Design Topic :_Geometry_ Subject(s):_Math_ Grade(s) 4th_ Designer(s) _Arrykka Jackson_

Understanding by Design

Unit Cover Page

Unit Title: __________Lines, Rays, and Angles_____ Grade Levels: _____4th______

Topic/Subject Areas: _______________Geometry________________

Key Words: ____Line; line segment; endpoint; point; angles; obtuse; acute; vertices___

Designed By: ______Arrykka Jackson________ Time Frame: __________________

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

In this unit of Geometry, students will learn about lines, line segments, rays, endpoints,
vertices, angles, and their classification. They will also learn about how lines interact with each other;
whether that be intersecting, parallelism, or perpendicularity. They will create a project at the end that
mirrors an architects blueprint and present their blueprint to the Project Board of a new hotel. They
will learn about how angle size and line interactions affect the use of each.
Students will enjoy tasks that are targeted toward their learning style and multiple
intelligences. They will also do group work and collaborate on various assignments. They will use
critical thinking and reasoning skill and be able to apply their knowledge to real-world situations. After
this unit, students will have a beginning, working understanding of lines, angle, and how they relate and
interact with each other.

Unit design status: X Completed template pages stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic :_Geometry_ Subject(s):_Math_ Grade(s) 4th_ Designer(s) _Arrykka Jackson_

STAGE 1 DESIRED RESULTS

Unit Title: ______Lines, Rays, and Angle_________

Established Goals (cite specific VA SOL):

The student will
a.) identify and describe representation of points, lines, line segments, rays, and angles,
including endpoints and vertices, and
b.) identify representations of lines that illustrate intersection, parallelism, and
perpendicularity

(VDOE, 2009)
Understandings: Students will understand that
Geometry is a section of mathematics
that discusses figures and how they
relate to each other.
Noncircular geometry contains lines,
line segments, rays, points, endpoints,
and angles and the relationships
between these structures
Lines are either parallel or intersect;
perpendicularity is a special type of
intersection, where lines form 90
angles
(VDOE, 2009)
Essential Questions:
How do lines relate to each other?
Where in your life can you find
examples of parallel, perpendicular,
and intersecting lines and how do you
use them?
How do we use parallel,
perpendicular, and intersecting lines
to build?
How do the sizes of angles change
how they are used?
In which ways do points come
together to form geometric figures?

Students will know: Students will be able to:

Regular lines either intersect or are parallel; Draw perpendicular, parallel, and
parallels lines never intersect. intersecting lines; rays, and line
The shortest distance between two points is a segments,
straight line.
Identify lines, line segments, rays,
That a line can be drawn with at least two points.
angles, endpoints, and points.
Vocabulary, definition and meaning of: endpoints,
Draw a line when given two points.
points, line, line segment, ray, angle, parallel,
perpendicular, intersect, vertex, vertices, infinite, Name lines, line segments, rays,
space, and edge. angles, and points correctly.
Real world situations involve lines, line segments, Identify practical and real-world
rays, angles, and points.
situations that show lines, line
lines are a collection of points going on infinitely in
both directions
segments, rays, and various angles.
rays are a collection of points with an endpoint that
Draw different types of angles.
goes on infinitely in one direction Apply this knowledge to real life.
line segments have two endpoints and include all
the points in between
there are examples of parallel, perpendicular, and
intersecting lines in the real world.
The different types of angles: right, obtuse, acute,
straight, complementary,
Source: Understanding and
by Design, Unit supplementary.
Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic :_Geometry_ Subject(s):_Math_ Grade(s) 4th_ Designer(s) _Arrykka Jackson_

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
GRASP: The students are architects Quiz: Students will take a 10 question
who have the task of creating and multiple choice quiz to assess what
presenting a blueprint for a new they already know about the subject
building for the Hilton executive board. of lines, rays, and angles.
Spaghetti and Marshmallows: Homework: Frayer Model on lines;
Children will be divided into groups. Students will complete a Frayer Model
Each group will be given a box of raw worksheet on the descriptions of a
spaghetti and a bag of marshmallows. line.
They will then be responsible for Think-Pair-Share: The students will
constructing a structure that answer the question themselves of
incorporates all of the various which professions use the geometry
structures that we have learned. concepts we are learning and how.
Write a book: Students will write a Then they will connect with a partner
book for a younger sibling, cousin, or and discuss the question. Lastly,
friend, in which they draw and each pair will share one thing that
describe in writing the different types they discussed which answers the
of geometric structures. question. (p. 112, Rutherford, 2008).
Draw it for me!: Students will respond
on individual white boards when given
statements that describe different
structures such as lines, rays, line
segments, angles, and points.
Scavenger Hunt: Each student will
define the structures that we have
learned. After that, they will search
the room for different examples. They
will then break into small groups and
discuss what they have found.
Student Self-Assessment and Reflection
Journal entries: Each week the students will write one page in their journal about how
they feel they are learning the information. It should also include what they are proud
of, what they are struggling to understand, and the real life applications they are
learning about.
Ticket to Leave: Students will have to answer the question the stem: written on an
index card before they leave the classroom. (p. 115, Rutherford, 2008).
Three column chart: The students will end each day by adding a sentence to their
chart, describing what they knew, what they want to know, and what they have
learned. (p. 113, Rutherford, 2008).

