© All Rights Reserved

Просмотров: 83

© All Rights Reserved

- GMAT Avengers Guide
- Syllabus for the Entrance Examination
- 9-GGE BIPLOT
- GEOMATIC - Areas & Volume
- kemh110
- Lines and Planes
- Work for the Week of Oct 2009
- Vectors
- student teaching lesson plan 3-7-17
- 2014 Feb14 Finals Bonus Answer
- procmock 10 soln
- Perm Comb
- pyq dirty
- ICSE_Math_2
- 771491 Explainations
- Gd & T.docx
- pre-algebra semester test 2013
- MATHEMATICS 4 4th rating.doc
- All form4 questions.docx
- SPM 2015 Exam Study Tips

Вы находитесь на странице: 1из 8

Jordan Vinson

Mrs. Bartley, SRES

November 20, 2013

November 13, 2013

B. CONTEXT OF LESSON

Students are introduced to points, line segments, rays, angles and lines in third

grade. Virginia standard 3.15 states, The student will identify and draw representations

of points, line segments, rays, angles, and lines. In addition, students are expected to

draw representations of points, line segments, rays, angles, and lines using a ruler or a

straightedge. In fifth grade, the standards do not directly address different types of lines.

However, fifth grade students are required to classify angles (right, acute, obtuse, or

straight) and triangles (right, acute, obtuse, equilateral, scalene, or isosceles). It is

important for students to have an understanding of points, line segments, rays, angles,

and lines before learning to classify angles and triangles. The Common Core Standard

5.G.A.1 requires students to use a pair of perpendicular number lines, called axes, to

define a coordinate system.

This lesson will be performed at the beginning of a geometry unit. Prior to the

lesson, students will have completed a unit on measurement, addressing SOL 4.6 through

4.9. During the measurement unit, students will have learned how to estimate and

measure weight and mass as well as identify equivalent measurements between units

within the metric system and U.S. customary system. In October, students learned about

different types of graphs. Therefore, they will have background knowledge of the terms

line and point prior to the lesson. Students will have been introduced to the parts of a

line prior the lesson. The lesson will review and further develop student understanding of

lines, points, segments, and rays. After this lesson, standard 4.11 and 4.12 will be

introduced. Students will learn to identify representations of lines, investigate

congruence of plane figures after geometric transformations, recognize the images of

figures resulting from geometric transformations, and identify and define polygons. It is

important for students to have a developed understanding of the meaning of a line

before they can successfully analyze the relationships between them.

According to CCSS learning progressions, fourth grade students are able to develop

explicit awareness of and vocabulary for many concepts they have been developing,

including points, lines, line segments, rays, and angles. Such mathematical terms are

useful in communicating geometric ideas. Students are able to construct more accurate

and complete mental images associated with geometric ideas and associated vocabulary

when provided with the opportunity to construct examples of these concepts, such as

drawing lines and rays. According to Piagets theory of cognitive development, students

in the fourth grade are in the concrete stage of development. Students are able to see

points and lines as abstract objects. In addition, students readiness level has been

assessed. As noted, the students will have background knowledge about the parts of a

line prior to the lesson. The day before the lesson, students will be introduced to the

terms again. Therefore, the lesson will act as a review with a focus on extending

comprehension. The activity associated with the lesson will be hands on and will provide

students with choices. A pre-assessment has been conducted prior to the lesson. A

selection of students was interviewed to determine their familiarity with parts of a line.

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.

connections to real-life

examples of 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?

points, segments, and rays

- Discussion

- Observation

- Exit ticket

- Ornament Activity

Photographs and checklist

identify, define, and

represent parts of a line

- Students will be able to

explain how a line, line

segment, and ray are

different.

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

- Discussion

- Ornament Activity

Photographs

- Simon Says

- Exit ticket

line segments, rays, and

points.

- Students will explain the

differences between each of

the terms.

- Students will define each

term in their own words.

- Students ornaments will

include at least one

representation of a line, line

segment, ray, and point.

- Students will successfully

represent a line, line

segments, ray, and point in

the game of Simon Says.

