Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Steve Schneir

Subject(s):
math

Grade Level(s): 4

Date: 10-14-15

Standard(s): Geometry
4.G Single/Multi-Day Lesson:
Draw and identify lines and angles, and classify shapes by
Single
properties of their lines and angles.
1.
Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
Language Standards
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing Standards
1. With guidance and support from adults, recall information
from experiences or gather information from provided sources
to answer a question.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will draw and identify lines, line segments, rays, and points. (concept)
II. LEARNING OUTCOME (Objective): The students will create a picture using all 4 geometric
concepts.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Students will be familiar with geometric measurement: understanding concepts of angles and measuring
angles. This lesson is followed by lessons in recognizing 2 dimensional shapes.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Teacher will have a vocabulary chart displaying line,
point, line segment, and ray.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 What is geometry?
a. Whats the point? Take your pencil and put the point onto your paper. What should we call
that point? A? John? Point Harry Potter? Lets call it point A. Now draw another point.
What do we have? What if that line was a horizon? What do horizons do? Do they stop?
Do they go on forever and ever? Just like your horizon goes on for ever and ever, so does a
line.
b. The teacher will observe and help when needed.
Step #2 Line or line segment?
a. Students will learn that a line segment has two end points. Connecting different line
segments creates a shape. Students will be asked to draw three points. Keep them close.
Now connect the dots. What they will have will be a triangle. Can you draw other shapes
using points? What about 4 points? 5 Points? The teacher will ask students to ask their
partner, What other shapes can you draw? Do these lines go on forever? How many of
you think a line and a line segment are the same thing? How many think that a line and a
line segment are different. Explain to your partner why?
b. The teacher will monitor answers and point out when he hears the correct answers.
Step #3 Rays and lines.
a. Draw a circle. How many points can we put on the circle? 10? 100? How about between 5
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and 10. Can everyone make your points into line segments? Now lets erase one point,
what happens to that line? What do we see? What does your drawing remind you of?
Students will identify a sun. Teacher will then challenge the student to identify what the
lines are on their paper. Rays.
b. Students will draw rays on their paper while the teacher observes and asks the appropriate
questions.
Step #4 Points, lines, lines segments, and rays in everyday objects.
a. The teacher will ask students to identify where they see the 4 geometric concepts that they
have been discussing. Where do you see rays? The hands of the clock? Where do you see
line segments? The edge of the desk? Where do you see points? Where do you see lines?
The students will come up with creative answers as they scan the classroom.
b. The teacher will guide the question and answer session looking for students who havent
answered any questions, or look confused, or who have had trouble with previous steps.
Step #5 Application activity
a. Introduce colored pencils. Draw a horizon, a house, and a sun. Draw something completely
original. Use rays, lines, line segments, and points. Include one of each in their drawing.
Give the students 15 minutes.
b. The teacher will watch for students who finish too quickly and students who take too long.
Remind students that there is a time limit. Students will share their drawings.
D. APPLICATION ACTIVITY (Practice and/or Reflection): See step 5
E. MATERIALS & RESOURCES:
Math journals (depending on materials available)
Pencils
Colored pencils
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: Listen to students responses and check their work for understanding.
Summative: Students will reflect the lesson taught in their journals.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
The lesson is designed to be a group activity with students helping each other out.
For visually and hearing impaired students, have them sit in the front of the class.
For hyperactive students: Give them a specific task (monitor/helper)
Working in pairs
For ELL: working in pairs; proficient English learner with ELL
Visual aids, ie: charts, vocabulary cards
Use ELMO projector
Use whiteboards
1-1 assistance
Paraprofessional/volunteer
VII. HOMEWORK (IF APPROPRIATE): None

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