STAGE 3 LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Ten Question Quiz Pre-assessment. Gauge where kids are with lines, angles, and the associated vocabulary.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Design Topic :_Geometry_ Subject(s):_Math_ Grade(s) 4th_ Designer(s) _Arrykka Jackson_
Formative assessment. (W)
2. Play video Cyberchase. Harry walks the line Use as a hook in order to get children excited and interested in the topic.
(H)
3. KWL chart about line. Record what the students already know and what they would like to learn about lines and line
segments; especially given the video. (W)
4. Introduce GRASPS Assignment. Show the students where we are going and what will be the culmination of our unit.
Also, outline the objectives and goals. (W)
5. Learning Logs Interactive WS- Instruct students verbally via lecture and interaction about lines, line segments, points,
endpoints, and rays. (W)
6. Rays HW- Multiple rays WS from mathworksheets4kids.com (E2, H)
7. Spaghetti and Marshmallows- students create as big a structure as they can with uncooked spaghetti noodles and
marshmallows. Afterward, they will journal about line, line segments, and intersections. (O)
8. Line HW- from mathworksheets4kids.com (H)
9. Write a book- Write a story to second graders explaining lines, line segments, points, and rays. Include pictures and
words. (E2)
10. Ticket to Leave- Answer the prompt: What is the one thing you learned about lines this week? (R)
11. Think-Pair-Share- Students collaborate and think about what professions use geometry and how. (R)
12. Blueprint Steps- Show students how to make a blueprint with graph paper. Guided practice. (E1)
13. Journal entry writing prompt- Describe how two lines can relate to each other. (H, R)
14. Geobands with lines- Students will use rubber bands and stretch them across the pegs of the geoboard to create lines,
parallel lines, intersecting lines, and perpendicular lines. (E1)
15. Scavenger Hunt- Students will go around the room and find and draw five of each parallel lines, perpendicular lines, and
intersecting lines. (E1)
16. Frayer Model HW- Students will create a Frayer Model on the definition of a line. (H)
17. Building Blocks- Students will build with building blocks houses and other various buildings in groups. This will be a
seg-way activity between lines and angles. (H, E1)
18. Draw It for Me!- Students will use white boards and draw erase markers to draw various lines as the teacher gives
descriptions. Then the students will show the teacher. (E2)
19. Team debate- Students will break into teams of four and build a case using the evidence that they have accumulated
thus far during class and homework to defend why parallel lines never intersect. Then, they will present in a style simlar
to a Socratic Seminar. (R, E2)
20. KWL angles- Students will identify what they know and would like to know about angles. (W)
21. Exploration with Popsicle sticks- Students will make several types of angles using Popsicle sticks. They will see what
works and what does not work. They will identify what they think that they know. (E2)
22. Types of Angles Song- Types of Angles Seuss Song By Heath on Youtube. The teacher will play the song, then there
will be a short discussion about angles. (H)
23. KNex- Students will use KNex to build angles of different sizes and see what they would be used for using trial and error.
(H)
24. Venn Diagram- Students will draw a Venn Diagam and Comapre and Contrast obtuse and acute angles individually.
Then we will discuss as a group. (W,R)
25. Angles HW- Worksheet from mathworksheets4kids.com
26. Categorize Angles WS- from mathworksheets4kids.com
27. Exit Ticket- Desrcibe what you have learned about right, acute, and obtuse angles. (R)
28. Essay about angles- Defend why there are different types of angles and their use. Also, describe which professions use
what types of angles and how. (R)
29. Stations- Student will explore by going to different stations to show and learn more about lines and angles. They will be
divided by interests. Sand station- Colored sand in a bag. Use their fingers to draw lines and angle in the sand. Poem
station- Group writes a poem or song about lines and angles. Dance station- The group creates a dance involving lines
and angles and how they relate. Paint station- Student will paint different structures that incorporate lines and angles. (T,
E1)
30. Geoboards- Students will use rubber bands and create different types of angle on the pegs. (H)
31. Clock WS- from mathworksheets4kids.com (H)
32. Ask out loud and list the ways we use angles in the real world. (E2)
33. Arm activity- Students will stand and show with their arms they lines and angles that the teacher describes. (T, R)
34. Jigsaw professions- The students will research different professions that use angles and lines in groups. Then, the one
person from each group will form one group in which each profession is represented and share what they learned. (O)
35. Geometry jeopardy- Wrap up the unit with jeopardy in the form of lines and angle questions. (E2)
36. GRASPS- Give students the opportunity to work on their assignment and receive peer and teacher feedback. (E2)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Design Topic :_Geometry_ Subject(s):_Math_ Grade(s) 4th_ Designer(s) _Arrykka Jackson_

