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Topic: Points, Lines, and Planes Oh My! Teacher: Tiffany Sakaguchi

Subject Area: Geometry Grade Level: Middle or High School
Materials: 3D Printer, CAD software (TinkerCad)
Vocabulary: point, line, plane, parallel, perpendicular, skew, dimensions, prisms, cylinders, spheres

Content Standards: Common Core State Standards of Mathematics

HSG.GMD.B.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects,
and identify three-dimensional objects generated by rotations of two-dimensional objects.
HSG.MG.A.1 Use geometric shapes, their measures, and their properties to describe objects.
HSG.MG.A.3 Apply geometric methods to solve design problems.

Lesson Objective(s):
The students will explore the undefined terms of geometry: point, line, plane
The students will explore the various ways of including points, lines, and planes in a 3D art
project involving geometric requirements and restrictions.
The students will design a 3D project that includes size and material restraints.
The students will 3D print the designed project.

Differentiation Strategies to meet Diverse Learner Needs: Mixed Ability Groups

The students are working in mixed group settings. In order to aid in the instruction of the diverse
learner, the teacher can either vary the ability level in each group and facilitate peer teaching in the
groups, or put the learners needing more direction in one group to allow the teacher to facilitate
learning in that group.

Begin the project by having the students research/define the terms of parallel, skew, and
perpendicular and how these terms apply to points, lines, and planes.
This project can be used to introduce the topic of points, lines, and planes, or the project can
be used as a review or enrichment after learning about the topics in class.
Students should be familiar with CAD Software such as Tinkercad, Autodesk, or Sketchup.
Students will be placed in groups and asked to use the CAD Software to design their 3D art
project. They should be instructed to keep in mind the size parameters of the available 3D
printer and the printability of their designs.
The teacher should facilitate the 3D printing of the projects.

The students may ask how they can represent points, lines, and planes in their 3D model.
This leads to wonderful exploration of various dimensions. A point (0 dimensions), line (1
dimension), and plane (2 dimensions) cannot be truly represented in the 3D model. Students
must use 3 dimensional representations of these objects which exist in fewer dimensions and
have no depth/height.
The students may choose to represent a point in space as a small sphere, a line as a narrow
prism/cylinder rod, and a plane as a wider and flat figure with a slight height.

The students will justify their design of their 3D model by explaining how they met the
outlined requirements.
The students will justify how they made their design printer friendly.

The teacher should actively monitor the groups and ask probing questions to check for
understanding of points, lines, and planes.
Possible questions to check for understanding include:
- How is a line different than a line segment?
- What does it mean to say that intersecting lines have a point in common?
- Can intersecting lines have more than one point in common?
- What is the difference between parallel and skew?
- What does it mean to say that intersecting planes have a line in common?

Teachers will use the attached rubric to evaluate the project.
Teachers should look that the project was completed in its entirety and that the
specifications were met.
Students will also turn in a short explanation of their design, problems that occurred during
the design process, and solutions to the problems.
Points, Lines, and Planes Oh My!
Student Handout

You will be creating a 3D art project that includes points, lines, and planes. The requirements are listed below:

Size/materials requirements:
Max Dimensions 10cm x 10cm x 11cm
No more than 40 grams of filament

Must include a minimum of 5 out of 8 of the following geometric requirements:

Parallel lines
Skew lines
Parallel planes
Perpendicular lines
Perpendicular planes
Line perpendicular to a plane
Various polyhedral

Project Rubric:

Item Description Points

Size/materials Design meets the criteria for size and materials outlined. /5
Geometric requirements. Design meets 5 out of 8 of the geometric requirements /10
Understanding of Student fully understands the vocabulary of the project and /5
vocabulary. correctly uses the terms when asked to explain the 3D
Creativity/Originality Student explored many ideas and tried unusual /5
combinations of geometric requirements.
Effort/Perseverance The project was continued until it was complete and gave it /5
great effort.
Explanation of design, Explanations are clear and fully detail the design process, /5
problems, and solutions. problems occurred, and solutions.
Printed Model 3D model prints successfully. Support material is minimized. /5
All designed elements appear/work as intended.
Time Management Great use of time. The group stayed on task during each /5
phase of the process.
Team Work All group members worked together. The group never had /5
to be redirected.