1)

PRELIMINARY INFORMATION
Name
Angelica Rinebarger
Date
October 5, 2015
Title of Lesson
Lines, Rays, and Angles
Subject
Geometry Lines, Rays, and Angles
Grade level
4th
Time frame for lesson
2 hours
Objectives

When given a 16 question quiz, students will be able to identify

and draw points, lines, rays, line segments, and angles with at least
80% accuracy.

Citations

https://www.teacherspayteachers.com/Product/FREEBIE-LinesRays-and-Angles-Lesson-for-4th-Grade-1218112

2)

STATE STANDARDS
4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.

3)

LESSON ACCOMMODATIONS
3.1 Lesson Content
The teacher must be able to identify and understand the differences between
points, lines, rays, line segments, and angles.
3.2 Multiculturalism and Diversity
Scenario 1: Seth has difficulty paying attention during group instruction. He is on
an IEP. This lesson has been written in order to meet his needs. He will also sit
directly in front of the teacher for the lesson to help him focus. His parents have
been sent an email of websites to use in order to help him further his
understanding of these concepts. Collaboration with specialist is as needed.
Scenario 2: Yuito and Daniel are ELL and on IEPs. This lesson has been written
in order to meet their needs but it still may be difficult for them. Yuito and Daniel
will be paired with a partner during guided practice for assistance (Partners:
Yuito and Bailey, Daniel and Enzo). Yuito and Daniel will not be scored on the
assignment, but the teacher will work with them during intervention time to repeat
the lesson in a small group for better understanding. Their parents have been sent
an email of websites to use in order to help them further their understanding of
these concepts. Collaboration with specialist is as needed.

4)

LESSON FORMAT
Set/Statement of Objective
Say: Today we will be identifying and drawing lines, line segments, rays, and
angles. Display the image of the Orion constellation. This image helps the
students in class who are visual learners picture the concept clearly.
Say: Constellations are a group of stars forming a recognizable pattern. Long ago,
people would see the stars in the night sky and create pictures by connecting
imaginary lines between them. In geometry, the stars are like points and they are
connected using line segments.

1.
2.
3.
4.

Input
Using the attached lesson PowerPoint (the PowerPoint helps the students in class
who are visual learners picture the concepts clearly), display the first four
vocabulary words. Ask students to fill in the differentiated matrix organizer.
Ask your partner: How is a line different from a line segment? (A line continues
without end in both directions and a line segment has two endpoints.)
Continue the PowerPoint as students fill out their matrix. For every angle, ask
students to model it using their arms and hands.
Throughout the PowerPoint, use the fist to five observation to check for
understanding after each new concept is introduced. Make sure to specifically
look at Daniel and Yuitos (ELL students) hands to make sure they understand the
lesson content. Also, keep a close eye on Seth to make sure he is following along
and paying attention.

Guided practice/checking for understanding

1. Hand out the attached practice page. Students will work independently on the
questions. Once students are finished, go over the questions as a class.
2. Ask students to break into their centers (students know where to go):
*These centers connect with students in the class who are kinesthetic
learners because they involve hands-on learning.
CENTER 1: Geo-Memory: Students will play a game to match plane
figures to their written form.
CENTER 2: Real World Vocabulary: Students make an eight-page
booklet by folding and stapling blank paper. They will write one
vocabulary term on each page and cut out examples of each from
magazines. Work with Daniel and Yuito (ELL students) during this center
by helping them create a four-page booklet instead of eight pages.
CENTER 3: Do You See What I See? One student draws a figure from the
lesson without letting his or her partner see it. The drawer will describe
the figure to their partner while the partner tries to draw the figure based
on the description.
CENTER 4: Straw Angles: Students use bendy straws to model angles.
The teacher will help them model and then tape their angles to a piece of
paper and describe.

