Gina DAngeli

Parker Elementary
4/27/16
Math
Third Grade: Inclusion
Geometry: Perpendicular, Parallel & Intersecting Lines.

Standards
4.G: Draw and identify lines and angles , and classify shapes by properties of their lines and
angles.
4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular
lines. Identify these in two dimensional figures.
Objectives
Students will be able to independently define lines (parallel, perpendicular and intersecting) by
engaging in real life math.

Materials
72 pretzel sticks.
Lines Anchor Chart
20 copies of Lines Homework sheet(s).
Five magazines (student educational magazines: NSTA & Young Learner).
Procedure
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I will regain students attentions who are returning from recess by playing two rounds of
Ms. D says.
After game, students will be seated back at their desks.
(Introduction) I will state the objective to the class: Today, students will be able to
independently define lines of geometry called parallel, perpendicular and intersecting
lines by engaging in real life math.
I will remind students that when they were just making angles during the game, they were
already working with the lines I introduced in my objective.
I will show how lines exist in the angles they just made on the white board.
I will introduce the Lines Anchor Chart.
I will read each definition.
I will pass out pretzels.

9. I will instruct students not to touch pretzels until I say it is ok.

10. I will then use the student sticks to call on three students to re-read the three definitions.
11. After each definition I will stop and ask the students to make the line being defined with
their pretzel sticks.
12. I will call on one student to stand up and show us what they made.
13. I will ask if the class agrees.
14. I will ask the why is that a .. Line to confirm student comprehension.
15. After making each line twice with pretzel sticks I will ask students to put their pretzels to
the side and look up at the board
16. I will explain to the students how lines are in everyday life and show them by pointing
out real life examples in the classroom (window panel, classroom door and floor tile).
17. I will explain to the class that today, they are going to go on a hunt for perpendicular,
parallel and intersecting lines in a magazine as a group project.
18. I will distribute instructions.
19. I will pass out magazines to each group.
20. I will allow 15 minutes for students to collaborate.
21. I will regain student attention by utilizing the echo clap.
22. I will allow each group to present.
23. Closure: After each group has presented, I will use student sticks to call on three students
to re-define each line that we worked on in class today.
24. I will distribute the homework sheet.
25. I will read the directions.
26. Allow for students to put their homework away.
27. Dismiss students to Science.
Assessment
1. Student Engagement: The lines students create from their pretzel sticks.
2. Projects: Students will present their group projects on the lines they were successfully
able to locate in magazines.
3. Homework: Students will be assessed on their comprehension by completing a
homework sheet.

Management Issues
To maintain student focus on the task I will:
1. Allow students to refocus after recess by engaging in Ms. D says.
2. Allow for kinesthetic opportunity by having students physically engage in the lesson by
working with pretzels and magazines.
3. Constantly rotate to each group while they are working on their projects to ensure students
stay on task and the students conduct appropriate classroom behavior.
Differentiation

I will confirm each student comprehends the task/directions by rotating to each desk
while the students make their lines out of pretzels.
I will rotate to meet with each group to confirm their comprehension of the
task/directions by discussing their ideas and monitor their work.
When creating groups, I will pair lower level students with higher level students in each
group.

Self-Reflection

Today, I introduced the students to lines that are in accordance to their geometry
unit. I focused on three specific lines with my students: parallel, perpendicular and
intersecting. Due to the fact that this classroom is an inclusion class, I chose to create a
lesson that required a lot of kinesthetic engagement from my students to ensure that they
engaged as well as stayed motivated while being introduced to new definitions that I knew
could potentially seem intimidating to some of my students which would result in them
shutting down or losing focus.
I chose to open the lesson with Ms. D Says so that the students can be reminded of
angles (right, acute, obtuse) learned in previous lessons. I connected the angles to the new
lines we were going to learn today by introducing an anchor chart that I was sure to have
clear definitions as well as several images per new definition being introduced. While I used
the Anchor Chart to introduce the new definitions I did not want my entire lesson to
revolve around the anchor chart and so after students were introduced to the new terms, I
removed the anchor chart to review each term so that I could determine who had grasped
the new definitions and who still needed more assistance in comprehending the new terms.
I allowed for my students to physically engage in the lesson by passing out pretzel
sticks and re-administering the game Ms. D Says only this time students were now
creating lines instead of creating angles. I was allowed to assess my students by rotating
around the room while students made the lines I called out which was an excellent
opportunity to again identify which students were grasping the task and which were not.
Following the pretzel stick activity, I provided real life examples inside our classroom of
where and how these lines exist in everyday life. I felt on this third part of my lesson I still
had 100% attentiveness and motivation from ALL my students which was something I was
extremely proud of throughout my entire lesson. Following my real life examples, I broke
my students up into groups and distributed student educational magazines. I directed my
students to work in groups to collaborate finding three real lie examples of the lines we
learned about today in their magazines just like I modeled in the classroom.
I was pleased with the amount of student engagement for this activity as well. Most
importantly I was pleased with their presentations. I was able to utilize a comprehension
check when students would present the lines they found by asking and why is that a
line, or and what makes that a . Line. While I felt at times I was being a bit too
redundant in constantly asking my students throughout the entire lesson to repeat what
each line is, I understood after a post-meeting that when working with students in an
inclusion class it is important to be redundant but to do it in a way that allows for students
to answer you in a variety of ways instead of just having them sit in their desks and answer
questions repeatedly. So, while I was constantly having students repeat the lines definitions,
I asked in a variety of ways which kept the students engaged and always wanting to answer.
Overall, I was pleased with this lesson. While I was still able to identify students who did
not comprehend the task, I had 100% on all homework assignments this morning aside

from two students. So, I was successfully able to assess that 19/21 strongly comprehended
the task and objective in yesterdays lesson. My co-teachers were extremely pleased and
applauded me for the excellent work my students conducted on their homework
assignments following my math lesson. The most important lesson I am personally taking
away is that it TRULY is ok to think outside of the box and allow for creative/kinesthetic
lessons especially for students of whom attend an inclusion classroom as allowing them to
physically engage in the lesson can strengthen not only their engagement and motivation
but their comprehension of the task you are trying to teach as well.