Lesson Plan:

(This lesson should be adapted, including instructional time, to meet the needs of your students.)

Background Information

Content/Grade Level Mathematics/4th Grade

Domain: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Unit/Cluster: Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Essential Questions/Enduring How can lines, angles and shapes be described, analyzed, and classified?
Understandings Addressed in the How do we draw parallel, intersecting, and perpendicular lines and identify these in two-
Lesson dimensional figures?
How do we use concepts of angle measurement to classify angles?

Standards Addressed in This It is critical that the Standards for Mathematical Practice are incorporated in ALL lesson activities
Lesson throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practice will be
evident in every lesson. The Standards for Mathematical Practice make an excellent framework on which
to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.

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

4.G.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 Topic Understand lines, angles, and shapes.

Relevance/Connections Geometry is recognizable in the world around us. Geometry has attributes that allow shapes to be
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 categorized.

Student Outcomes Students will learn how to classify and recognize intersecting, perpendicular and parallel lines.

Prior Knowledge Needed to Understand that shapes in different categories may share attributes and that the shared attributes can define
Support This Learning a larger category.

Recognize rhombuses, rectangles and squares as examples of quadrilaterals and draw examples of
quadrilaterals that do not belong to any of these categories.

Method for determining student Use the warm-up as a pre-assessment.

readiness for the lesson

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 Learning Experience

Which Standards for Mathematical Practice(s)

Component Details does this address? How is the Practice used to
help students develop proficiency?

Warm Up Silent Sort: 2: Reason abstractly and quantitatively

The teacher will create a 4 box chart on chart paper by correctly sorting the shapes based on
The chart paper should be blank but the 4 categories line segments.
for teacher reference are parallel, perpendicular, 3: Construct viable arguments and
intersecting, none of above. These categories will be
critique the reasoning of others by
used and revealed at the end of the warm-up.
looking at the shapes in the categories
The students will be given different shapes that the
teacher has cut out. (Shapes attached) based on the line segments.
The objective is for the students to silently sort the
shapes based on the line properties.
The teacher will call up the first student who will
place the shape in a box. That student will silently tap
on another student to place their shape either in the
same box based on the physical properties or another
box due to different properties.
The students will continue to silently sort the rest of
the shapes based on line properties.
When finished, have the students turn and talk if the
shapes were correctly sorted.
Then the teacher can reveal four categories and have
the students label the categories and make any
changes.
Motivation Lines Scavenger Hunt: 4: Model with mathematics by having the
The students will conduct a lines scavenger hunt students search the classroom to find
around the classroom to find parallel, perpendicular, real-world examples of line segments.
and interesting lines.
The students should record the labeled lines in their
math journal.
Share some objects with the class and have the

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 Learning Experience

students discuss what they notice about the lines.

Activity 1 Geoboards: 5: Use appropriate tools strategically by
having the students create parallel,
UDL Components The teacher is going to define parallel, perpendicular,
perpendicular, and intersecting lines on
and intersecting lines. Students will write these in their geoboards.
Multiple Means of
their student journals.
Representation: pre-teach o Parallel: two lines that are always the same
vocabulary and symbols,
especially in a way that distance apart.
promotes connections to
the learners experience by
having them learn the
vocabulary and create line o Perpendicular: lines that intersect and form
segments on the
geoboards. right angles.
Multiple Means for
Action and Expression:
provide scaffolds by
allowing them to use
geoboards to create the
given line segments. o Intersecting: lines that pass through the same
Multiple Means for point.
Engagement: provide
tasks that allow for active
participation and
experimentation by
allowing them to use and o Line Segment: part of a line that has 2
create line segments on the
endpoints.
geoboards.
o Line: straight path that goes on and on in 2
directions.
Key Question
Pass Geoboards out to each student.
How might we represent Teacher will model how to create each of the line
different kinds of line
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 Learning Experience

segments? segments using the geoboards.

Students will practice creating the different line
Formative Assessment segments using the geoboards. The teacher will call
The students will apply out a line segment, and the students will have to make
the line segments.
what they learned about
Once the students have a firm grasp on the line
different line segments to
segments, they can work with a partner and create
create them on their
different line segments for their partner to figure out.
geoboards.

Summary

The students will learn

about three different kinds
of line segments and will
create them using
geoboards.