3. Students will work in each center for 10 minutes before moving to the next center
with their group. During rotation, use the fist to five observation to check for
understanding after each center. Make sure to specifically look at Daniel and
Yuitos (ELL students) hands to make sure they understand the lesson content.
Also, keep a close eye on Seth to make sure he is following along and paying
attention.
4. When centers are over, students will go back to their desks.
Closure
1. Students will complete the attached 16 question written quiz with at least 80%
accuracy. Students will turn this in as their exit ticket. Work with Daniel and
Yuito (ELL students) during this time in order to help them achieve at least 70%
accuracy on 8 of the questions from the written quiz.
2. When all students are finished with the quiz, ask them to turn to their partner and
describe the difference between a line and a line segment.
3. Ask students to turn to their partner and describe a ray.
4. Ask students to turn to their partner and describe an angle.
Materials/attachments
Orion image
PowerPoint
Vocabulary matrix and fold-up
Vocabulary cards
Center directions
Practice page
Quiz
Old magazines
Bendy straws
Index cards
5)

ASSESSMENT
Method Written quiz
Students will complete a 16 question written quiz to assess their understanding of
the concept.
Criteria for Mastery 80 out of 100 possible points.
Intervention Plan Students who do not master the objective will work with the
teacher to review lines, line segments, angles, and rays. The teacher will work
with the two ELL students at this time as well.

9/18/15&

to
kn o w !

Lines, Rays,
and Angles

an exact location in space

DRAW
IT

READ
IT

WRITE
IT

point A

point A

part of a line that has one endpoint and

continues on without end in ONE direction
DRAW
IT

READ
IT

WRITE
IT

ray FG

FG

a straight path of points that continues

without end in BOTH directions
DRAW
IT

READ
IT

WRITE
IT

line BC
line CB

BC
CB

part of a line between two end points

DRAW
IT

READ
IT

WRITE
IT

line segment
DE
line segment
ED

DE
ED

1&

9/18/15&

Formed by two rays or line segments

that have the same endpoint. The
shared endpoint is called a vertex.
DRAW
IT
F
G

READ
IT

WRITE
IT

angle FGH
angle HGF
angle G

FGH
HGF
G

Angles!

forms a square corner

forms a line

is less than a right angle

is greater than a right angle and

less than a straight angle

2&

9/18/15&

ns
o
i
t
s
e
u
Q

A
d
E

A
d
c

B
c

Draw and label a line segment

named XY

E
B

Draw and label an obtuse angle

named
&JKL

3&

9/18/15&

Block
An g l e s

Draw and label a straight angle

named
&WXY

Trace a hexagon and label all the

points like below.
What kind of angles do you see?
A

Trace a trapezoid and label all

the points like below.
Name 2 acute and 2 obtuse
angles.
K

Trace a square and label all the

points like below.
What kind of angles do you see?

Trace a triangle and label all the

points like below.
What kind of angles do you see?
P

M
O

4&

RAY

ANGLE

formed by two _______________ or line

segments that have the same
________________________.

part of a _____________ between two

____________________.

part of a __________ that has ________

endpoint and _______________________
without end in ____________ direction.

LINE

LINE
SEGMENT

a straight path of ______________ that

continues without _________________ in
_______________ directions.

POINT

an exact _____________________ in
space.

DEFINITION

DRAW IT

READ IT WRITE IT

ANGLE

LINE
SEGMENT

RAY

LINE

POINT

DEFINITION

DRAW IT

READ IT WRITE IT

Glue this side

down into your
notebook. Inside
the flaps, write
obtuse the definition and
angle draw an example.

acute
angle

straight
angle

right
angle

The Teaching Sweet Shoppe

The Teaching Sweet Shoppe

The Teaching Sweet Shoppe

The Teaching Sweet Shoppe

The Teaching Sweet Shoppe

The Teaching Sweet Shoppe

CENTER 1
Purpose: Match all the figures to their written forms.
Object of the game: To have the most matches.
1. Shuffle all the cards and lay them all face down on
the table.
2. Each player takes turns flipping over 2 cards.
*If your cards are a match, keep them in a pile and
take another turn.
20
*If your cards arent a match, turn them back over
and the next player takes their turn.
3. The player with the most matches wins!
4. Shuffle the cards and play again.

CENTER 2

Materials: 4 pieces of construction paper, stapler,

scissors, glue, magazines, pencils, crayons
1. Make an eight page booklet by stacking 4 pieces
of construction paper on top of each other. Fold
20
hamburger style. Staple the edges so they dont
come apart.
2. On each page, write one of the following
vocabulary words: point, line, ray, line segment, right
angle, straight angle, acute angle, obtuse angle.
3. Use the magazines to find examples of each term.
Cut them out and glue them to the corresponding
page.

CENTER 3

1. Partner one will draw a figure from todays lesson:

point, line, ray, line segment, right angle, straight angle,
acute angle, obtuse angle. Describe it to partner 2.
2. Partner 2 listens to the description and tries to draw
the figure.
20
3. Show each other your figures and see how close
you were.

