations. Standard 4.12 requires students to define polygon as
well as identify polygons with 10 or fewer sides.
The mathematical processes that will be utilized in this lesson are communication,
connections, and representations.
D. LEARNING OBJECTIVES
Understand
Know
U1. A line is composed of
K1. Line: A line has only
points, segments, and rays.
one dimension: length. It
continues forever in two
directions, but has no width
at all. A line connects two
points via the shortest path,
and then continues on in
both directions
Line segment: The portion
of the line lying strictly
between two points. It has a
finite length and no width.
Ray: Has a point on one end
and extends infinitely in the
other direction.
Point: Specifies only
location; it has no length,
width, or depth.
K2. Noncircular geometric
figures (polygons) are
composed of line segments
(examples: triangles,
rectangles, squares,
pentagons, etc.)
Do
D1. Identify, describe, and
create representations of
points, lines, line segments,
and rays.
E. ASSESSING LEARNING
How will you assess student learning of the objectives? What type of
assessment will you use and why?
Remember every objective must be assessed for every student!
Objective
Assessment
What documentation will you have
for each student?
Data Collected
What will your students do and say,
specifically, that indicate every
student has achieved your
objectives?
- Discussion
- Observation
- Exit ticket
- Ornament Activity
Photographs and checklist
- Discussion
- Ornament Activity
Photographs
- Simon Says
- Exit ticket
- Discussion
- Exit ticket
- Ornament Activity
- Discussion
F.
o
o
o
o
o
o
o
o
o
o
MATERIALS NEEDED
Popsicle sticks
Pom-Pom balls
Glue
Pipe cleaners
Paper plates
String/yarn
Markers
Foldable
Scissors
Computer
misconception is the notion that a line is able to bend. I will use examples to show
that a line is always straight, but can be horizontal, vertical, or diagonal. The
video that will be aired at the beginning of class will also address these concepts.
G2 PROCEDURE
Before:
I.
The beginning of the lesson will be used to review the terms line, line
segment, ray, and point.
a. I will begin the lesson by asking students what they remember
about lines, line segments, rays, and points.
b. Next, I will play a BrainPop video that discusses the meaning of
the different parts of a line. The video is three minutes and 51
seconds long.
(http://www.brainpopjr.com/math/geometry/pointslinessegment
srays/)
c. After viewing the video, I will ask students to take a minute and
talk to a partner about the meaning of a line, line segment, ray,
and point. I will walk around and listen to students
conversation. After 1-2 minutes of small group discussion, we
will create foldable. The foldable will be divided into 4 parts:
point, line, line segment, and ray. I will first ask students to
raise their hands and give a definition of the terms in their own
words. We will then write the definition of each term and draw
a pictorial representation. I will use the document camera to
display my writing. During this time, I will ask for volunteers to
draw each part of a line on the white board. In addition, I will
ask students how we name parts of a line.
o Foldable Definitions:
o Point: An exact location or space.
o Line: A set of points right next to each other. A
line continues forever on both ends.
o Line Segment: A part of a line with two
endpoints. A line segment does not continue
forever.
o Ray: A part of a line that starts at a point and
continues in one direction forever.
d. Next, I will display a copy of The Line Song on the board
using the document camera. Each student will also receive a
copy of the song. The lyrics of the song are to the tune of If
Your Happy and You Know It. I will first model the song for the
students, who will then sing along with me.
The Line Song
Tune: If Youre Happy and You Know It
A
A
A
A
line
line
line
line
has
has
has
has
A
A
A
A
ray
ray
ray
ray
two
two
two
two
arrows
arrows
arrows
arrows
on the end. X X
on the end. X X
that keep going on forever.
on the end. X X
A
A
A
A
line
line
line
line
segment
segment
segment
segment
XX = 2 claps
After singing the song two to three times through, students will be
introduced to the activity. An assortment of materials (popsicle
sticks, markers, pom pom balls, pipe cleaners, and glue) will be set up
on a long table. I will tell the students that we are going to create
ornaments. However, this cant be just any ordinary ornament. It is a
line ornament. Each ornament must contain at least one example of
a line, one example of a line segment, and one example of a ray. A
checklist with the terms written out will be provided to each student.
Student will be asked to check off each word as they build it. This
checklist will be collected as a means of assessment. Markers can be
used to decorate and color the Popsicle sticks. Pipe cleaners can be
molded into arrows. Pom poms can serve as points. Students will be
encouraged to use their creativity to create a unique ornament. I will
call students by their table group to collect their materials. A teacher
will be monitoring the table to ensure that students take the
necessary and appropriate amount of materials.
During:
III.
Students will work individually on their creations. During this time, I
will walk around the classroom and observe students at work. I will
ask students how they plan to create a line, line segment, and ray. In
addition, I will engage students in conversations about the meaning
of a line, line segment, ray, and point. I will also take pictures of the
ornaments to be used as a means of assessment. Discussion
questions include:
a. Why do we use 2 arrows to represent a line?
b. How is a line different that a line segment?
c. How is a line segment different than a ray?
d. How is a line different than a ray?
e. What strategy did you use to create your ornament?
f. Is one of the terms harder for you to remember than the
others?
g. Can you find an example of a line segment in the classroom?
h. The video talked about intersecting and parallel lines. Does
your ornament have intersecting or parallel line?
i. Can you think of any shapes that are made up of line
segments? Are there shapes that are not made up of line
segments?
IV.
When students complete their ornament, they will be asked to draw a
rough sketch of their ornament and label a line, line segment, ray,
and point.
V.
I will monitor students work through the use of a checklist.
II.
Example:
Student
Name
Can represent
and define a
line
Student A
VI.
Can
represent
and define a
line segment
Can
represent
and define a
ray
Can
represent
and define a
point
Notes
Put definition
into own words
Included
multiple
representation
s
After:
VII.
Three students will be selected to present their ornament to the class.
These students will be selected based on their ability to define the
terms in their own words and their representations of lines, line
segments, rays, and points. They will present their ornament and be
asked to explain one of the terms to the class. Previous and new
discussion questions will be presented in a whole-group format.
Discussion questions include:
a. How are a line, line segment, and ray different? How are they
similar?
b. What is the meaning of a point?
c. What is the meaning of an arrow on a ray or line? What do
arrows represent? Why do we use arrows?
d. When we line up at the door for lunch, are we making a line or
a line segment? Why?
VIII.
Next, we will play a game of Simon Says.
IX.
a. Simon Says
i. Make a line segment: Students will hold their arms out to
the side and make fists with their hands
ii. Make a line: Students will extend their arms in opposite
directions and point
iii. Make a ray: Students will hold out both arms. With one
hand, the students will make a fist. They will use their
other hand to point in the opposite direction
iv. Make a point: Student will make a fist with one hand.
Finally, students will be provided with an exit ticket. The exit ticket
will ask students to define explain the meaning of a line, line segment
and ray. Students will also be asked to provide an example of a
shape that is composed of line segments and one that is not.
H. DIFFERENTIATION
Content
Process
Product
Interest
Readiness
I.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT
IT?
Students may not understand that segments, rays, and points are part of
a line. I plan to use multiple representations and drawings. I will talk with
students one-on-one to ensure understanding.
Materials and glue could spill during the activity. I will have Lysol wipes
and paper towels to clean up any spills. In addition, students will put their
ornaments on a paper plate to help contain spills.
Students could take too many materials. I will write out the maximum
number of materials students are permitted to take.