TCNJ Lesson Plan

Geometry Introduction

Student Name: Sara Lesnik

Grade Level: 3rd

School Name: Hopewell Elementary

Host Teachers Name: Ms. Devereaux

Guiding and/or Essential Questions:

1.
2.
3.
4.

What are line segments, rays, and lines?

What are the differences between the different types of lines?
How can line segments, rays, and lines be used?
How can line segments, rays, and lines be constructed?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)
This is an introductory lesson to geometry. Students will have learned about points and
line segments in previous grades. Students will be able to define, name, and draw line segments.
Students will have heard the vocabulary words prior to the lesson but may not know what they
mean in the context of geometry. They may believe that lines and line segments are the same.
Another misconception that students may have is that they can draw a line segment with the lines
extending past the points.
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.
Learning Objectives and Assessments:
Learning Objectives

Assessment

The students will describe line segments, lines,

and rays.

The teacher will assess for correct answers

when students respond to questions asked
during the class discussion.

The students will identify points, line segments,

rays, and lines

The teacher will assess for accurate responses

on the math journal worksheet.

The students will draw points, line segments,

lines, and rays.

The teacher will assess for accurate

representations of points, line segments, lines,
and rays on the assigned math journal page.

Materials/Resources: (List materials, include any online or book references and resources)
Teacher made smart board slides
Math journal
Anglegs
Whiteboard markers
Straight edge
Resource: Everyday Math Teacher Guide
Plan for set-up/distribution/cleanup of materials:
The students will take five anglegs from the bucket before they all gather on the carpet.
The students will put them back in the bucket when the math lesson is over. Students will have
their math journals in their desk, when it is time to go back to their desk they will be instructed to
take their math journal out to begin working.
Step by Step Plan:
1. Lesson beginning: The teacher will tell students to take out their place value books. The
teacher will read numbers while the students write down the numbers in their place value
books. The teacher will give the students three numbers. The teacher will say one and
twenty five hundredths, four and eight hundredths, and one hundred twenty five
thousandths. After all of the students have written down their answers, three volunteers
will be picked to share their answer. The students will then be instructed to go to the rug
and take five anglegs from the bin before the students sit down. Meet me on the rug for
math. Before you sit down take five anglegs from the bin on the table. When you sit
down on the rug put the anglegs on the floor and leave them there until you are instructed
to use them.
2. The teacher will start the lesson by explaining what the students will be learning during
math. Today we are going to be talking about line segments, rays, and lines. At the end
of the lesson you will be able to draw and identify line segments, rays, and lines.
3. The teacher will read the math lesson and then give the students time to make two
triangles out of five anglegs. Who can read the math message to the class? You may use
the anglegs you took from the bin and work on making two triangles with them.
4. The teacher will give the students a few minutes to try to make two triangles. The teacher
will ask some volunteers how they were able to make two triangles with only five
anglegs. The teacher will then model how to make two triangles and point out that this is
only possible it the two triangles shared a common side.
5. After the math message the teacher will review line segments with the students. There
will be a slide on the white board with a line segment and questions underneath it. As the
students answer the questions the teacher will fill in the blanks on the white board. Who
can tell me what this is called (pointing to the line segment)? That is correct. This is

called a line segment. The endpoints of the line segment are A and B. A line segment is
named after its end points so the name of this line segment would be line segment AB or
line segment BA. Everyone take one angleg. This looks like a line segment. What are
some characteristics of a line segment? (any length, must be straight) Find some other
objects that look like line segments in the classroom.
6. The teacher will fill in the line segment notes. Can someone help me fill in the blanks to
this sentence? A line segment is part of what? (a line) and it has two? (endpoints).? The
teacher will show the students how to draw line segments in the boxes explaining that the
line needs to be straight and cannot go past the end points.
7. After the students have filled in the chart the teacher will erase the board and move on to
the next slide. Who can tell me what these are (pointing to the rays on the board)? That
is right these are rays. How is this different from line segment AB (one point, one arrow)?
The arrow means that the end of the ray goes on forever. This is called ray CD. The first
letter always names the endpoint. Now take three anglegs and make a ray. As the
students are answering the questions the teacher will record the answers on the white
board.
8. The teacher will fill in the ray notes slide with the help of the students. Who can help
me fill in the blanks on my note? Ray is a blank path that goes on blank in only blank
direction? (Straight, forever, one). The teacher will draw an example of a ray in the box
on the screen. The teacher will then demonstrate how not to draw rays in the box labeled
these are not rays on the screen. The teacher will point out that one side needs to have
an arrow and one side needs to have an endpoint and the line cannot go past the arrow or
the end point.
9. The teacher will erase the board and continue to introduce lines. A line segment has two
endpoints, a start and a finish, but a line does not end, it goes on forever in both
directions. Going on forever is represented by arrowheads pointing in both directions.
How is this different from line segment AB? How is this different from ray CD? You can
name a line with any two points on the line. This line can be called line EF or line FE.
The teacher will them make another mark on the line and name it G. What are some
examples of the name of the line now that I added another point (GE, EG, GF, FG)? Take
five anglegs and make a line. The teacher will erase the board and move on to line notes.
10. The teacher will ask the students to help her fill in the blanks on the screen and then
demonstrate how to and how not to draw lines on the white board.
11. After the teacher has gone over segments, lines and rays she will pull up a slide with
many different examples on the screen. The teacher will then ask the students to help her
identify each of the examples. After the student has given the teacher the correct answer
she will ask the student to come up to the board and write a S, L, or R next to the
example to determine the name of the figure.
12. The teacher will then show the students the math page they will be working on in
partners. The teacher will go over the directions of the math page, give the students their
partners and then tell them to go back to their desks and work together to finish the page.
13. If the students finish early they can work on their math box pages individually until the
class is ready to go over the pages.
14. Closure: The teacher will go over the math workbook page and answer any questions the
students have.

15. Before moving on to the next subject the teacher will go over the directions for the math
homework. The teacher will instruct the students to put their math workbooks in their
cubbies and then take out the materials they need for science.
Key Questions:
1.
2.
3.
4.

How do we name this line segment?

What are some different ways you have heard the word ray used before?
Why doesnt a line have end points?
How are lines, rays, and line segments different?

Logistics:
Timing: Given 50-60 minutes
Lesson Beginning: 3 minutes
Math Message: 5 minutes
Smart board slides: 15 minutes
Partner work: 15 minutes
Closure/Review worksheet: 10 minutes
Review homework: 10 minutes
Transitions:
Students will begin the math period at their desks for mental math. After they finish the
mental math portion they will be instructed to come to the rug and take five anglegs before they
have a seat on the rug. The class will remain on the rug for the smart board slides. After the smart
board slides the students will be given a partner and instructed to go back to their desks. The
students will remain at their desks while the teacher goes over the worksheet and the homework.
Classroom Management:
Students will be instructed to take a specific number of anglegs. While the anglegs are
not being used the students will be instructed to put them on the carpet until they are instructed to
use them again. Since math is after lunch the students may have trouble sitting still and paying
attention to the smart board. If students begin to get off task during partner work the teacher can
redirect the class or go around to specific groups to make sure that they are staying on task.

Differentiation
Students will have the opportunity to participate during the whole group discussion on the rug.
Students will also be partnered to work on their math workbook page and told to work
individually on their math boxes page. Students will have opportunities to work in different
settings. Students will also have anglegs to help them visually see an abstract concept. They can
also read about the concept on the slides. This helps visual and kinesthetic learners.