Points, Rays, & Lines Lesson Planning Template

Name: Eli Yarber Grade: 4th Topic: Measurement and Geometry

Brief Lesson Description:
During this lesson, my students will work together and independently, to recall their knowledge of points, lines,
line segments, rays, and angles. The student will use problem-solving, mathematical communication,
mathematical reasoning, connections, and representations to present their knowledge. Students would have
focused on these concepts in 3rd grade. In this lesson, they will build on their prior knowledge and apply their
understanding by constructing, applying, and analyzing new information. This lesson contains activities that can
bridge the second objective of standard 4.10.
Specific Learning Outcomes: After this lesson, my students will,
★ identify and describe points, lines, line segments, and rays,
★ identify and describe angles, including endpoints and vertices
★ use symbolic notation to name points, lines, line segments, rays, and angles
How did this lesson develop as a result of your examination of research and data about employing culturally
sustaining pedagogical strategies? (Think equal opportunity, student interests, race, gender, disabilities, etc.)
Students should be able to identify concepts outside of the learning environment. This lesson is derived from
the fact that geometric properties are all around us. Students from all backgrounds and abilities will be able to
identify and describe components from the standard by drawing, labeling, listening, and viewing. The lesson
contains activities that challenge the learner’s conceptual knowledge of the standard while providing them with
a diverse array of practice material. Learners from all cultures will be able to provide examples of concepts in
their everyday lives. They will be working in groups to further their mathematical and social communication
skills. All students will have the opportunity to provide input and feedback on their understandings and
misconceptions.
Narrative / Background Information
Prior Student Knowledge: (3.11) Prior to the lesson, learners should be able to,
identify examples of points, lines, line segments, rays, and angles
describe endpoints and vertices as they relate to lines, line segments, rays, and angles
draw representations of points, line segments, rays, angles, and lines, using a ruler or straightedge
use a ruler to measure in inches
Math VA SOL: Visual Arts VA SOL: NCTM Standard:
4.10 a) identify and describe points, Use visualization, spatial reasoning,
lines, line segments, rays, and Technique and Application and geometric modeling to solve
angles, including endpoints and 4.14 – The student will use a variety problems…
vertices of lines and shading techniques to identify and draw a
create observational drawings. two-dimensional representation of
(related SOL) 4.10 b) identify and a three-dimensional object.
describe intersecting, parallel, and
perpendicular lines.

Specific Problem-Solving Strategy being used:

