plan 6: planes and points · student learning tasks: teacher input student activities: possible and...
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Teaching & Learning PlansPlan 6: Planes and Points
Junior Certificate Syllabus
The Teaching & Learning Plans are structured as follows:
Aims outline what the lesson, or series of lessons, hopes to achieve.
Prior Knowledge points to relevant knowledge students may already have and also to knowledge which may be necessary in order to support them in accessing this new topic.
Learning Outcomes outline what a student will be able to do, know and understand having completed the topic.
Relationship to Syllabus refers to the relevant section of either the Junior and/or Leaving Certificate Syllabus.
Resources Required lists the resources which will be needed in the teaching and learning of a particular topic.
Introducing the topic (in some plans only) outlines an approach to introducing the topic.
Lesson Interaction is set out under four sub-headings:
i. Student Learning Tasks – Teacher Input: This section focuses on teacher input and gives details of the key student tasks and teacher questions which move the lesson forward.
ii. Student Activities – Possible and Expected Responses: Gives details of possible student reactions and responses and possible misconceptions students may have.
iii. Teacher’s Support and Actions: Gives details of teacher actions designed to support and scaffold student learning.
iv. Checking Understanding: Suggests questions a teacher might ask to evaluate whether the goals/learning outcomes are being/have been achieved. This evaluation will inform and direct the teaching and learning activities of the next class(es).
Student Activities linked to the lesson(s) are provided at the end of each plan.
© Project Maths Development Team 2009 www.projectmaths.ie 1
Teaching & Learning Plan 6: Planes and Points
AimsTo introduce students to the concepts: plane; points; lines; line segments; •rays and length of line segments
To enable them to develop an understanding of, and use, mathematical •instruments
Prior Knowledge No prior knowledge of geometry assumed. Students should however know metric units of distance and be able to measure lengths.
Learning OutcomesAs a result of studying this topic, students will be able to
recall the origins of geometry•
recognise and have an intuitive knowledge of the plane, points, lines, line •segments, rays and length of line segments
have an interest in the subject and a desire to learn more•
Relationship to Junior Certificate SyllabusSub-topics Ordinary Level2.1 Synthetic geometry The geometrical results should be first
encountered through discovery and investigation.
(Refer to the appendix on geometry)Concepts (introduced as required)Constructions: 1, 2, 3, 4, 5, 6, 8, 9, 10, 11Theorems: non-rigorous treatment of theorems 1 – 6.
Resources RequiredA geometry set and a sheet of drawing paper for each student
Teaching & Learning Plan 6: Planes and Points
© Project Maths Development Team 2009 www.projectmaths.ie 2
Introducing the TopicGeometry is one of the oldest branches of mathematics, having arisen in response to such practical problems as those found in surveying, and its name comes from Greek words meaning “Earth measurement”. It is concerned with the shape of individual objects, the way that shapes relate to other objects and the properties of the surrounding space. So, we will be looking at lines, triangles, quadrilaterals and so on, which you may have already studied in Primary School.
The geometry which we will be doing is mostly concerned with FLAT surfaces. This is called PLANE GEOMETRY. We will look into work which is over 2000 years old and is called Euclidean Geometry, after a mathematician called Euclid (c. 300 B.C.) One of the first things you should do is to look up “Euclid” on the internet or in the library and see what you find. Other famous people who contributed to this before Euclid were Thales, Pythagoras, Plato and Aristotle.