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Design Topic :_Geometry_ Subject(s):_Math_ Grade(s) 4th_ Designer(s) _Arrykka Jackson_
Consider the WHERETO elements. You must include enough instruction for 20 lessons.
Monday
1. Ten Question Quiz
Pre-assessment.
Gauge where kids are
with lines, angles, and
the associated
vocabulary.
Formative
assessment. (W)
2. Play video
Cyberchase. Harry
walks the line Use as
a hook in order to get
children excited and
interested in the topic.
(H)
3. KWL chart about
line. Record what the
students already know
and what they would
like to learn about
lines and line
segments; especially
given the video. (W)
13. Journal entry writing
prompt- Describe
how two lines can
relate to each other.
(H, R)
14. Geobands with
lines- Students will
use rubber bands and
stretch them across
the pegs of the
geoboard to create
lines, parallel lines,
intersecting lines, and
perpendicular lines.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Stage 3 Plan Learning Experiences and Instruction
Tuesday
4. Introduce GRASPS
Assignment. Show
the students where
we are going and
what will be the
culmination of our
unit. Also, outline the
objectives and goals.
(W)
5. Learning Logs
Interactive WS-
Instruct students
verbally via lecture
and interaction about
lines, line segments,
points, endpoints, and
rays. (W)
6. Rays HW- Multiple
rays WS from
mathworksheets4kids.
com (E2, H)
15. Scavenger Hunt-
Students will go
around the room and
find and draw five of
each parallel lines,
perpendicular lines,
and intersecting lines.
(E1)
16. Frayer Model HW-
Students will create a
Frayer Model on the
definition of a line. (H
Wednesday Thursday Friday
7. Spaghetti and 9. Write a book- Write 11. Think-Pair-Share-
Marshmallows- a story to second Students collaborate
students create as big graders explaining and think about what
a structure as they lines, line segments, professions use
can with uncooked points, and rays. geometry and how.
spaghetti noodles and Include pictures and (R)
marshmallows. words. (E2) 12. Blueprint Steps-
Afterward, they will 10. Ticket to Leave- Show students how to
journal about line, line Answer the prompt: make a blueprint with
segments, and What is the one thing graph paper. Guided
intersections. (O) you learned about practice. (E1)
8. Line HW- from lines this week? (R)
mathworksheets4kids.
com (H)
17. Building Blocks- 19. Team debate- 20. 20. KWL angles-
Students will build Students will break Students will identify
with building blocks into teams of four and what they know and
houses and other build a case using the would like to know
various buildings in evidence that they about angles. (W)
groups. This will be a have accumulated 21. Exploration with
seg-way activity thus far during class Popsicle sticks-
between lines and and homework to Students will make
angles. (H, E1) defend why parallel several types of
18. Draw It for Me!- lines never intersect. angles using Popsicle
Students will use Then, they will sticks. They will see
white boards and present in a style what works and what
draw erase markers to simlar to a Socratic does not work. They
draw various lines as Seminar. (R, E2) will identify what they
Design Topic :_Geometry_ Subject(s):_Math_ Grade(s) 4th_ Designer(s) _Arrykka Jackson_
(E1)
22. Types of Angles
Song- Types of
Angles Seuss Song
By Heath on
Youtube. The teacher
will play the song,
then there will be a
short discussion about
angles. (H)
23. KNex- Students will
use KNex to build
angles of different
sizes and see what
they would be used
for using trial and
error. (H)
30. Geoboards- Students
will use rubber bands
and create different
types of angle on the
pegs. (H)
31. Clock WS- from
mathworksheets4kids.
com (H)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
24. Venn Diagram-
Students will draw a
Venn Diagam and
Comapre and
Contrast obtuse and
acute angles
individually. Then we
will discuss as a
group. (W,R)
25. Angles HW-
Worksheet from
mathworksheets4kids.
com
32. Ask out loud and list
the ways we use
angles in the real
world. (E2)
33. Arm activity-
Students will stand
and show with their
arms they lines and
angles that the
teacher describes. (T,
R)
the teacher gives think that they know.
descriptions. Then (E2)
the students will show
the teacher. (E2)
26. Categorize Angles 28. Essay about angles- 29. Stations- Student
WS- from Defend why there are will explore by going
mathworksheets4kids. different types of to different stations to
com angles and their use. show and learn more
27. Exit Ticket- Desrcibe Also, describe which about lines and
what you have professions use what angles. They will be