- Discussion

- Exit ticket

types of shapes are not

composed of line segments

- Students will explain why

not all polygons are made up

line segments.

- Students will draw their

own shape and identify the

of the line lying strictly

between two points. It has

a finite length and now

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.)

to create it

D1. Identify, describe,

and create

representations of points,

lines, line segments, and

rays

- Ornament Activity

include at least one

representation of a line, line

segments, point, and ray

- Students will be able to

define each term in their own

words

connections to real-life

examples of lines, line

segments, and rays

- Discussion

examples of lines, line

segments, and rays in the

real world

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

The task of the lesson is to identify, define, and create representations of

points, line segments, rays, and angles. There are a number of different strategies

students may employ when engaging in the lesson. First, students may recall the

hand gestures associated with the Simon Says game. Many students recalled

these gestures during the preassessment informal interviews. Secondly, students

may refer back to The Line Song introduced at the beginning of class to aid them

during their ornament activity. Thirdly, students may use their foldables as a

reference during the activity. The foldable will include a definition and depiction of

a line, line segment, ray, and point.

There are several misconceptions that students may have about the parts of a

line. First of all, students may believe that a letter is used to name both arrows and

points. This possible misconception will be addressed through the use of multiple

examples. Secondly, students may have difficulty conceptualizing the meaning of

a line. I will ask students why we represent a line with arrows. In addition, I will

inquire whether or not it would be possible to draw something that never ends.

When introducing the activity, I will ask students how I can represent a line using

pipe cleaners and Popsicle sticks. I will show students how a pipe cleaner can

bend to form an arrow. A third misconception is the belief that a line in geometry

is the same as the line formed by people. I will ask the class if a line of people

ends or goes on forever. When the class lines up to go to lunch, I can reinforce the

concept by asking if they have formed a line or line segment. A fourth

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

has an arrow and a point. X X

travels only in one direction

has an arrow and a point. X X

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

has two end points. X X

stops, it only has two dots.

has two end points. X X

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

These activities will be set up at the front of the classroom. Activities

include:

a. Constellation Creation: An activity sheet that asks students to

create their own constellation using line segments to connect

the points. This activity connects to their current study of

space.

b. Clip and Flip: A review game that encourages students to selfcheck their understanding. A board will be provided for each

term (line, line segment, ray, and point). Along the boarder of

the board will be boxes. Within each box there will either be a

definition of a term or a pictorial representation. Students

must decide which definitions and drawing correspond to the

given term. They will attach a paper clip to the edge of the

boxes they believe to be correct. In check themselves,

students must flip over the board. The bottom of the board will

reveal which boxes contained the correct information and

which did not.

c.

Geometry Advertising Activity: Students are asked to

imagine that they have been hired by an advertising called

GeoRocks advertising. Their task is to design a magazine

advertisement with a catchy slogan of one of the products

(words) that they must promote and sell to buyers. Students

must choose one of the following words to advertise: line, line

segment, ray, or point.

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

variety of materials

to create an

ornament that

incorporates a line,

line segment, ray,

and points

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.