Teac
hing
& L
earn
ing
Plan
6: P
lane
s an
d Po
ints
© P
roje
ct M
aths
Dev
elop
men
t Tea
m 2
009
w
ww
.pro
ject
mat
hs.ie
KE
Y:
» n
ext
step
•
stud
ent
answ
er/r
espo
nse
3
Less
on
In
tera
ctio
nSt
uden
t Le
arni
ng T
asks
: Tea
cher
In
put
Stud
ent A
ctiv
itie
s: P
ossi
ble
and
Expe
cted
Res
pons
esTe
ache
r’s S
uppo
rt a
nd
Act
ions
Chec
king
Und
erst
andi
ng
The
firs
t co
nce
pt
we
mee
t in
»
geo
met
ry is
a ‘p
lan
e’. T
his
is ju
st
a fl
at s
urf
ace
like
the
top
of
the
des
k, o
r th
e te
ach
er’s
bo
ard
, ex
cep
t th
at it
go
es o
n a
nd
on
fo
reve
r in
eve
ry d
irec
tio
n. I
f yo
u
cou
ld im
agin
e th
is, i
t w
ou
ld s
lice
rig
ht
thro
ug
h s
pac
e an
d c
ut
it
in t
wo
. It
is a
lso
a b
it li
ke t
he
vast
pla
ins
of
Afr
ica,
bu
t sp
elle
d
dif
fere
ntl
y.
Beg
in a
co
lum
n h
ead
ed
»“N
ew W
ord
s” o
n t
he
bo
ard
(R
HS)
an
d w
rite
in
the
wo
rd “
PLA
NE”
.
Try
to im
agin
e yo
ur
dra
win
g
»sh
eet
go
ing
on
fo
reve
r in
eve
ry
dir
ecti
on
: th
is is
wh
at a
pla
ne
is.
Just
imag
ine-
go
ing
on
fo
reve
r…
Do
es a
nyo
ne
kno
w a
wo
rd w
e »
use
fo
r “g
oin
g o
n f
ore
ver”
?
We
use
th
is s
ymb
ol f
or
infi
nit
y »
∞
You
do
no
t n
eed
to
rem
emb
er
»th
is ju
st n
ow
, bu
t d
o g
et u
sed
to
sy
mb
ols
in m
ath
s an
d d
o n
ot
be
afra
id t
o u
se t
hem
.
Infi
nit
y.•
Giv
e a
shee
t o
f d
raw
ing
•
pap
er t
o e
ach
stu
den
t.
Wri
te t
he
wo
rd ‘i
nfi
nit
y’
•o
n t
he
bo
ard
in t
he
“New
W
ord
s” li
st.
Wri
te t
he
•∞
sym
bo
l on
th
e b
oar
d.
Loo
k ar
ou
nd
th
e ro
om
an
d s
ee
»if
yo
u c
an p
ick
ou
t ex
amp
les
of
a p
lan
e. W
hat
exa
mp
les
can
yo
u
see?
Stu
den
ts lo
ok
for
»ex
amp
les
of
a p
lan
e in
th
e ro
om
.
The
ceili
ng
, flo
or,
wal
l….
•
Teac
hing
& L
earn
ing
Plan
6: P
lane
s an
d Po
ints
© P
roje
ct M
aths
Dev
elop
men
t Tea
m 2
009
w
ww
.pro
ject
mat
hs.ie
KE
Y:
» n
ext
step
•
stud
ent
answ
er/r
espo
nse
4
Stud
ent
Lear
ning
Tas
ks: T
each
er
Inpu
tSt
uden
t Act
ivit
ies:
Pos
sibl
e an
d Ex
pect
ed R
espo
nses
Teac
her’s
Sup
port
and
A
ctio
nsCh
ecki
ng U
nder
stan
ding
This
dra
win
g s
hee
t is
th
e p
lan
e »
you
will
be
wo
rkin
g o
n.
Nex
t w
e w
ant
to t
alk
abo
ut
»th
e th
ing
s w
hic
h m
ake
up
th
e p
lan
e. T
hes
e ar
e ca
lled
‘po
ints
’.
A p
oin
t is
like
a d
ot
that
yo
u
»w
ou
ld m
ake
wit
h y
ou
r p
enci
l, o
nly
eve
n s
mal
ler.
Stu
den
ts s
pre
ad o
ut
»d
raw
ing
sh
eet
and
get
p
enci
l an
d r
ule
r re
ady
for
dra
win
g.
On
yo
ur
shee
t, m
ark
in 1
0 d
ots
»
anyw
her
e at
all
on
th
e p
age
(wel
l sp
read
ou
t).
Stu
den
ts m
ark
in 1
0 d
ots
»
on
th
eir
shee
ts.
