Hayley CunninghamGeometry- LAP 2

“Identifying intersecting, parallel, and perpendicular lines”

I. Content : Describe what it is you will teach. What is the content?

In this lesson, students learn to distinguish between intersecting lines and parallel lines in a

plane: intersecting lines cross at exactly one point, while parallel lines never share a common

point. Parallel lines are always the same distance apart. Students also learn that perpendicular

lines are intersecting lines that form four right angles.

II. Learning Goal(s) : Describe what specifically students will know and be able to do after the experience of this class.

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

o Intersecting lines: lines in a plane that cross at exactly one point. Intersecting lines form four angles.

o Parallel lines: lines in a plane that are always the same distance apart. Parallel lines never intersect

o Perpendicular lines: lines in a plane that intersect to form four right angles Students will be able to use hand gestures to recall vocabulary words Students will be able to read a figure and write it using symbols

o For example:

Students will be able to read this figure, as line AB is parallel to line CD and use the above notation*.

* Students will need to do this for intersecting and parallel lines as well

Hayley CunninghamGeometry- LAP 2

“Identifying intersecting, parallel, and perpendicular lines”III. Rationale : Explain how the content and learning goal(s) relate to your Curriculum Unit

Plan learning goals.

This lesson continues to develop foundational knowledge. The learning goal of this

lesson is for students to be able to identify and draw intersecting, parallel and perpendicular

lines. Later in the unit students will use this knowledge to classify geometric shapes. More

specifically students will use their knowledge of parallel and perpendicular lines to help

classify triangles and quadrilaterals.

IV. Assessment : Describe how you and your students will know they have reached your learning goals.

This lesson will primarily use informal assessment to determine whether students have

met my learning goals. The activities students will engage in will exist in a whole-group

setting. Students will be assessed on their engagement with the lesson, their participation in

the lesson, their ability to remain on task and their ability to monitor understanding and ask

questions for further understanding. At the beginning of the lesson students will be briefed on

the learning goals of the day and of the behavioral expectations. Students will also be

expected to follow along and complete the worksheet as we go along with it in class. I will

collect this to better gauge, which students were on task and how this affects their

performance later on.

V. Personalization and equity : Describe how you will provide for individual student strengths and needs. How will you and your lesson consider the needs of each student and scaffold learning? How specifically will ELL students and students with learning disabilities gain access and be supported?

The students in my classroom respond well to Brain Pop videos. In the Brain Pop JR video

that they watched in the previous lesson, there is a section on intersecting, parallel, and

perpendicular lines that I would like them to focus on. Additionally, an anchor chart will serve to

support all students, as it will act as a resource for them to refer to throughout the lesson. The

anchor chart (see resource section) has visuals as well as words. Additional support will be given

to through an I do, We-do type exercise (the you-do piece will come in the next lesson), where I

model how to find parallel and perpendicular lines and my students try together afterwards.

Students will be given a right angle template to use as a base for uncovering whether a figure has

Hayley CunninghamGeometry- LAP 2

“Identifying intersecting, parallel, and perpendicular lines”perpendicular lines. Many students in my class love using materials, even if it’s a post-it note. I

have discovered that if they have something to figit with, their focus is significantly better.

Another attempt at providing for my students is in regards to my unmotivated students. Using a

map of Worcester will hopefully engage them more so than the worksheets. I’m hoping by

making this content applicable to them that they will become more interested.

VI. Activity description and agenda a. Describe the activities that will help your students understand the content of your

class lesson by creating an agenda with time frames for your class. Be prepared to explain why you think each activity will help students on the path toward understanding.

Main Idea Time/Location Teacher Will Student Will Materials Needed

Review 5 Minutes/ Desks Play Brain Pop JR. Points, lines, segments and rays

Rewatch the Brain POP JR video from the previous day focusing on parallel, intersecting, and perpendicular lines.

ElmoBrain POP JR video

Vocabulary Development

5-20 Minutes Model filling out anchor chart: define, draw a picture, read it, and write it sections for parallel lines, intersecting lines, and perpendicular lines. Complete one-by-one with wait time in between for student questions.

Discuss the definitions in depth and ask if there are questions.

Copy down definition, ask clarifying questions

Cut out & paste in learning log

ElmoLarge pre-made class anchor chartAnchor chart print-outsScissorsGlueLearning log

Concept Development:

15-40 Minutes/ Desks

Distribute worksheets to class.

Work through the worksheet as

WorksheetHighlighters

Hayley CunninghamGeometry- LAP 2

“Identifying intersecting, parallel, and perpendicular lines”Engage NY Worksheet For each of the

following figures ask students to identify parallel lines. Provide wait time. Highlight answers. Write the notation on the side using the correct symbols. *

Do the same thing a second time, but instead of searching for parallel lines, search for perpendicular lines.

a whole class to identify parallel lines and perpendicular lines.

Ask questionsMonitor understanding.

Main South Map

40-50 Minutes/Desks

Project printout of the streets in Main South Worcester

Ask students to look for parallel, perpendicular, & intersecting lines.

Look for parallel, perpendicular, and intersecting lines in a map.

