Geometric Ideas

  • Fourth Grade
  • Math
  • 65 minutes
  • Standards: 4.G.A.1
  • no ratings yet
March 9, 2016
by Nekeisha Hall

Geometry is everywhere! Lines, line segments, and points are all around. In this lesson, your students will learn about important aspects of geometry.

Learning Objectives

Students will be able to identify, define, and describe a point, a line, and a line segment.

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Lesson

Introduction (10 minutes)

  • Prior to the lesson, cut out lines, line segments, and rays from colored construction paper.
  • Without identifying the diagrams by name, tell the similarities and differences between the diagrams.
  • Then, identify each diagram by name.
  • Tell your students that a ray has a point on one end, a line has no end points, and a line segment has two end points.

Explicit Instruction/Teacher Modeling (15 minutes)

  • Ask your students where they might see examples of these objects in real life. For example, they might see the beam from a flashlight, one end of a ruler to another, a wheel, etc.
  • Show your students the different kinds of lines, such as horizontal, vertical, diagonal, and zigzag.
  • Have students tell the similarities and differences between these types of lines.

Guided Practice/Interactive Modeling (20 minutes)

  • Tell students to draw examples of each type of line in their notebooks and label them.
  • In groups, allow students to get additional practice making these lines, line segments, and rays with different types of sticks.

Independent Working Time (10 minutes)

  • Have students complete the Geometry worksheet. Encourage them to draw out the items for assistance.

Extend

Differentiation

  • Enrichment: Ask students to complete Lines, Line Segments, and Rays worksheet.
  • Support: Give your students string and sticks to practice making these designs.

Review

Assessment (5 minutes)

  • On the board, mislabel a ray, a line, and line segment. Have your students correct the errors.

Review and Closing (5 minutes)

  • Encourage your students to combine the lines, rays, and line segments to make new shapes.
  • Walk around the room and check to make sure that your students are identifying the lines correctly.

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