Mo
ve a
rou
nd
ob
serv
ing
»
stu
den
ts’ p
rog
ress
on
th
e ta
sk.
Do
all
the
stu
den
ts k
no
w
»h
ow
to
pla
ce p
oin
ts o
n
the
pag
e?
We
will
cal
l th
ese
po
ints
, eve
n
»th
ou
gh
str
ictl
y sp
eaki
ng
a
po
int
has
on
ly g
ot
po
siti
on
; it
do
es n
ot
hav
e le
ng
th, w
idth
or
thic
knes
s.
Ad
d t
he
wo
rd “
Poin
ts”
to
»th
e “n
ew w
ord
s” c
olu
mn
o
n t
he
bo
ard
.
Hav
e yo
u h
eard
of
a w
ord
fo
r »
littl
e el
emen
ts w
hic
h m
ake
up
a
dig
ital
ph
oto
gra
ph
?
The
wo
rd P
IXEL
sta
nd
s fo
r »
“pic
ture
ele
men
ts”.
Ou
r p
oin
ts a
re a
bit
like
th
at; t
her
e ar
e m
illio
ns
and
mill
ion
s o
f th
em in
th
e p
lan
e. T
his
is n
ot
som
eth
ing
wh
ich
yo
u n
eed
to
b
e co
nce
rned
ab
ou
t, b
ut
just
re
mem
ber
th
at a
po
int
has
no
si
ze.
Pixe
ls.
•
No
w p
ut
10 p
oin
ts o
n t
he
»b
oar
d (
mai
n s
ecti
on
) fo
r ex
tra
clar
ity
and
fu
rth
er
dem
on
stra
tio
n.
Teac
hing
& L
earn
ing
Plan
6: P
lane
s an
d Po
ints
© P
roje
ct M
aths
Dev
elop
men
t Tea
m 2
009
w
ww
.pro
ject
mat
hs.ie
KE
Y:
» n
ext
step
•
stud
ent
answ
er/r
espo
nse
5
Stud
ent
Lear
ning
Tas
ks:
Teac
her
Inpu
tSt
uden
t Act
ivit
ies:
Pos
sibl
e an
d Ex
pect
ed R
espo
nses
Teac
her’s
Sup
port
and
A
ctio
nsCh
ecki
ng U
nder
stan
ding
We
den
ote
po
ints
by
»ca
pit
al le
tter
s A
, B, C
, etc
.
Put
“nam
es”
on
yo
ur
10
»p
oin
ts w
ith
cap
ital
lett
ers
(say
, th
e 1s
t 10
lett
ers
of
the
alp
hab
et).
Stu
den
ts d
eno
te t
hei
r 10
»
po
ints
by
cap
ital
lett
ers
(A
to J
).
Cir
cula
te o
bse
rvin
g
»st
ud
ents
’ pro
gre
ss o
n t
he
task
.
Are
stu
den
ts la
bel
ling
»
po
ints
co
rrec
tly
wit
h c
apit
al
lett
ers?
No
w, g
et y
ou
r ru
ler
and
»
join
up
po
ints
A a
nd
B, a
nd
le
t yo
ur
pen
cil g
o b
eyo
nd
th
e tw
o p
oin
ts a
t ea
ch e
nd
u
nti
l yo
u c
om
e to
th
e ed
ge
of
the
shee
t at
eac
h e
nd
. Th
is is
wh
at w
e ca
ll th
e lin
e A
B a
s yo
u m
igh
t h
ave
imag
ined
.
Stu
den
ts d
raw
th
e lin
e A
B.
»M
ove
ab
ou
t th
e ro
om
an
d
»o
bse
rve
the
stu
den
ts a
t w
ork
, all
the
tim
e ch
ecki
ng
fo
r u
nd
erst
and
ing
.
Are
stu
den
ts d
raw
ing
th
e »
line
corr
ectl
y?
Ho
w f
ar c
an t
his
lin
e g
o?
»It
can
go
on
fo
reve
r in
bo
th
•d
irec
tio
ns.