learned about right, types of angles and divided by interests.
acute, and obtuse how. (R) Sand station- Colored
angles. (R) sand in a bag. Use
their fingers to draw
lines and angle in the
sand. Poem station-
Group writes a poem
or song about lines
and angles. Dance
station- The group
creates a dance
involving lines and
angles and how they
relate. Paint station-
Student will paint
different structures
that incorporate lines
and angles. (T, E1)
34. Jigsaw professions- 35. Geometry jeopardy- 36. GRASPS- Give
The students will Wrap up the unit with students the
research different jeopardy in the form of opportunity to work on
professions that use lines and angle their assignment and
angles and lines in questions. (E2) receive peer and
groups. Then, the teacher feedback.
one person from each (E2)
group will form one
group in which each
profession is
represented and
share what they
learned. (O)
Design Topic :_Geometry_ Subject(s):_Math_ Grade(s) 4th_ Designer(s) _Arrykka Jackson_
Task: ___GRASPS Assignment____
Students will create a blueprint as an architect of a new design of structure of a new hotel to the Board. Students will also give a presentation
and explain how each piece of the structure functions and why it is a good fit.
Advanced Proficient (10 to 8 pts)
Blueprint and Presentation provide
good description and presentation of
Use of Structures
parallel lines, perpendicular lines,
35%
intersecting lines, line segments, rays;
acute, obtuse, complementary, and
___/10
supplementary angles; endpoints,
points, and labels at least one of each.
Explanation of
Structures There is a detailed explanation showing
25% good understanding of each of the
structures outlined in the requirements.
____/ 10
Understanding There is a great or good understanding
There is some understanding of how each
20% of how each of the structures are used
and how they relate to real world
____/10 situations.
Blueprint
Blueprint includes several examples of
10%
10 to 12 different structures. Blueprint
is neat and easy to understand
____/10
Presentation Presentation is between three and five
10% minutes long. It shows that you have
practiced and given thought to what
____/10 you are going to say to your audience.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Proficient (7 to 5 pts) Needs Improvement (4 to 0 pts)
Blueprint and Presentation provide
Blueprint and Presentation provide an
little or no description and
average description and presentation of
presentation of parallel,
parallel, perpendicular, and intersecting
perpendicular, and intersecting lines,
lines, line segments, rays; acute, obtuse,
line segments, rays; acute, obtuse,
complementary, and supplementary
complementary, and supplementary
angles; endpoints, points, and labels less
angles; endpoints, points, and labels
than one of each.
little to none of each.
There is a poor explanation or no
There is an explanation showing explanation showing not enough
reasonable understanding of each of the understanding of each of the
structures outlined in the requirements. structures outlined in the
requirements.
There is poor or no understanding of
how each of the structures are used
of the structures are used and how they
and how they relate to real world
relate to real world situations.
situations.
Blueprint includes little examples of
Blueprint includes some examples of
the different structures. It includes
seven to ten different structures, but
seven or less of each of the different
could include more and different types.
types. Blueprint is messy and
Many examples are used repeatedly. Not
unorganized. Looks as if it was
very neat.
thrown together.
Presentation is less than two minutes
Presentation is between two and three
long. There looks like there was no
minutes long. There was little
preparation. Looks like this is the
preparation. Ideas are scattered and not
first time talking through your
well put together.
information.
Design Topic :_Geometry_ Subject(s):_Math_ Grade(s) 4th_ Designer(s) _Arrykka Jackson_
References

Math Workheets 4 Kids. Retrieved October 2105 from www.mathworksheets4kids.com

Rutherford, P. (2008). Instruction for all students (2nd ed.). Alexandria, VA: Just ASK

Publications & Professional Development.

VDOE. (2009). "Virginia Mathematics Standards of Learning Curriculum Framework 2009."

Mathematics Standards of Learning. Retrieved September 2015 from

http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/framew

k_math4.pdf

Wiggins, G.P. & McTighe, J. (2006). Understanding by design (Expanded 2nd ed.). Upper

Saddle River, NJ: Pearson Education, Inc.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)