BridgewaterCollegeTeacherEducationProgramLessonPlan

Name:BrookeWean
Subject/Gradelevel:

LessonTitle:

Unit:

DateorLesson#:

3rd- math

Geometry- Lines

Geometry

VirginiaSOL
/NationalStandard:

3.15 The student will identify and draw representations of points, line segments, rays, angles, and lines.
MeasurableLessonObjective(s):
Students will be able to describe and identify terms: point, line, line segment, ray, parallel lines, perpendicular lines, intersecting lines,
right angle, acute angle, obtuse angle.
Materials/Technologies/ResourcesNeeded:
Classroom notebook paper to create anchor chart
Students will need math journals & pencil
Construction paper- large pieces & scrap pieces will work
Toothpicks

Assessment(Formativeand/orSummative):
1.

Each students independent practice project will be a formative assessment of their ability to identify and create lines and
angles.

AnticipatorySet(Hook&Agenda)
Teacherwill:

Studentswill:

We are still working on our geometry unit

and today we are going to start talking
about lines and angles. We will learn about
some different types of lines and different
types of angles.

S
tudents will be thinking about what we
have already learned in geometry--shapes,
angles, etc. .

Accommodations/Di
fferentiation:

Anticipated
Time:
1 minute

Access/ReviewPriorKnowledge
Teacherwill:

Studentswill:

Begin by mentioning that in our previous

lessons about geometry we used some of the
terms we will be learning about today-line segment, angles, points.

Students will recall previous geometry lessons

when we learned about plane and solid
figures. We also learned about parts of solid
figures-- edges, angles, vertices, faces

Accommodations/
Differentiation:

Anticipated
Time:

S
tudents can refer
to previous anchor
chart for this
information

1 minute

TeachingProcess&Modeling(Contentispresented,accessedorbuilt)
GuidedPractice&CheckingforUnderstanding
IndependentPractice
Thereisnoprescribedordertothissection;youmusttailortheordertothestudentsandthecontent.Thisshouldbethelongestportionofyourlesson
plan.

Teacherwill:

Studentswill:

For each new term:

Say the name, write on anchor

chart
State definition, write on chart
Draw picture on chart
Talk a little bit about it.
endpoints, continuing on in
any direction, where to
find it, etc.
For parallel, perpendicular,
intersecting lines-- choose 2
students to make these lines on the
carpet for us to see (see example
@ end of document)
For right angle, acute angle, obtuse
angle-- choose 2 students to make
these lines on the carpet for us to
see (see example @ end of
document)
Have students write the name and
draw a picture in their math
journals before moving on to next
term.

Watch brainpop jr. video clip on: points,

lines, segments, rays

Accommodations/
Differentiation:

Anticipated
Time:

If students are not

caught up they can
view the anchor
chart as I am
making it to see
how to spell/draw
terms.

25 minutes

Students will be learning new terms,

definitions of terms and view a picture of
what each thing looks like.

Students are able to see a visual of these

types of lines and angles that we can make
with our bodies.

Students are able to follow along with the

whole group and record information in their
math journals which they can refer back to
later. Making students responsible for
recording information also helps keep their
attention.

During the video students get to hear more

information on points, lines, segments, rays. If
some of the information is repetitive of what
we went over as a class, then it is reinforcing
it in their minds.

If something I said
was not clear to
students, the video
will possibly explain
things in a different
way for students to
connect.

5 minutes

Next students will be making

examples/pictures of all of these terms on
a piece of construction paper. Students will
be given a piece of construction paper to
use as the background, toothpicks to use as
lines, and more construction paper to use to
cut arrows or points to add to their lines.
Students will be required to label each
picture.
Model to students that a toothpick
represents the line. Demonstrate that we
can cut out arrows or points to glue onto
our toothpick once it is glued onto the
paper.

Students get a chance to create lines,

segments, angles on their own. They are
allowed to refer to anchor chart or their
notes, but they get some practice creating
these items on their own. Creating lines,
segments, angles with a hands on project may
help each term stick into students minds
better.

Assist students who

are having trouble
with this.

25 minutes

Mr. T will be in to
assist JV during our
math period.

Model of finished product:

Closure:
Teacherwill:

Studentswill:

I will check each students work to be sure

they are creating and labelling lines,
segments and angles correctly.

Students have a chance to go over

their work with a teacher to be sure
they are recording and interpreting
correct information.

Accommodations
/Differentiation:
At this time help
students make
changes if
necessary.

DeclarativeSummaryStatement:

Anticipated
Time:

5 min

Today we learned about a lot of new types of lines, segments and angles. If you have never heard of anything we learned before
today, then you gained 10 new words in your vocabulary! Tomorrow we will continue working with our lines, segments, and angles.
ActivityIfExtraTimeRemainsorTechnologyFails
Teacherwill:
If students finish early they may work on
the shape hunt worksheet that we never
got to during extra time during previous
geometry lessons. For this worksheet the
directions state to go around the room
identifying solid figures and recording them
in the corresponding boxes on the
worksheet.

Studentswill:

Accommodations
/Differentiation:

Anticipated
Time:

Note:Attachorprovidehyperlinktoallhandouts,externaldocuments,resources,etc.