To
infi
nit
y b
oth
w
ays.
No
w w
rite
in “
line
AB
” o
n
»th
is li
ne.
No
tice
th
at t
he
nam
e o
f »
the
line
do
es n
ot
hav
e an
y b
rack
ets,
just
tw
o le
tter
s n
amin
g t
wo
po
ints
on
th
e lin
e. Y
ou
may
rev
erse
th
e o
rder
an
d c
all i
t lin
e B
A if
yo
u w
ish
.
Stu
den
ts m
ark
“lin
e A
B”
or
»“B
A”
on
th
eir
line.
Mo
ve a
bo
ut
the
roo
m
»ev
alu
atin
g t
he
wo
rk
visu
ally
.
Dra
w t
he
line
AB
on
th
e »
bo
ard
so
th
at t
he
pu
pils
ca
n c
om
par
e it
wit
h t
hei
r w
ork
.
Are
stu
den
ts u
sin
g c
apit
al
»le
tter
s?
Do
stu
den
ts u
nd
erst
and
»
that
lin
e A
B is
th
e sa
me
as
line
BA
?
Teac
hing
& L
earn
ing
Plan
6: P
lane
s an
d Po
ints
© P
roje
ct M
aths
Dev
elop
men
t Tea
m 2
009
w
ww
.pro
ject
mat
hs.ie
KE
Y:
» n
ext
step
•
stud
ent
answ
er/r
espo
nse
6
Stud
ent
Lear
ning
Tas
ks:
Teac
her
Inpu
tSt
uden
t Act
ivit
ies:
Pos
sibl
e an
d Ex
pect
ed R
espo
nses
Teac
her’s
Sup
port
and
A
ctio
nsCh
ecki
ng U
nder
stan
ding
The
line
can
be
exte
nd
ed
»in
eit
her
dir
ecti
on
fo
r as
fa
r as
we
wis
h. (
We
call
this
in
fin
ity)
. We
nam
e a
line
by
any
two
po
ints
th
rou
gh
w
hic
h it
pas
ses.
Co
uld
I d
raw
a d
iffe
ren
t »
line
thro
ug
h A
an
d B
?
No
.•
Mar
k “l
ine
AB
” o
n t
he
line
»o
n t
he
bo
ard
an
d a
dd
it
also
to
th
e n
ew w
ord
s lis
t.
Are
stu
den
ts a
ctiv
ely
»p
arti
cip
atin
g in
d
raw
ing
an
d s
ho
win
g
un
der
stan
din
g?
So t
his
is t
he
on
ly li
ne
»w
hic
h c
an b
e d
raw
n
thro
ug
h A
an
d B
.
No
w m
ark
in t
he
po
int
P »
anyw
her
e o
n t
his
lin
e. It
ca
n b
e b
etw
een
A a
nd
B o
r it
nee
d n
ot
be.
Stu
den
ts m
ark
in p
oin
t P
»o
n t
he
line
AB
.M
ove
ab
ou
t th
e ro
om
an
d
»o
bse
rve
the
stu
den
ts a
t w
ork
, all
the
tim
e ch
ecki
ng
fo
r u
nd
erst
and
ing
.
No
w it
is p
oss
ible
to
nam
e »
this
lin
e in
sev
eral
oth
er
way
s. C
an y
ou
nam
e th
em?
AP
or
PA.
•
BP
or
PB.
•
Mar
k in
po
int
P o
n t
he
line
»A
B o
n t
he
bo
ard
.
Sin
ce t
he
po
ints
A, P
»
and
B a
re in
th
e sa
me
(str
aig
ht)
lin
e, w
e ca
ll th
em
CO
LLIN
EAR
po
ints
.
Ad
d t
he
wo
rds
“CO
LLIN
EAR
»
POIN
TS”
to t
he
new
wo
rds
list
on
th
e b
oar
d.
