Lesson 1: Draw, Points, Lines and Rays

Domain: Geometry
Cluster: Draw and identify lines, and angles and classify shapes by properties of their lines and angles.
4.G.1 Draw points, lines, line segment, and rays, angles (right, acute, obtuse) and perpendicular and
parallel lines. Identify these in two dimensional figures.
This lesson is a series of 1 of 8 lessons. (This lesson addresses drawing points, lines, line
segments and rays. Identifying them in shapes).
Coherence:
Previous Grade 3:
Reason with shapes and their
attributes.
1. Understand that shapes in
different categories (e.g.,
rhombuses,
rectangles, and others) may share
attributes (e.g., having four sides),
and that the shared attributes can
define a larger category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles, and squares
as
examples of quadrilaterals, and draw
examples of quadrilaterals that
do not belong to any of these
subcategories.

Now Grade 4:
Draw and identify lines and
angles, and classify shapes by
properties
of their lines and angles.
1. Draw points, lines, line segments,
rays, angles (right, acute, obtuse),
and perpendicular and parallel lines.
Identify two-dimensional
shapes.

Next Grade 5: Classify twodimensional figures into

categories based on their
properties.
3. Understand that attributes
belonging to a category of twodimensional
figures also belong to all
subcategories of that category.
For example, all rectangles have four
right angles and squares are
rectangles, so all squares have four
right angles.

STANDARDS FOR MATHEMATICAL PRACTICE TO BE EMPHASIZED

5. Use appropriate tools strategically.
6. Attend to precision
Lesson Objectives: I CAN statements
I can draw points, line segments and rays and identify two dimensional figures.
Essential Questions
How does understanding lines and angles help you identify geometric shapes?
Materials: pencils, scissors, math journal
Introduction: Today we will create lines, and rays and identify these in two dimensional figures. In the
third grade you learned to understand that shapes in different categories (e.g., rhombuses, rectangles,
and others) may share attributes (e.g., having four sides), and that the shared attributes can define a
larger category (e.g., quadrilaterals). By 4th grade you will begin to learn that a vertex is where angles
are formed.

Vocabulary:
point - a location in space
line - connects two point via the shortest path and continues indefinitely in both directions
line segment part of a line between two points
Procedure:
1. Ask scholars What can you recall at these
1. Write terms on the board and ask students what they know about the terms point, line and look at
examples.
NEW VOCABULARY: line, line segment, endpoint, point, ray.
Ask students what they recall about these words. For example, they might remember that rays can be
used to form angles.
2. Ask students to explain what they know about lines and rays using a KWL Chart. (teacher should
display the KWL and write down student responses, in the first portion you only want to focus on what
the students know)
3. Ask students what prior experiences they have with the words lines, rays, and line segments and how
they were used in earlier grades.
4. These are the things you already recall, now lets think about things you want to learn. (Teacher
should request specific questions about the content the students need to learn) Appropriate questions
should include: Why does a ray have an endpoint? Why does a line go on forever?
5. Later will students will answer the questions generated by their peers at the end of the lesson.
(Teacher will type up the questions to distribute to students at the end of the lesson from the KWL
Chart.)
Pedagogy/Content: Students should place information in math journals
Vocabulary:
line- goes on forever in both directions
line segment-is a part of a line with two endpoints
endpoint-the point at the beginning of a ray
point- an exact location represented by a dot
ray-has one endpoint that goes on forever in one direction

6. Draw examples of lines on the board and show different lengths of lines.(the teacher should
emphasize that a line goes on forever)

7. Explain that a line is part of a ray. A ray starts at an endpoint and goes on forever in one direction.
8. Ask: Using a KWL? Have students pose questions about what they want to learn about the new
vocabulary.
Small Groups
Ask small group of students to draw examples of the new words on the board. Have a second group of
students come to board and label the drawing using their new vocabulary words.
A ray is named by its endpoint and one other point. An angle is named by the common endpoint of its
rays, called the vertex of the angle.
Have student use toothpicks, pieces of straw, or pipe cleaners to create different shapes. Have them
label the parts of the shape using the mathematical conventions (line segments, points, etc.)
Conceptual Understanding:
Explore: What do you need to know in order to draw points, lines and rays?
"discuss students prior knowledge of points, lines, and rays."
Teacher: .Draw a point on the board. Label the point you drew
Do you think you can draw and identify other types of geometric figures such as lines, line segments,
and rays?
Real World Example:
Mackenzie drew the figure shown. Identify the figure she drew.
The figure extends in opposite directions. The arrows indicate that it extends without
ending. It is a line.
This line labeled with point X and point Y. There are different ways to represent this line,
such as line XY or XY.
So, Mackenzie drew line XY or XY.
Math Talk:
How are lines and line segments alike? How are they different?
Sample answer: Both lines and line segments consist of points. A line extends forever in both
directions. A line segment is part of a line, but it has two endpoints.

Students can break into differentiated group based on their responses.

Basic
Hands-On Activity
Materials: index cards, markers
Guide students to draw and label
an example of a line, line
segment, ray and endpoint on 4
cards. On each card with a
different color marker, have
students identify the figure with
its name. With a third color,
have students identify the figure
with its symbol and letters. Tell
students to keep card to refer to
throughout unit.

Proficient
Hands-On Activity
Materials: index
Draw and label an example of a
line, line segment, ray and
endpoint on 4 cards. On 4 cards
identify each figure with its
name. On another 4 cards
identify each figure using
symbols and letters. Shuffle
cards and match up each cards
with the appropriate symbol and
letters.

Accelerated
Hands-On Activity
Materials: grid paper and
markers
Using grid paper, draw a picture
of a real world object using only
line segments, lines, endpoints,
and rays. Create a key in which
each word represented its
symbol is a different color.

Technology: Students can identify lines, line segments and rays.

http://www.ixl.com/math/grade-4/lines-line-segments-and-rays
Formative Assessment
Quick write: Explain the difference between a line and a line segment in Math Journal
A line extends forever in two directions; a line segment is a part of a line, but has two endpoints.

Line, Line Segments, and Rays...

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