Students will use their knowledge of lines and drawing to complete the independent activity. They will have to
design a plan to incorporate all the required elements into their drawing. They will then have to carry out their
plan and check their steps along the way. These skills ensure students are meeting the required task while
building their knowledge of measurement and geometry.
Possible Preconceptions/Misconceptions:
➢ Some students may be able to identify a point but may have difficulty with the symbolic notation.
➢ Some students may have difficulty articulating what a point is in their own words.
➢ The concept of a line is abstract because it continues in either direction infinitely, and some students
may struggle with differentiating between a line, a ray, and a line segment.
➢ Students may identify a line, but may try to name it with one point, or three points, or name it using the
wrong symbolic notation.
➢ Some students may not understand that a line may also be named with any two points on that line.
➢ Some students may think that the sides of polygons are composed of lines instead of line segments.
➢ Students may be able to identify a line segment given a representation but may have difficulty providing
a written description of a line segment.
➢ Some students may not understand that rays are parts of a line.
➢ Some students may have difficulty conceptualizing that rays are parts of a line and will not know how to
provide a written description.
➢ Students may think that rays and lines are completely separate entities instead of making connections
among them.
➢ Some students may have difficulty identifying that an angle consists of 2 rays that share a common
vertex.
➢ Some students may be able to recognize an angle but have difficulty naming the angle using symbolic
notation.
During the elaboration phase, if students have these misconceptions, have them work in a small group with you.
Engage students in a discussion of the vocabulary terms. Ask questions like
➔ “How would you describe a point? What does a point make you think of?
Students may benefit from contextual associations such as a map. Students would benefit from discussions on
the similarities and differences in lines, segments, and rays. They would also benefit from examples that are
based on context. Say,
➔ Look around the room; do you see a representation of a line, a ray, a line segment? Describe what you
see and why it is a line/ray/line segment.
➔ What features make it a line and not a ray/line segment?
You may wish to use specific terminology when identifying line segments, as well as emphasize that, unlike
lines, line segments have distinct endpoints. Have students discuss the characteristics of a line segment. Ask the
question
➔ What makes it a line segment and not a line/ray?
Students may also benefit from thinking of items in their surroundings that would represent a line segment.
Students will need a reminder that rays are named with the endpoint (starting point) listed first. Students would
benefit from examples of rays in different diagrams/representations so they are aware that rays may not always
appear as a single ray. Students would benefit from a class discussion on the definition of a ray, and from
hearing how other students recognize a ray. You may wish to use a comparison chart to show similarities and
differences among lines/rays/line segments. Provide different representations for students to identify angles
and sides. Once students are able to conceptualize what an angle is, encourage them to write their own
definition.
*Ensure that students can identify the vertex of a single angle formed by two rays or two line segments that
share a single point before having students consider vertices in figures that include more than one angle and/or
more than one vertex.
LESSON PLAN – 5-E Model
DAY 1; ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
(15-20 min)
Begin the lesson by introducing a breathing ball (see image right) →
Prompt questions like
➔ What do you notice about the parts of this ball?
➔ Can you identify any points on the ball?
➔ What about line segments?
➔ Can you see any angles being formed?
➔ Can you identify the vertex of that angle?
After you have introduced the ball, allow the students to discuss and interact with the ball. (3 min) Pull up the
JIT from the 3.11 3rd grade SOL. (link in the resources section) Have the students replicate the chart in their
math journals. Review each collum with the students, having them fill in each box. Let them discuss their ideas
and correct any misconceptions. Have them complete question 2 of that sheet independently. After every
student has had the opportunity to complete the questions, review the chart and fill in any missing information.
(17 min) (you should add correct representations for them to add to their journals) You should then play the
following videos.
- https://www.youtube.com/watch?v=VeaWLwsQJQ0
- https://www.youtube.com/watch?v=TY3bKYCjJNU
DAY 1; EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
(25-30 min) Partner Activity:
After watching each video, have all students get with their math buddy. Students will have the opportunity to
work in pairs, going around the school, finding objects or materials that represent points, lines, rays, endpoints,
line Segments, angles, and vertices. (this lesson would be approved by the Principal) You should instruct them to
record their data and findings on the chart provided in the resources section. Review the instructions from the
handout with them before they begin. Students will have 20 minutes to complete this assignment. Tell them you
will set a timer but they should set one for 20 min as well. For this activity, students will be allowed to use their
devices to take pictures of their findings. (read instructions from handout) Begin the activity and follow the
groups around to make sure they are staying on task. (make your way through the school to observe how they
behave and what they find) After every student has returned to their seats, the teacher should invite them to
discuss their findings with other peers. (5 min) Prompt, on the board, questions like
➔ What similarities do you see between your findings and the findings of your peers?
➔ What differences do you notice?
➔ Do you have an example other groups don’t?
➔ What are some other real-life objects that create lines, line segments, points, rays, etc,.
After they have had time to discuss their observations and findings, have the students pull out the chart from
their journals. (from the engage section) Review concepts discussed and add any new information they found.
Students may draw pictures of the real-life objects they found.

Before math block ends, have the students answer the following exit ticket questions prompted on the board.
(5 min)
➔ Define a point in your own words.
➔ Define a line in your own words.
➔ What is the difference between rays and lines?
➔ Give an example of a real-life line segment.
DAY 2; EXPLAIN: Concepts Explained and Vocabulary Defined:
Group Activity (15-20 min):
Vocabulary: Point, Line, Ray, Endpoint, Line Segment, Angle, Vertex, Symbolic Notation
Use this resource for the following activity: https://exchange.smarttech-prod.com/preview/4e6bbf59-66ef-497a-9150-efb7c13501fe