- GMAT Avengers GuideЗагружено:sneakerhead
- Syllabus for the Entrance ExaminationЗагружено:shashilfs
- 9-GGE BIPLOTЗагружено:Teflon Slim
- GEOMATIC - Areas & VolumeЗагружено:AK47
- kemh110Загружено:rajatgupt
- Lines and PlanesЗагружено:Grebgjj
- Work for the Week of Oct 2009Загружено:ftnmrd7
- VectorsЗагружено:Azeem Ud Din
- student teaching lesson plan 3-7-17Загружено:api-350029805
- 2014 Feb14 Finals Bonus AnswerЗагружено:Mendbayar Oyunchimeg
- procmock 10 solnЗагружено:Abhishek Jain
- Perm CombЗагружено:srinath999
- pyq dirtyЗагружено:Jitender Gupta
- ICSE_Math_2Загружено:Sanjay Suryadevra
- 771491 ExplainationsЗагружено:Ashok Kumar
- Gd & T.docxЗагружено:Rishi Sharma
- pre-algebra semester test 2013Загружено:api-239209716
- MATHEMATICS 4 4th rating.docЗагружено:IvanAbando
- All form4 questions.docxЗагружено:ArivananthanMarimuthu
- SPM 2015 Exam Study TipsЗагружено:Samuel Ho
- NCERT St LinesЗагружено:Vineet Tanna
- MT Chapter 06.pdfЗагружено:Wilson Lim
- g8m2l9 7 1- angle sum theorem for trianglesЗагружено:api-276774049
- Straight Line (1)Загружено:Rizul thakur
- Loci (Questions)Загружено:Simon
- Class 7 Triangles WorksheetЗагружено:Rekha Kaushik
- ICL-08_Maths_Set-AЗагружено:korangaprakash
- Geometry Module CompleteЗагружено:imamsibawaihi
- Lines and Angles - Definitions & PropertiesЗагружено:Arijit Dey
- classnote-573595ae9af7bЗагружено:jaspreet singh

- jordan vinson resumeЗагружено:api-250775044
- reading menuЗагружено:api-250775044
- lesson 2 animals and the weatherЗагружено:api-250775044
- lesson 1 where are all the butterfliesЗагружено:api-250775044
- language arts lesson plan jan 25Загружено:api-250775044
- april 29 reading lessonЗагружено:api-250775044
- reading lesson plan jan 21Загружено:api-250775044
- feb 10 lesson planЗагружено:api-250775044
- american indians april 14 lessonЗагружено:api-250775044
- fraction decimal lesson draft 7Загружено:api-250775044
- math menu week of april 20 revisedЗагружено:api-250775044
- stage 3 draft 1Загружено:api-250775044
- vinson learningmenuЗагружено:api-250775044
- pbe directionsЗагружено:api-250775044
- stage 2 draft 1Загружено:api-250775044
- jordan stage1Загружено:api-250775044
- important datesЗагружено:api-250775044
- scheduleЗагружено:api-250775044

- CGM ProjectЗагружено:Shivendra Rajput
- jЗагружено:Lauren Bricknell
- 11-12 final srg2Загружено:api-57351780
- NML Book ListЗагружено:RadegondaOrsenigo
- SALINGAROS PAGLIARDINI_2016_Geometry and Life of Urban SpaceЗагружено:Julia Miranda
- Ae 1001 Theory of ElasticityЗагружено:ganeshperumalv
- lista 2Загружено:Jonathan Da Silva Souza
- A Study on Geodetic Boundary Value Problems in Ellipsoidal GeometryЗагружено:DDelik
- Leibniz an the Spell of the ContinuousЗагружено:RR886
- PH_Geom_ch03-05_ExЗагружено:Sherry Taylor's Geometry
- topology.docЗагружено:Azhar Ali Zafar
- 3P1aЗагружено:Jack Fielding
- GlossaryЗагружено:mathprof
- Advanced Assembly CommandsЗагружено:prasenjitsayantan
- Class 10 Imo 3 Year e Book Level 2 13Загружено:bhargavthegreat123
- Basic_R_EЗагружено:thinkiit
- Functions and GraphsЗагружено:Al Hassan
- Deber1 Integrales Por Sustitucion Trigonometrica StewartЗагружено:Billy Rivera
- Solutions of Right TrianglesЗагружено:tutorciecleteam
- Ch06 LagrangeЗагружено:Manolis Petrakakis
- MulЗагружено:Kira Lopez
- Wireframe Surfaces CATIAЗагружено:spsharmagn
- problem set 3 ellipses set aЗагружено:api-339611548
- Quaternions BrieflyЗагружено:Ted Bagg
- 12th Marking Engg DrawingЗагружено:siddout2006
- Som DeflectionnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnЗагружено:ks
- ICEM LecturerЗагружено:Ijaz Fazil
- EG1109M 2 ParticlesЗагружено:Jingjing Chan
- semester 1 exam reviewЗагружено:api-125734437
- myuna-farm-maths-trail-teachers-copyЗагружено:api-298471246