PRELIMINARY INFORMATION Name -...

1) PRELIMINARY INFORMATION Name Angelica Rinebarger Date October 5, 2015 Title of Lesson Lines, Rays, and Angles Subject Geometry – Lines, Rays, and Angles Grade level 4th Time frame for lesson 2 hours Objectives When given a 16 question quiz, students will be able to identify and draw points, lines, rays, line segments, and angles with at least 80% accuracy. Citations https://www.teacherspayteachers.com/Product/FREEBIE-Lines- Rays-and-Angles-Lesson-for-4th-Grade-1218112 2) STATE STANDARDS 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two- dimensional figures. 3) LESSON ACCOMMODATIONS 3.1 Lesson Content The teacher must be able to identify and understand the differences between points, lines, rays, line segments, and angles. 3.2 Multiculturalism and Diversity Scenario 1: Seth has difficulty paying attention during group instruction. He is on an IEP. This lesson has been written in order to meet his needs. He will also sit directly in front of the teacher for the lesson to help him focus. His parents have been sent an email of websites to use in order to help him further his understanding of these concepts. Collaboration with specialist is as needed. Scenario 2: Yuito and Daniel are ELL and on IEPs. This lesson has been written in order to meet their needs but it still may be difficult for them. Yuito and Daniel will be paired with a partner during guided practice for assistance (Partners: Yuito and Bailey, Daniel and Enzo). Yuito and Daniel will not be scored on the assignment, but the teacher will work with them during intervention time to repeat the lesson in a small group for better understanding. Their parents have been sent an email of websites to use in order to help them further their understanding of these concepts. Collaboration with specialist is as needed.

4) LESSON FORMAT Set/Statement of Objective Say: Today we will be identifying and drawing lines, line segments, rays, and angles. Display the image of the Orion constellation. This image helps the students in class who are visual learners picture the concept clearly. Say: Constellations are a group of stars forming a recognizable pattern. Long ago, people would see the stars in the night sky and create pictures by connecting imaginary lines between them. In geometry, the stars are like points and they are connected using line segments. Input

1. Using the attached lesson PowerPoint (the PowerPoint helps the students in class who are visual learners picture the concepts clearly), display the first four vocabulary words. Ask students to fill in the differentiated matrix organizer.

2. Ask your partner: How is a line different from a line segment? (A line continues without end in both directions and a line segment has two endpoints.)

3. Continue the PowerPoint as students fill out their matrix. For every angle, ask students to model it using their arms and hands.

4. Throughout the PowerPoint, use the “fist to five” observation to check for understanding after each new concept is introduced. Make sure to specifically look at Daniel and Yuito’s (ELL students) hands to make sure they understand the lesson content. Also, keep a close eye on Seth to make sure he is following along and paying attention.

Guided practice/checking for understanding

1. Hand out the attached practice page. Students will work independently on the questions. Once students are finished, go over the questions as a class.

2. Ask students to break into their centers (students know where to go): *These centers connect with students in the class who are kinesthetic learners because they involve hands-on learning.

• CENTER 1: Geo-Memory: Students will play a game to match plane figures to their written form.

• CENTER 2: Real World Vocabulary: Students make an eight-page booklet by folding and stapling blank paper. They will write one vocabulary term on each page and cut out examples of each from magazines. Work with Daniel and Yuito (ELL students) during this center by helping them create a four-page booklet instead of eight pages.

• CENTER 3: Do You See What I See? One student draws a figure from the lesson without letting his or her partner see it. The drawer will describe the figure to their partner while the partner tries to draw the figure based on the description.

• CENTER 4: Straw Angles: Students use bendy straws to model angles. The teacher will help them model and then tape their angles to a piece of paper and describe.

3. Students will work in each center for 10 minutes before moving to the next center with their group. During rotation, use the “fist to five” observation to check for understanding after each center. Make sure to specifically look at Daniel and Yuito’s (ELL students) hands to make sure they understand the lesson content. Also, keep a close eye on Seth to make sure he is following along and paying attention.

4. When centers are over, students will go back to their desks. Closure

1. Students will complete the attached 16 question written quiz with at least 80% accuracy. Students will turn this in as their exit ticket. Work with Daniel and Yuito (ELL students) during this time in order to help them achieve at least 70% accuracy on 8 of the questions from the written quiz.