Teac
hing
& L
earn
ing
Plan
6: P
lane
s an
d Po
ints
© P
roje
ct M
aths
Dev
elop
men
t Tea
m 2
009
w
ww
.pro
ject
mat
hs.ie
KE
Y:
» n
ext
step
•
stud
ent
answ
er/r
espo
nse
7
Stud
ent
Lear
ning
Tas
ks:
Teac
her
Inpu
tSt
uden
t Act
ivit
ies:
Pos
sibl
e an
d Ex
pect
ed R
espo
nses
Teac
her’s
Sup
port
and
A
ctio
nsCh
ecki
ng U
nder
stan
ding
No
w w
ith
yo
ur
pen
cil a
nd
»
rule
r, st
arti
ng
at
C, d
raw
in
a lin
e p
assi
ng
th
rou
gh
D
and
go
ing
on
as
far
as y
ou
lik
e.
This
is c
alle
d t
he
HA
LF-L
INE
»C
D o
r si
mp
ly t
he
RA
Y [
CD
.
No
tice
ho
w t
he
squ
are
»b
rack
et in
dic
ates
a s
tart
ing
p
oin
t an
d t
her
e is
no
b
rack
et a
t th
e o
ther
sid
e,
ind
icat
ing
th
at t
her
e is
no
en
d-
it k
eep
s g
oin
g o
n a
nd
o
n (
to in
fin
ity)
.
Wri
te in
th
e n
ame
on
th
e »
‘ray
’ on
yo
ur
pag
e.
Stu
den
ts d
raw
th
e ra
y [C
D.
» St
ud
ents
wri
te in
“ra
y [C
D”
»o
n t
he
ray.
Mo
ve a
bo
ut
the
roo
m a
nd
»
ob
serv
e th
e st
ud
ents
at
wo
rk, a
ll th
e ti
me
chec
kin
g
for
un
der
stan
din
g.
Do
th
e st
ud
ents
’ dra
win
gs
»an
d la
bel
ling
of
po
ints
sh
ow
an
y m
isco
nce
pti
on
s?
Is t
he
ray
[DC
th
e sa
me
set
»o
f p
oin
ts?
So w
e m
ust
be
care
ful
»o
f th
e o
rder
in w
hic
h w
e w
rite
th
e n
ame
of
a ra
y.
No
, bec
ause
th
is s
tart
s at
D
•an
d g
oes
th
rou
gh
C in
th
e o
pp
osi
te d
irec
tio
n.
Teac
hing
& L
earn
ing
Plan
6: P
lane
s an
d Po
ints
© P
roje
ct M
aths
Dev
elop
men
t Tea
m 2
009
w
ww
.pro
ject
mat
hs.ie
KE
Y:
» n
ext
step
•
stud
ent
answ
er/r
espo
nse
8
Stud
ent
Lear
ning
Tas
ks: T
each
er
Inpu
tSt
uden
t Act
ivit
ies:
Pos
sibl
e an
d Ex
pect
ed R
espo
nses
Teac
her’s
Sup
port
and
Act
ions
Chec
king
U
nder
stan
ding
No
w d
raw
so
me
mo
re r
ays
star
ing
»
at C
go
ing
in d
iffe
ren
t d
irec
tio
ns.
(S
ay 5
mo
re).
Rem
emb
er y
ou
r ra
ys
do
no
t n
eed
to
pas
s th
rou
gh
an
y o
f yo
ur
po
ints
.
Can
yo
u t
hin
k w
hy
thes
e m
igh
t b
e »
calle
d r
ays?
Stu
den
ts d
raw
in 5
ray
s •
eman
atin
g f
rom
C.
They
loo
k a
bit
like
ray
s •
of
the
sun
.
Ad
d t
he
wo
rds
“RA
Y [
CD
” to
th
e »
new
wo
rds
list
on
th
e b
oar
d.
Dra
w t
he
ray
[CD
on
th
e b
oar
d.
»
Wri
te in
“ra
y [C
D”
on
th
e ra
y o
n
»th
e b
oar
d.
Hav
ing
ob
serv
ed p
rog
ress
, dra
w
»in
5 r
ays
eman
atin
g f
rom
C o
n
the
bla
ckb
oar
d.
