EL Support Lesson

Geometry Vocabulary: Lines

Perpendicular, intersect, parallel! In this lesson, students work in teams to complete a Frayer Model on each of these terms to become masters of geometry vocabulary. Teach this lesson on its own or as support to the lesson What's My Line?
This lesson can be used as a pre-lesson for the What's My Line? lesson plan.
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This lesson can be used as a pre-lesson for the What's My Line? lesson plan.

Students will be able to identify and draw parallel, intersecting, and perpendicular lines.


Students will be able to describe different types of lines using a graphic organizer and small group cooperative work.

(4 minutes)
  • Write the word "Geometry" in the middle of a piece of chart paper.
  • Lead students in a think-pair-share about their background knowledge on the term "geometry."
  • Pair up students effectively, give them time to think about anything they know about geometry, and have them share their knowledge with their partner before inviting them to contribute their ideas to the whole-group discussion.
  • Take notes on the information and ideas they provide and create a word map on the chart paper, connecting ideas to the main word.
  • Confirm or correct students' background knowledge and guide them to the discovery that lines are the basis for a lot of geometry. Lines make up shapes, angles, and edges. Explain that there are various types of lines that are important to understand in the world of geometry and today they will learn some of these key types of lines.
(8 minutes)
  • Read aloud the content and language objectives to students and have them repeat them aloud to a partner.
  • Show the vocabulary cards one at a time to students and invite volunteers to read aloud the word and its definition.
  • Tell students that they will complete the Frayer Models in a small group and then share out the different parts of the model to the rest of their classmates.
  • Model how to complete the Frayer Model on one of the chart papers for the term quadrilateral.
  • Copy the definition from the vocabulary card, draw an image to help describe the term, and provide examples and nonexamples.
  • Model to students how you share out each of the sections to the class (e.g., "The meaning of the word "quadrilateral" is a shape that has four straight sides. I drew the picture of a square and a trapezoid because they are both quadrilateral shapes. An example of a quadrilateral is a rectangle and a rhombus. A nonexample is a circle.").
  • Ask students to provide feedback on your completed Frayer Model and give them the opportunity to reflect on how the model helps them understand the word on a deeper level. Display the following sentence frames to help students provide feedback:
    • "I think you could also add ____ to your Frayer Model."
    • "The ____ part of the model helps me..."
    • "It might be clearer if you ____ on your model."
    • "I like the part that says ____ because..."
(12 minutes)
  • Tell students that they will work together in small groups to fill out the large Frayer Model on key geometry words related to lines.
  • Form small groups of students and assign each group a word. Note: words may repeat as necessary.
  • Distribute a blank copy of a Frayer Model to each student in addition to the one chart paper per group. Instruct students to first work together to complete the large Frayer Model. Once the whole group has agreed on the best completion of the model, they are each to copy the group's completed model onto their own copy at their desk. Tell students that they may write words, complete sentences and draw images on their model.
  • Inform groups that they should also include a gesture or hand movement to go along with their key term. The gesture should help their classmates remember the meaning of the term.
  • Tell students that each member of the small group will be responsible for sharing out one of the sections of the Frayer Model.
  • Provide the following sentence frames and display them for students to use as they share out.
    • "The meaning of the word ____ is ____."
    • "We drew a picture of ____ because ____."
    • "An example of ____ is ____."
    • "A nonexample of ____ is ____."
    • "The gesture/hand movement we created looks like..."
  • Encourage students to include the meaning or a synonym of the term in their home language (L1) in the model.
  • Before each group presents to the class, hand out a glossary of the key terms from the lesson and tell students that they will glue the glossary into their math journal.
  • Give each group time to present their word as other students listen and take notes on their glossary, in the last empty column. Students may write words or draw visuals on their glossary as their colleagues present the models.
  • Provide a sentence frame such as, "I liked how ____ in their Frayer Model because it helped me ____," to encourage student participation in the presentations. (For example, "I liked how Group 1 gave lots of examples of intersecting lines in their Frayer Model because it helped me see lots of ways that lines can connect.")
(10 minutes)
  • Tell students that they will apply their new knowledge of line vocabulary by working in partners to draw lines on a worksheet.
  • Display and distribute a copy of the Parallel and Perpendicular Lines: Wally the Worm worksheet to students.
  • Go over the directions and sample problem. Tell students that you want them to draw the parallel lines in one color and the perpendicular lines in another color.
  • Model how to draw parallel and perpendicular lines in the second problem on the worksheet. Refer to the completed Frayer Models to help you remember each type of line. Describe each line as you draw it.
  • Assign students a new partner or have them use the same partner from the Introduction.
  • Have them work on the remaining problems in the worksheet.
  • Invite students to explain their drawings using the following sentence frame: "This line is a ____ line because..."
  • Ask students to add an intersecting line on the last problem of the worksheet and explain their work.


  • Provide bilingual resources such as online dictionaries or glossaries to help students look up unknown vocabulary words in their home language (L1) or in English (L2).
  • Pair students with advanced ELs who are able to assist them in the think-pair-share.
  • Pull aside a small group of struggling students and have them do the guided work with you.
  • Have students repeat and rephrase the directions in the lesson.


  • Invite students to contribute statements to the true/false formative assessment section.
  • Have them be first to share their math processes during group sharing time, contributing their ideas in complete sentences for other students to copy.
  • Ask students to rephrase instructions and important learning points throughout the lesson.
  • Encourage students to converse with their partners without using the sentence stems for support.
(3 minutes)
  • Read aloud the following statements and have students show you a thumbs up if the statement is true and a thumbs down if it is false. Ask students to correct any false statements.
    • "Parallel lines will connect at one point."
    • "A square has two sets of parallel lines."
    • "Perpendicular lines connect at a 100 degree angle."
    • "Intersecting lines meet at one point."
    • "Parallel lines are always the same distance from one another."
(2 minutes)
  • Ask students to verbally share their favorite moment from lesson with their partner using the sentence stem: "My favorite moment from today's lesson was when..."
  • Call on a few non-volunteers to share their favorite moment with the whole group.
  • Remind students that lines make up the building blocks of geometry and it is important that they master new vocabulary related to lines such as those taught in today's vocabulary lesson.

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