2. When all students are finished with the quiz, ask them to turn to their partner and describe the difference between a line and a line segment.

3. Ask students to turn to their partner and describe a ray. 4. Ask students to turn to their partner and describe an angle.

Materials/attachments Orion image PowerPoint Vocabulary matrix and fold-up Vocabulary cards Center directions Practice page Quiz Old magazines Bendy straws Index cards 5) ASSESSMENT Method – Written quiz Students will complete a 16 question written quiz to assess their understanding of the concept. Criteria for Mastery – 80 out of 100 possible points. Intervention Plan – Students who do not master the objective will work with the teacher to review lines, line segments, angles, and rays. The teacher will work with the two ELL students at this time as well.

9/18/15&

1&

Lines, Rays, and Angles

to know!

an exact location in space DRAW

IT READ

IT WRITE

IT

A point A point A

a straight path of points that continues without end in BOTH directions

DRAW IT

READ IT

WRITE IT

line BC line CB b c

BC CB

part of a line that has one endpoint and continues on without end in ONE direction

DRAW IT

READ IT

WRITE IT

ray FG F G FG

part of a line between two end points DRAW

IT READ

IT WRITE

IT

line segment DE

line segment ED

d e DE ED

9/18/15&

2&

Formed by two rays or line segments that have the same endpoint. The shared endpoint is called a vertex. DRAW

IT READ

IT WRITE

IT

angle FGH angle HGF

angle G

∠ FGH ∠ HGF ∠ G

F

G H

Angles!

forms a square corner forms a line

is less than a right angle is greater than a right angle and less than a straight angle

9/18/15&

3&

Questions A

E d

c B

A

E d

c B

A

E d

c B

Draw and label a line segment named XY

Draw and label an obtuse angle named �&JKL

9/18/15&

4&

Draw and label a straight angle named �&WXY

Block

Angles

Trace a hexagon and label all the points like below.

What kind of angles do you see? A B

C

D E

F

Trace a square and label all the points like below.

What kind of angles do you see? G H

i j

Trace a trapezoid and label all the points like below.

Name 2 acute and 2 obtuse angles.

K L

M N

Trace a triangle and label all the points like below.

What kind of angles do you see?

O

P

Q

WRI

TE IT

READ

ITDR

AW IT

DEFI

NITI

ONa

n ex

act

___

____

____

____

____

__in

sp

ace

.

a s

traig

ht p

ath

of

___

____

____

___

tha

t co

ntin

ues

with

out

____

____

____

____

_ in

__

____

____

____

_ d

irect

ions

.

pa

rt o

f a _

____

____

_ th

at h

as

____

____

en

dp

oin

t and

___

____

____

____

____

____

w

itho

ut e

nd in

___

____

____

_ d

irect

ion.

pa

rt o

f a _

____

____

____

bet

wee

n tw

o

____

____

____

____

____

.

form

ed b

y tw

o _

____

____

____

__ o

r lin

e se

gm

ents

tha

t ha

veth

e sa

me

____

____

____

____

____

____

.

POIN

T

LINE RAY

LINE

SE

GMEN

T

ANGL

E

WRI

TE IT

READ

ITDR

AW IT

DEFI

NITI

ON

POIN

T

LINE RAY

LINE

SE

GMEN

T

ANGL

E

right

an

gle

stra

ight

angle

Glue

this

side

down

into

your

no

tebo

ok. I

nside

th

e flap

s, wr

ite

the d

efini

tion a

nd

draw

an ex

ample

.

acut

ean

gle

obtu

se

angle

The

Tea

chin

g S

wee

t Sho

pp

e

20

CENTER 1

Purpose: Match all the figures to their written forms.Object of the game: To have the most matches.

1. Shuffle all the cards and lay them all face down on the table. 2. Each player takes turns flipping over 2 cards.

*If your cards are a match, keep them in a pile and take another turn.*If your cards aren’t a match, turn them back over and the next player takes their turn.