Are
stu
den
ts
»ab
le t
o d
raw
an
d
lab
el a
ll lin
es,
rays
an
d p
oin
ts
succ
essf
ully
?
No
w w
ith
yo
ur
pen
cil a
nd
ru
ler
»jo
in u
p t
he
po
ints
E a
nd
F, t
his
ti
me
star
tin
g a
t E
and
sto
pp
ing
at
F.
Stu
den
ts d
raw
th
e lin
e »
seg
men
t [E
F].
This
is p
art
of
the
line
EF a
nd
is
»ca
lled
th
e lin
e se
gm
ent
[EF]
, sin
ce
it is
rea
lly p
art
of
the
full
line
EF.
A s
egm
ent
is a
“p
art
of”
, lik
e a
seg
men
t o
f an
ora
ng
e is
par
t o
f it
.
We
nam
e th
is [
EF].
No
tice
ho
w
»th
e sq
uar
e b
rack
ets
sho
w a
“b
egin
nin
g”
and
an
“en
d”.
Wri
te “
line
seg
men
t [E
F]”
on
it.
»
Stu
den
ts w
rite
“lin
e »
seg
men
t [E
F]”
on
th
e lin
e se
gm
ent.
Teac
hing
& L
earn
ing
Plan
6: P
lane
s an
d Po
ints
© P
roje
ct M
aths
Dev
elop
men
t Tea
m 2
009
w
ww
.pro
ject
mat
hs.ie
KE
Y:
» n
ext
step
•
stud
ent
answ
er/r
espo
nse
9
Stud
ent
Lear
ning
Tas
ks:
Teac
her
Inpu
tSt
uden
t Act
ivit
ies:
Pos
sibl
e an
d Ex
pect
ed R
espo
nses
Teac
her’s
Sup
port
and
A
ctio
nsCh
ecki
ng U
nder
stan
ding
Dra
w [
EF]
on
th
e b
oar
d a
nd
»
wri
te “
line
seg
men
t [E
F]”
on
th
e lin
e se
gm
ent
on
th
e b
oar
d.
Ad
d t
he
wo
rds
“LIN
E »
SEG
MEN
T [E
F]”
to t
he
new
w
ord
s lis
t o
n t
he
bo
ard
.
No
w, f
or
extr
a p
ract
ice,
dra
w
»th
e lin
es G
H a
nd
JI.
Rem
emb
er
to e
xten
d y
ou
r lin
es b
eyo
nd
th
e n
amin
g p
oin
ts.
Stu
den
ts d
raw
th
e lin
es
»G
H a
nd
JI.
Wh
en y
ou
hav
e th
at d
on
e,
»d
raw
in t
he
line
seg
men
t [B
J]
and
th
e ra
y [D
E.
Stu
den
ts d
raw
th
e lin
e »
seg
men
t [B
J] a
nd
th
e ra
y [D
E.
Ob
serv
e th
e st
ud
ents
’ »
pro
gre
ss o
n t
his
tas
k, a
dd
th
ese
extr
a el
emen
ts t
o t
he
dia
gra
m o
n t
he
bo
ard
.
Can
all
stu
den
ts s
ee t
he
»d
iffe
ren
ce b
etw
een
Lin
e A
B, R
ay [
AB
an
d li
ne
seg
men
t [A
B]
and
|AB
|, th
e le
ng
th o
f [A
B]
and
th
e w
ay b
rack
ets
are
use
d t
o
nam
e th
em?
No
w o
ne
last
tas
k. U
se y
ou
r »
rule
r to
mea
sure
th
e le
ng
th o
f lin
e se
gm
ent
[AB
].
This
is w
ritt
en a
s »
|AB|.
Wri
te in
»
|AB| =
“va
lue“
on
th
e [A
B].
Stu
den
ts m
easu
re
»th
e le
ng
th o
f th
e lin
e se
gm
ent
[AB
] an
d w
rite
|A
B| =
“va
lue“
on
it.
Mea
sure
th
e lin
e se
gm
ent
»[A
B]
on
th
e b
oar
d a
nd
w
rite
|AB| =
“va
lue“
on
it.