Activity 2 Model with real world pictures: 3: Construct viable arguments and
critique the reasoning of others by
UDL Components The teacher will show and model how to find real
identifying line segments in the picture
world parallel, perpendicular, and intersecting line and providing feedback about their
Multiple Means of
segments in the given picture. Some examples are reasoning.
Representation: Present
key concepts in one form included. 4: Model with mathematics by having the
of symbolic representation Have the students turn and talk about if they see any
students identify and label the parallel,
by using real world parallel, perpendicular, or intersecting lines. perpendicular, and intersecting line
pictures. Pass out a picture to a group of students and have
segments.
Multiple Means for them identify and record the parallel, perpendicular,
Action and Expression: and intersecting line segments. (Pictures increase in
Provide scaffolds that can difficulty throughout the document).
be gradually released with Students will share some of their line segments that
increasing independence
and skills by having the they found with the class.

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 Learning Experience

teacher model what is

expected and gradually
releasing the students to
work with more
independence.
Multiple Means for
Engagement: Provide
tasks that allow for active
participation, exploration,
and experimentation by
allowing them to explore
and record line segments
on given pictures.

Key Questions

Where are line segments

found in the real world?
Which structures are used
more for parallel,
perpendicular, and
intersecting lines? Why?

Formative Assessment

Students will be looking at

real world structures to find
and identify different kinds
of line segments.

Summary

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 Learning Experience

Teacher will model what is

expected with finding and
identifying line segments in
real world structures and
then they will be given real
world structures to find
these line segments.

Activity 3 Apply with real world pictures: 3: Construct viable arguments and
critique the reasoning of others by
UDL Components Option 1: The students will use available technology
identifying line segments in the picture
(computers, tablets, iPod touches) to find a real world and providing feedback about their
Multiple Means of
picture incorporating parallel, perpendicular, and reasoning.
Representation:
Present key concepts intersecting line segments. The students will record 4: Model with mathematics by having the
in one form of each of the parallel, perpendicular, and intersecting students identify and label the parallel,
symbolic line segments. The teacher can choose to have them perpendicular, and intersecting line
representation by solely record the different line segments and be segments.
using real world prepared to share them or have them actually draw the
pictures and being structures and record them.
able to represent the o It is suggested to use Google Maps.
given information. o Some places to research include: Annapolis,
Multiple Means for
New York City, Philadelphia, or their local
Action and
Expression: Provide city.
alternatives for o Students can use the street and/or satellite
students to interact view.
with instructional o If finished early, the students can search
materials, physical another location.
manipulatives, and Option 2: The teacher provides the class with real
technologies by using world pictures that they can use to identify and label
available technology
parallel, perpendicular, and intersecting line segments.
to find real world line
Once finished, allow the students to share with their
segments.
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Multiple Means for classmates which place they selected, why they
Engagement: Design selected it, the different kinds of line segments found,
activities so that and why these line segments are used.
outcomes are
authentic,
communicate to real
audiences, and are
purposeful by having
them find a
destination and then
present to the class
why they selected that
place and the different
kinds of line segments
included.
Key Questions

Where are line

segments found in the
real world?
What kinds of
structures use more
parallel,
perpendicular, and
intersecting lines?

Formative Assessment

Students will find real

world examples of given
line segments and must
find them, identify them,
and explain why the given

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line segments were used.

Summary

Students will be finding

and identifying line
segments in real world
structures and explaining
why these structures used
the given line segments.

Closure Exit Slip: Chuck drew a shape with the following

properties.
o Perpendicular line segments
o No parallel line segments
For questions a-d, choose yes or no to show whether
each shape below appears to meet the properties of
Chucks shape. For each answer, the students need to
explain why their shape fits the criteria or not.
A.

B.

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o C.

o D.

Answer: Choice A because it has no parallel lines and has a

perpendicular line segment.

Supporting Information

Interventions/Enrichments Special Education/Struggling Learners: The teacher will provide more scaffolds and give the
students limited choices based on the difficulty as to places they will use. The teacher could also
Special Education/Struggling
pulled groups to work on specific skills.
Learners
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 ELL ELL: Review key vocabulary words with the students during the activities to make sure they are
Gifted and Talented understanding the concepts. Students will also be given vocabulary cards that they can use to aid
their understanding of the vocabulary terms.
Gifted and Talented: Students can have more freedom as to the location they are researching. They
can also compare different cities and the line segments that they have to identify trends in specific
cities.

Materials Shapes for silent sort (attached)

Geoboards
Real world pictures (attached)

Technology Computers, tablets, laptops, iPod touches for finding real world shapes so the students can find and
identify line segments.

Resources Google maps

(must be available to all stakeholders)

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