CENTER 4
Materials: Bendable straws, tape, construction paper.
1. Review the types of angles.
2. Fold a piece of construction paper so that you
have four squares.
3. Model each type of angle with your straws and
tape down one per box.
4. Label each angle.
20
Straight

Obtuse

Angles
Right

Acute

Name:

LESSON 1
MACC4G11

PRACTICE: LINES, RAYS, AND ANGLES

___/10

Directions: Draw and label an example of each figure.

1. obtuse QRS
2. acute XYZ
3. right K

4. AB

5. RS

6. PQ

Directions: Use the figure to answer numbers 7-10.

7. name a line
8. name a right angle
segment
D

G
A

9. name a ray

10. name a line

F
H
C

Name:

LESSON 1
MACC4G11

QUIZ: LINES, RAYS, AND ANGLES

___/16

Directions: Circle the letter of the correct answer.

1.

What figure has one endpoint and continues

without end on one direction?
a. line
b. line segment
c. ray
d. point

2.

3.

What figure is a straight path of points that

continues without end in both directions?
a. line
b. line segment
c. ray
d. point

4.

5.

6. What kind of angle is shown below?

What kind of angle is shown below?

a. acute
b. straight
c. right
d. obtuse

7. What kind of angle is shown below?

a.
b.
c.
d.

9.

acute
straight
right
obtuse

Which of the following is NOT a way to name the

angle shown?
C
a. ABC
A
b. CBA
c. B
B
d. ACB

What figure is an exact location in space?

a. line
b. line segment
c. ray
d. point

What figure is a part of a line between two

endpoints?
a. line
b. line segment
c. ray
d. point

a.
b.
c.
d.

acute
straight
right
obtuse

8. What kind of angle is shown below?

a.
b.
c.
d.

acute
straight
right
obtuse

10. What kind of angle do you see in the

letter L?
a.
b.
c.
d.

acute
straight
right
obtuse

Name:

LESSON 1

QUIZ: LINES, RAYS, AND ANGLES

MACC4G11

Directions: Use the figure to answer numbers 11-16.

E
F
D

11.

What type of angle is ABD?

a. acute
b. straight
c. right
d. obtuse

12.

What type of angle is CBD?

a. acute
b. straight
c. right
d. obtuse

13.

What type of angle is ABE?

a. acute
b. straight
c. right
d. obtuse

14.

What type of angle is DBF?

a. acute
b. straight
c. right
d. obtuse

15.

Name a ray that is shown in the figure

16. Name a line that is shown in the figure above.

above.
______________________________________

__________________________________________

Key

Name:

LESSON 1
MACC4G11

QUIZ: LINES, RAYS, AND ANGLES

___/16

Directions: Circle the letter of the correct answer.

1.

What figure has one endpoint and continues

without end on one direction?
a. line
b. line segment
c. ray
d. point

2.

3.

What figure is a straight path of points that

continues without end in both directions?
a. line
b. line segment
c. ray
d. point

4.

5.

6. What kind of angle is shown below?

What kind of angle is shown below?

a. acute
b. straight
c. right
d. obtuse

7. What kind of angle is shown below?

a.
b.
c.
d.

9.

acute
straight
right
obtuse

Which of the following is NOT a way to name the

angle shown?
C
a. ABC
A
b. CBA
c. B
B
d. ACB

What figure is an exact location in space?

a. line
b. line segment
c. ray
d. point

What figure is a part of a line between two

endpoints?
a. line
b. line segment
c. ray
d. point

a.
b.
c.
d.

acute
straight
right
obtuse

8. What kind of angle is shown below?

a.
b.
c.
d.

acute
straight
right
obtuse

10. What kind of angle do you see in the

letter L?
a.
b.
c.
d.

acute
straight
right
obtuse

Key

Name:

LESSON 1

QUIZ: LINES, RAYS, AND ANGLES

MACC4G11

Directions: Use the figure to answer numbers 11-16.

E
F
D

11.

What type of angle is ABD?

a. acute
b. straight
c. right
d. obtuse

12.

What type of angle is CBD?

a. acute
b. straight
c. right
d. obtuse

13.

What type of angle is ABE?

a. acute
b. straight
c. right
d. obtuse

14.

What type of angle is DBF?

a. acute
b. straight
c. right
d. obtuse

15.

Name a ray that is shown in the figure

16. Name a line that is shown in the figure above.

above.
Possible answers: BA, BD, BE, BF, BC

Possible answers: ABC, CBA