ElmoPrint out of map

b. What particular challenges, in terms of student learning or implementing planned activity, do you anticipate and how will you address them?

I anticipate students feeling anxious about learning more vocabulary. I am hoping that the

misfire of my last lessons will help me execute a better-structured and suited lesson. To

introduce this vocabulary I am changing the format to first include a video. Then students will

explicitly learn the words in an anchor chart. Then as a whole class we will practice identifying

different types of lines in geometric figures. I’m hoping this will ease some of the anxiety of my

students and provide a medium for all students to pull some information from and learn the

content.

Hayley CunninghamGeometry- LAP 2

“Identifying intersecting, parallel, and perpendicular lines”VII. List the Massachusetts Learning Standards this lesson addresses.

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.

4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presences or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

VIII. Reflection a. In light of all areas of planning, but especially in terms of your stated purpose and

learning goals, in what ways was the activity successful? How do you know? In what ways was it not successful? How might the activity be planned differently another time?

This lesson was significantly more successful than the previous. At the beginning of the

lesson students watched the video from the previous lesson again. While reinforcing points,

lines, rays, and segments, I had students focus on intersecting, parallel, and perpendicular lines.

After the video, without prompting, and as I was disconnecting the computer from the Elmo,

students started pointing out different types of lines they either saw in the classroom or new

about. They noticed that the lines on Prince’s shirt were parallel and that Tayen’s plaid shirt had

perpendicular lines. They pointed out that crosswalks are parallel lines and that the letter X is

intersecting. It was pretty awesome to hear my students talking about this to people at their table

while I was cleaning up. I even took a few extra seconds cleaning up so that I wouldn’t stop this

productive talk! It made me pretty happy that students were trying to make this content

applicable in their everyday lives.

The anchor chart (see model in resource section) piece went a lot smoother than the

previous one. Students knew the format and this helped them translate the pieces easier. While I

was modeling the notation on the Elmo, some students pointed out that the symbols looked like

the type of line they represent. They did this before I could even ask!

Hayley CunninghamGeometry- LAP 2

“Identifying intersecting, parallel, and perpendicular lines”The Engage NY worksheet (see in resource section) went awesome! Each student had a

copy of the worksheet along with one post it note to use as their right angle template. We worked

through the template together. I modeled A for them, demonstrating how to use the post it note

as a right angle template (also, students came in with knowledge of what a right angle is and we

briefly discussed right angle) and modeling how to write with symbols. I also color-coded the

sheet as well, although you can’t see due to black and white printing. The first run through of the

sheet we looked for parallel lines. Students had about a minute on their own to examine the lines

before we discussed the problem at hand. They were very thorough and made sure I didn’t move

on until they were able to state every pair they saw. We had great discussions on why certain sets

of lines were not parallel. For instance, on b many students tried to identify HJ and IK as

parallel. I asked students to try to determine why they were not parallel. Dashaun answered,

“They’re intersecting lines because they meet at a point!” This provoked confusion and almost

anger among the students. I had many students calling out that they weren’t intersecting. I asked

Dashaun how he knew they met at a point and he held up his paper with the lines extended and

meeting at a point. I drew a similar version on my copy and as I did this I heard many “OH’s!”

When we got down to letter g, some of those students who had doubt, such as Diana, pointed out

that TS intersects UP and SR intersects PQ! I was amazed because I hadn’t even planned to use

this worksheet to discuss intersecting lines. I was so happy that my students were critical

thinking about these figures. The second run through, we searched for perpendicular lines.

Overall, students were very successful in identifying both perpendicular and parallel lines. My

students were more engaged throughout this lesson and were very observant learners.

Once students completely this activity, we looked for intersecting, parallel, and

perpendicular lines in a zoomed in map of Main South Worcester (see resources section).

Hayley CunninghamGeometry- LAP 2

“Identifying intersecting, parallel, and perpendicular lines”Students absolutely went crazy when they saw the map. They instantly starting yelling out their

street names. Some even pointed out what lines they saw! I had to tell them to hold onto it

because I hadn’t even explained what we were doing. After we began the activity, students

demonstrated that they knew how to identify intersecting, parallel, and perpendicular lines. They

were quick to identify and some more difficult students such as Carlos and Kevin even

contributed to the activity.

Overall, due to the success of this lesson I do not think I would change much. If I had to

change an aspect and had the same group of students, I would create a lesson that was more

student facilitated and student driven. As aforementioned, students were excited about

everything in this lesson. Students were critically thinking and were able to apply concepts to

their daily lives. In another attempt at this lesson, I would definitely slow down and give ample

time for each activity. I would add points for student discussion and peer collaboration. I would

also include a scavenger hunt to look for different types of lines.

Hayley CunninghamGeometry- LAP 2

“Identifying intersecting, parallel, and perpendicular lines”Resources

Learning Log Anchor Chart

Engage NY Worksheet

Hayley CunninghamGeometry- LAP 2

“Identifying intersecting, parallel, and perpendicular lines”

Hayley CunninghamGeometry- LAP 2

“Identifying intersecting, parallel, and perpendicular lines”

Worcester Map