Geometrical Mathematics

Kylie McKenzie
4th Grade Math

Common Core Standards:

CCSS.MATH.CONTENT.4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures.

CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular
lines, or the presence or absence of angles of a specified size. Recognize right triangles as a
category, and identify right triangles.

Lesson Summary:

This lesson is going to teach the students what angles, lines, points, rays, line segments, perpendicular and
parallel lines, and right triangles. The students will be able to identify two-dimensional figures and right
triangles.

Estimated Duration:

The duration of my lesson plan will be over four days. It will 40-minute sessions each day with groups that the
students will be moving to every 7 minutes, for a total of 5 stations. It is a total of 120 minutes.

Commentary: I think the hardest part will be the angles for the students and getting the words down. I will
create fun activities that the students will want to be involved in that interests all of them. Having them
interested in the topics will have them wanting to try and learn the difficult information.

Instructional Procedures:

Day 1:

First 10 minutes: Introductory activity- Direct your students to stand and show the words using their arms. I
will explain that a point is a dot, I will have the students watch me show them first and then I will have
 students show me a point using their fingers, I will then explain that a line has no end or beginning, then I will
have the students show me using their arms to show a line, I will tell the students that a line segment has a
beginning and end, then I will ask them to show me with their arms.

30 minutes: I willI will have a station of my own working with students on line, segments, lines, and rays.
students will. Students will have one station working on their computers picking what math games they
would like to do, another station will be working on worksheets about line segments, lines, and rays, another
station will be playing math games, the last station students will be thinking of places they will see these
concepts in the real world.

Day 2:

First 10 minutes: Explain what an obtuse angle is and how it is more than 90 but less than 180 degrees. Show
an example using your arms and then ask the class to do it with their arms, define what an acute angle is and
tell them that it is more than zero but less than 90 degrees. Show an example using your arms and then ask the
class to do it with their arms, I will explain to the students that a right angle is 90 degrees, Show an example
using your arms and then ask the class to do it with their arms

30 Minutes: I will have a station of my own working on the concepts we are learning that day. Students
will be working in stations. The first station will be working on a worksheet called Name That Angle. The
second station will be working on math games with partners. The third station will be creating the angles out of
construction paper. The last station will be playing math games on abcya.

Day 3:

First 10 minutes: I will explain to my students that perpendicular lines form a right angle, and then will
explain that parallel lines go in the same direction.

30 Minutes: I will have a station of my own working on the concepts we are learning that day. Students
will be working in stations. The first station will be working on a worksheet matching perpendicular lines
and parallel lines. The second station will be playing math games with partners. The third station will be
creating perpendicular lines and parallel lines out of construction paper and gluing them on a piece of paper.
The last station will be playing math games of their choice on cool math.

Day 4:

First 5 minutes: Review what we have learned the last three days.

30 Minutes: I will have a station reviewing the concepts we have learned throughout the week and finishing
up anything the students didnt finish with me in the week. Students will... be working in stations. The first
station will be working on abcya creating their own word search with the words they learned throughout the
week. The second station will be doing math games with partners. The third station will be playing math
games online on either cool math or abcya. The last station will be having the kids do the worksheet that was
their pre-quiz, that I gave them the first day.

Last 5 minutes: Review anything that the students are still struggling with and see if there is anything you still
need to work on later.

Pre-Assessment:

I will have a pre-quiz to see what the students will know about the information we are about to talk about. I
will ask the students to draw a point, line, line segment, ray, parallel lines, and perpendicular lines. Another
section will make you label the angles and measure the angles. I will also have a section that has shapes of the
same kind of shapes and then the students will have to tell two properties they share. There will be three
different types of shapes.

Scoring Guidelines:

To go in the grade book, it will go in as a completion grade. I will then grade it, so I have a grade to
later give them a grade again to see how much they improve. I will record that grade in the gradebook,
but it wont hurt them or help them. Each question will just be worth a point.

Post-Assessment:
I will give the students a test on Friday to see what they learned throughout the week. It will also help me to
see if there is something we need to go over more in depth the next week.

Scoring Guidelines:
Each question will be worth two points. The total points of the quiz will be 20 points.

Differentiated Instructional Support

For some students if the work is too much for them, I will reduce the work the students need to do and give
them less. That will help them for if they are a bit slower in getting work done. Another thing is when the
students are making word searches, they can create theirs with less words. Instead of the 15 words the other
students have to do, they can do 8-10. For the online games I will pick out the best games thats appropriate for
that child specifically. For students that are accelerated, I will give them harder worksheets to do and fin online
games that fit them. I will makes sure that I have students that are lower and higher in the same group.
Extension
https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-geometry-topic
This website allows them to watch videos on the concepts they are learning in class. This will help with any
confusion they might have on a topic. It will go in depth with each concept and give them multiple examples. I
encourage this for all topics that Kahn Academy provides.

Homework Options and Home Connections

I will have the students find different activities online that they can practice each concept they learn each day. I
will then have them come and share with the class in the morning if they would like to of what they found
online. I will also encourage them just to be practicing making each concept at home and maybe telling their
parents what they learned to help them keep it in their brain.

Interdisciplinary Connections
For history I can have the students look up who created geometry and talk about the history behind geometry.
For art we can create geometric greeting cards.
For language arts they can create a journal and talk about what they learn each day.
Materials and Resources:

For teachers Construction paper, worksheets for each day, white boards, dry erase markers, videos
on the smart board

For students Construction paper, scissors, laptops or iPads, math board and card games, white
boards, dry erase markers

Key Vocabulary

Point, line, line segment, right angle, obtuse, acute, right, rays, and perpendicular and parallel lines