April 11-15 Math Lesson Plans

SOL: 4.10 The student will a) identify and describe representations of points, lines, line
segments, rays, and angles, including endpoints and vertices; and b) identify
representations of lines that illustrate intersection, parallelism, and perpendicularity.
Teacher: Mary Beier & Barbara Gettinger
Grade: 4
Monday
8:45-10:00
SOL 4.10 a, b
Bloom's: Understand
Group objective of the
week:
Today I will: Identify and
describe representations
of points, lines, line
segments, rays, and
angles, including
endpoints and vertices as
well as parallelism,
intersection and
perpendicularity.
So That I can: better
understand and explain
the geometry in the world
around me.
I know I have it when: I
can describe points, lines,
line segments, rays, and
angles, and identify
representations of lines
that illustrate parallelism,
intersection and
perpendicularity a 3 item
exit sheet with 100%
accuracy each day.
Activator:
8:45-9:00
Introduce the weeks
objective. Ask students to
share what they already
know about points, lines,
line segments, rays, and
angles. Play line song.
Instruct/ Construct
Itinerary:
9:00-9:30
Students will work in
guided, collaborative, and
independent small groups.
9:30-10 Good Citizens
Assembly.
Formative Assessment:

Tuesday

Wednesday

Thursday

Friday

SOL 4.10 a, b

SOL 4.10 a, b

SOL 4.10 a, b

SOL 4.10 a, b

Bloom's:
Understand

Bloom's:
Understand

Bloom's:
Understand

Bloom's:
Understand

Group
objective of
the week:

Group
objective of
the week:

Group
objective of
the week:

Group
objective of
the week:

Today I will:
Identify and
describe
representations
of points, lines,
line segments,
rays, and
angles, including
endpoints and
vertices as well
as parallelism,
intersection and
perpendicularity.
So That I can:
better
understand and
explain the
geometry in the
world around
me.
I know I have
it when: I can
describe points,
lines, line
segments, rays,
and angles, and
identify
representations
of lines that
illustrate
parallelism,
intersection and
perpendicularity
on the attached
3 item exit sheet
with 100%
accuracy each
day.

Today I will:
Identify and
describe
representations
of points, lines,
line segments,
rays, and
angles,
including
endpoints and
vertices as well
as parallelism,
intersection and
perpendicularity
.
So That I can:
better
understand and
explain the
geometry in the
world around
me.
I know I have
it when: I can
describe points,
lines, line
segments, rays,
and angles, and
identify
representations
of lines that
illustrate
parallelism,
intersection and
perpendicularity
on the attached
3 item exit
sheet with

Today I will:
Identify and
describe
representations
of points, lines,
line segments,
rays, and
angles,
including
endpoints and
vertices as well
as parallelism,
intersection and
perpendicularity
.
So That I can:
better
understand and
explain the
geometry in the
world around
me.
I know I have
it when: I can
describe points,
lines, line
segments, rays,
and angles, and
identify
representations
of lines that
illustrate
parallelism,
intersection and
perpendicularit
y on the
attached 3 item
exit sheet with

Today I will:
Identify and
describe
representations
of points, lines,
line segments,
rays, and
angles,
including
endpoints and
vertices as well
as parallelism,
intersection
and
perpendicularit
y.
So That I can:
better
understand and
explain the
geometry in the
world around
me.
I know I have
it when: I can
describe points,
lines, line
segments, rays,
and angles, and
identify
representations
of lines that
illustrate
parallelism,
intersection
and
perpendicularit
y on the

3 item exit sheet from

images on the board,
students will write the
corresponding letter a, b,
c:
1. Identify the
line.
2. Identify the
line segment.
3. Identify the
ray.
Summarizer: Have
students explain the
difference between a line,
line segment, and a ray to
a partner.
Materials: Smart Board,
construction paper, exit
sheet, independent
practice

Activator:
8:45-9:00
Listen to the line
song again.
Learn and
practice the
motions for
parallel,
intersecting,
perpendicular.
Instruct/
Construct
Itinerary:
9:00-9:30
Define point,
line, line
segment, angle.
Show how to
denote a line or
segment using 2
letters.
Have students
pair share,
where do we see
these in the real
world?
What about
parallel and
perpendicular?
Discuss why this
vocabulary is
important for
learning
geometry.
Pair-Share: How
can we
remember the
difference
between them?
9:30-10
Students will
work in guided,
collaborative,
and independent
small groups.
Formative
Assessment:
3 item exit sheet
from images on
the board,
students will
write the