Fill
into
yo
ur
cop
ies
the
list
of
»n
ew w
ord
s fr
om
th
e b
oar
d.
Fill
in
»St
ud
ent
Act
ivit
y 1.
Stu
den
ts w
rite
th
e lis
t »
of
new
wo
rds
into
th
eir
cop
ies.
Dis
trib
ute
»
Stu
den
t A
ctiv
ity
1.
Teac
hing
& L
earn
ing
Plan
6: P
lane
s an
d Po
ints
© P
roje
ct M
aths
Dev
elop
men
t Tea
m 2
009
w
ww
.pro
ject
mat
hs.ie
KE
Y:
» n
ext
step
•
stud
ent
answ
er/r
espo
nse
10
Stud
ent
Lear
ning
Tas
ks:
Teac
her
Inpu
tSt
uden
t Act
ivit
ies:
Pos
sibl
e an
d Ex
pect
ed R
espo
nses
Teac
her’s
Sup
port
and
A
ctio
nsCh
ecki
ng U
nder
stan
ding
Refl
ecti
on
Wri
te d
ow
n 3
th
ing
s yo
u
»le
arn
ed a
bo
ut
pla
nes
an
d
po
ints
to
day
. W
rite
do
wn
an
yth
ing
yo
u
»fo
un
d d
iffi
cult
.
Wri
te d
ow
n a
ny
qu
esti
on
s »
you
may
hav
e.
Un
der
stan
d t
he
wo
rds
1.
pla
ne
and
po
ints
.
Ho
w t
o la
bel
po
ints
wit
h
2.
cap
ital
lett
ers.
Ho
w t
o d
raw
a R
ay [
AB
an
d
3.
a lin
e se
gm
ent
[AB
].
Ho
w t
o u
se b
rack
ets
for
4.
a R
ay [
AB
, a li
ne
seg
men
t [A
B]
and
|AB
|, th
e le
ng
th o
f [A
B].
Cir
cula
te a
nd
tak
e »
no
te p
arti
cula
rly
of
any
qu
esti
on
s st
ud
ents
hav
e an
d h
elp
th
em t
o a
nsw
er
them
. Hav
e al
l stu
den
ts
lear
ned
an
d u
nd
erst
oo
d
thes
e it
ems?
Teaching & Learning Plan 6: Planes and Points
© Project Maths Development Team 2009 www.projectmaths.ie 11
Student Activity 1
1. Join A to C. This is [AC]. Measure the length of [AC]. Write your answer in cm. and
mm. _________________. How do we name the length of [AC]? ___________________
2. Join D to E. This is [DE]. Measure the length of [DE]. Write your answer in cm. and
mm. _________________. How do we name the length of [DE]? ___________________
3. Draw line AB.
4. Draw ray [DE.
5. How big is a point? ___________________________________________________________
6. Write down the symbol for infinity. ____________________________________________
7. How many points are on a line? _______________________________________________
8. How many points do you need to know to define a line? ________________________
Answer true/false to the following questions.
9. Line AB contains H. ___________________________________________________________
10. Line CD contains B ____________________________________________________________
11. Line AB and F lie in the same plane ____________________________________________
12. A, B and H are collinear _______________________________________________________
13. C,D and B are collinear. _______________________________________________________
14. More than one line can be drawn through E and H? _____________________________
15. More than one line can be drawn through B and D? _____________________________
16. CG intersects EG at G _________________________________________________________
17. Points A,B,C,D,E,F,G,H all lie in the same plane which I will call X _________________
18. Points A,B,C,D,E,F,G,H are the only points in plane X. ____________________________
19. [CH is the same as [HC. ________________________________________________________
20. Line AB is the same as line BA. ________________________________________________
Teaching & Learning Plan 6: Planes and Points
© Project Maths Development Team 2009 www.projectmaths.ie 12
Appendix
An example of the Teacher’s Board at the end of class
Plane
infinity
Points
Line AB
Collinear points
Ray [CD
Line segment [EF]
NEW WORDS