# Geometric Ideas

• Math
• 65 minutes
• Standards: 4.G.A.1
• no ratings yet
March 9, 2016

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.

## 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.