100% accuracy
each day.
Activator:
8:45-9:00
Listen to the
line song again.
Practice the
motions for
parallel,
intersecting,
perpendicular.
Instruct/
Construct
Itinerary:
9:00-9:30
Students will
work in guided,
collaborative,
and
independent
small groups.
9:30-10
Look at number
28 on the SOL
released test.
Think aloud how
to solve it.
Recall the
difference
between
parallel and
perpendicular.
Look at the
tissue box, are
there two sides
that are
parallel?
Perpendicular?
Pair-shar: Where
do we see these
kinds of lines in
life?
Define angles.
They are named
using 3 letters.
What type of
angle do
perpendicular
lines make?
Formative
Assessment:
3 item exit
sheet from

100% accuracy
each day.
Activator:
8:45-9:00
Practice
parallel,
intersecting,
perpendicular,
line, line
segment, ray,
and angle
motions.
Instruct/
Construct
Itinerary:
9:00-9:15
Play line motion
simon says.
Students must
show the line
then say the
word. One
student will tell
the definition
for each motion
when it comes
up.
9:15-9:30
Lines in the
road: show
Sheffield
Elementary on
Google street
view. Have
students find
intersecting and
parallel lines.
9:30-10:00
Practice more
problems on the
smart board
similar to #28
on the released
test.
Formative
Assessment:
3 item exit
sheet from
images on the
board:
1. Describe
parallel lines in

attached 3 item
exit sheet with
100% accuracy
each day.
Activator:
8:45-9:00
Review
motions.
Instruct/
Construct
Itinerary:
Review
definitions and
why it is
important to
know about
lines.
Summative
Assessment:
Dump Sheet
quiz.
Line test.
Materials:
Smart Board,
construction
paper, exit
sheet,
independent
practice

corresponding
letter a, b, c:
4. Ident
ify the
parallel
lines.
5. Ident
ify the
intersecti
ng lines
6. Ident
ify the
perpendic
ular lines.
Summarizer:
Pair share
something you
found confusing.
Materials: Smart
Board,
construction
paper, exit
sheet,
independent
practice
Ms. Beier
Today I will: Identify and
describe representations of
points, lines, line segments,
rays, and angles, including
endpoints and vertices as
well as parallelism,
intersection and
perpendicularity.
So That I can: better
understand and explain the
geometry in the world
around me.
I know I have it when: I
can describe points, lines,
line segments, rays, and
angles, and identify
representations of lines that
illustrate parallelism,
intersection and
perpendicularity on a 3
question exit sheet with
100% accuracy!
Instruct/ Construct
Itinerary:
Students will create a flip-

images on the
board:
1. Draw a line.
2. Draw an
angle.
3. Draw a ray.
Summarizer:
Materials: Smart
Board,
construction
paper, exit
sheet,
independent
practice

one sentence.
2. Describe a
ray in one
sentence.
3. Describe an
angle in one
sentence.
Summarizer:
Go through
motions again.
Have 2 students
tell how
motions could
help them
remember
types of lines.
Materials:
Smart Board,
construction
paper, exit
sheet

Independent/Group!
Today I will: Identify and
describe representations of
points, lines, line segments,
rays, and angles, including
endpoints and vertices as
well as parallelism,
intersection and
perpendicularity.
So That I can: better
understand and explain the
geometry in the world
around me.
I know I have it when: I
can describe points, lines,
line segments, rays, and
angles, and identify
representations of lines that
illustrate parallelism,
intersection and
perpendicularity on a 3
question exit sheet with
100% accuracy!
Instruct/ Construct
Itinerary:
Students will work

Mr. Kurr will work with

students to practice Dump
Sheet information. They
will be challenged to
memorize it and reproduce
it for a dump sheet quiz
Friday.

book to glue in their

notebooks with the
definitions and an example
of each term: point, line,
line segment, ray, angle,
parallel, intersection, and
perpendicular. Then, they
will use their pencils to
show parallel, intersecting,
and perpendicular lines.
Then, they will represent
angles with pencils and
discus examples around
them of rays, lines,
segments, etc.

independently to write their

names and identify points,
lines, line segments, and
rays. The group will be
provided an alphabet
showing the letters. They
must copy the letters for
the name. Then, as a group
they must define points,
lines, line segments, and
rays in their own words.
They will then trade names
and label one point, one
line, and one ray on
someone elses name. If
there is time, students will
create a list of real-world
examples of parallel,
intersecting, and
perpendicular lines.

Group 1: Anya, Annisa, Zynia, Audrey, Josias, Sam

Group 2: Nuriyah, Jaylen, Brya, Jonathan, Staci, TaJavius, Laura
Group 3: Khyla, Kara, TaNiya, Taylor, Pirooz, Eliezer

Monday

Tuesday

Wednesday

Thursday

Friday

Ms. Beier 3

Ms. Beier 2

Ms. Beier 1

Whole Group

Whole Group

Mr. Kurr 2

Mr. Kurr 1

Mr. Kurr 3

Independent 1

Independent 3

Independent 2