Using the Smartboard presentation, derive definitions of the above vocabulary. Review previous concepts from
day 1. (bring up the JIT chart and discuss) Explain to the students the idea of symbolic notation. Ex: When a line
is drawn, at least two points on it can be marked and given capital letter names. Arrows must be drawn to show
that the line goes on infinitely in both directions (e.g., ⃡𝐴𝐵 read as “line AB”). Review this idea with lines, line
segments, rays, etc,. You should have the students add these examples and definitions of symbolic notation to
their math journals. Have them come up with their line(s) and label them using symbolic notation (check each
entry for correctness)
Next, have the students take out their whiteboards and markers. Using the link from above, provide drawings of
points, lines, rays, endpoints, line Segment, angles, and vertices. You should label the pictures with letters for
students to name. Project one picture at a time and prompt the students to name the picture in symbolic
notation. Give them a minute to answer, then have them flip their boards to the count of 3. You should
acknowledge their answers and give feedback. (correct any errors or misconceptions)
Ex: You draw a line segment with endpoints A and B. Students should write on their boards.
Continue this activity for 10 minutes using different pictures and examples from the link above. You should
provide enough wait time for students to answer. You might consider writing the correct answer on the board,
for students to self-check, or review individual answers together.
DAY 2; ELABORATE: Applications and Extensions:
(10-15 min)
Have the students locate the following websites below on their devices. These will be used as a formative
assessment of understanding. Walk around the room and note students’ scores when they finish. (You could
have them bring their device to you as well)
- https://www.splashlearn.com/math-skills/fourth-grade/geometry/lines-rays-and-line-segments
- https://mrnussbaum.com/lines-line-segments-and-rays-online
When students finish, have them proceed to the following activity. You should provide them with a copy of the
instructions and the rubric.
Independent Activity (rest of math block/20-30 min):
For this activity, the learners will be constructing their city. Using a straightedge (ruler) they are going to draw
lines, line segments, rays, angles, and endpoints, all representing buildings in their city. They will have to
construct a minimum of 5 buildings. Two, being any building, they want to construct, and the rest have to
measure at least 7in tall and 2in wide. They must also include a minimum of 5 angles in their drawing. After they
have constructed their building, they must then label each as a line, line segment, angle, and ray, including the
line, segment endpoints, and any angle vertex as well. Students should also identify at least 10 drawings in
symbolic notation. Students may have the option to color and color code any components as they wish but it’s
not mandatory. Allow the students to be creative and judge not on how well they draw but on the labeling of
their lines, line segments, points, angles, etc. (see the Independent Activity Instruction & Rubric in the
Resources section)
Example:
EVALUATE:

Formative Monitoring (Questioning / Discussion):

You should use monitoring and observations to assess students learning throughout the lesson. Also, use the
learner’s scores from the links in the elaborate section to assess as well. You should also collect their journal
entries and notes for assessment as well.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

After their independent activity is finished. The next week, we will take time to assess their understanding
through the construction and representation of their work. (see rubric in Resources section)

Plan for differentiation: (Be sure to specifically address the following learners)
● Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
For these learners, I will follow their 504/IEP plan in collaboration with the Sped teacher. With that, these
students will be provided multiple opportunities throughout the lesson to collaborate with peers and will be
provided explicit instruction for each activity. These students will also be provided with multiple visuals of
vocabulary. If needed, these students will be working one on one with the classroom teacher.
● ELL
These students may need to work with other students who are more advanced in their English proficiency. They
will have multiple opportunities to collaborate with the classroom teacher and their peers if needed. These
students, just like everyone else, will be given the choice of alternative assessments. These include verbal
responses, 2d models, and presentations. If needed, the resources provided can be blown up to much larger
text.
● Gifted learners
Our gifted students may need more of a challenge to successfully meet their understanding. They will complete
each component throughout the lesson and provide any assistance to their peers when needed. These students
would be encouraged to research further. For these students, constructing a 3d model of real-life objects that
represent lines, line segments, rays, etc., would be beneficial. They may research and further their
understanding and then present their findings to the class.
Elaborate Further / Reflect: Enrichment:
● How will you evaluate your practice?
To further evaluate my practice, I will have other educators come and observe during this lesson. I will gladly
accept any considerations they may provide. I may also record my instruction through the lesson to have a
better understanding of how I may differentiate further.
● Where might/did learners struggle in the lesson?
(see misconceptions section) During the elaboration phase, if students have these misconceptions, have them
work in a small group with you. Engage students in a discussion of the vocabulary terms. Students may benefit
from contextual associations such as a map. Students would benefit from discussions on the similarities and
differences in lines, segments, and rays. They would also benefit from examples that are based on context.
● How can the lesson be strengthened for improved student learning?
I would have my administrator or another classroom teacher evaluate the quality of the lesson. I might also
have them explore the lesson and provide any feedback on how I may improve my instruction.
● Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
Students are seeing concepts from this lesson in their everyday lives. They will be encouraged to initiate
discussions that center around their experiences of lines, rays, endpoints, etc,. Students from all places will
relate to the construction of buildings and other physical representations.
Resources
3.11 JIT - https://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2016/jit/3/3-11-jit.pdf

Partner Activity -

Independent Activity -