3. The player with the most matches wins! 4. Shuffle the cards and play again.

20

CENTER 2

Materials: 4 pieces of construction paper, stapler, scissors, glue, magazines, pencils, crayons

1. Make an eight page booklet by stacking 4 pieces of construction paper on top of each other. Fold “hamburger style”. Staple the edges so they don’t come apart.2. On each page, write one of the following vocabulary words: point, line, ray, line segment, right angle, straight angle, acute angle, obtuse angle.3. Use the magazines to find examples of each term. Cut them out and glue them to the corresponding page.

20

CENTER 3

1. Partner one will draw a figure from today’s lesson: point, line, ray, line segment, right angle, straight angle, acute angle, obtuse angle. Describe it to partner 2.2. Partner 2 listens to the description and tries to draw the figure.3. Show each other your figures and see how close you were.

20

CENTER 4

Materials: Bendable straws, tape, construction paper.

1. Review the types of angles.2. Fold a piece of construction paper so that you have four squares.3. Model each type of angle with your straws and tape down one per box.4. Label each angle.

Straight Obtuse

Right Acute

Angles

LESSON 1

PRACTICE: LINES, RAYS, AND ANGLES

Name:

Directions: Draw and label an example of each figure.1. obtuse ∠QRS 2. acute ∠XYZ 3. right ∠K

4. AB 5. RS 6. PQ

A

BC

DE

F

H

G

7. name a line segment

8. name a right angle

9. name a ray 10. name a line

___/10

Directions: Use the figure to answer numbers 7-10.

MACC4G11

LESSON 1

QUIZ: LINES, RAYS, AND ANGLES

Name:

Directions: Circle the letter of the correct answer.

1. What figure has one endpoint and continues without end on one direction?

a. lineb. line segmentc. rayd. point

2. What figure is an exact location in space?a. lineb. line segmentc. rayd. point

3. What figure is a straight path of points that continues without end in both directions?


4. What figure is a part of a line between two endpoints?


5. What kind of angle is shown below?a. acuteb. straightc. rightd. obtuse




9. Which of the following is NOT a way to name the angle shown?

a. ∠ABCb. ∠CBAc. ∠Bd. ∠ACB

10. What kind of angle do you see in the letter L?

a. acuteb. straightc. rightd. obtuse

___/16MACC4G11

A

B

C

LESSON 1QUIZ: LINES, RAYS, AND ANGLES

Name:


11. What type of angle is ∠ABD?a. acuteb. straightc. rightd. obtuse

12. What type of angle is ∠CBD?a. acuteb. straightc. rightd. obtuse

13. What type of angle is ∠ABE?a. acuteb. straightc. rightd. obtuse

14. What type of angle is ∠DBF?a. acuteb. straightc. rightd. obtuse

15. Name a ray that is shown in the figure above.

______________________________________

16. Name a line that is shown in the figure above.

__________________________________________

MACC4G11

A

D

E

F

CB

LESSON 1

QUIZ: LINES, RAYS, AND ANGLES

Name:

Directions: Circle the letter of the correct answer.

1. What figure has one endpoint and continues without end on one direction?


2. What figure is an exact location in space?a. lineb. line segmentc. rayd. point

3. What figure is a straight path of points that continues without end in both directions?


4. What figure is a part of a line between two endpoints?






9. Which of the following is NOT a way to name the angle shown?

a. ∠ABCb. ∠CBAc. ∠Bd. ∠ACB

10. What kind of angle do you see in the letter L?

a. acuteb. straightc. rightd. obtuse

___/16MACC4G11

A

B

C

Key

LESSON 1QUIZ: LINES, RAYS, AND ANGLES

Name:


11. What type of angle is ∠ABD?a. acuteb. straightc. rightd. obtuse

12. What type of angle is ∠CBD?a. acuteb. straightc. rightd. obtuse

13. What type of angle is ∠ABE?a. acuteb. straightc. rightd. obtuse

14. What type of angle is ∠DBF?a. acuteb. straightc. rightd. obtuse

15. Name a ray that is shown in the figure above.

Possible answers: BA, BD, BE, BF, BC

16. Name a line that is shown in the figure above.

Possible answers: ABC, CBA

MACC4G11

A

D

E

F

CB

Key

PRELIMINARY INFORMATION Name -...

Documents

Transcript of PRELIMINARY INFORMATION Name -...