Mathematics Instructional Plan Grade 4 – Geometry in Real-world Situations Measurement and Geometry Strand: Identify, describe, and represent points, lines, line segments, rays, angles, Topic: and intersecting, parallel, and perpendicular lines. 4.10 The student will Primary SOL: identify and describe points, line segments, rays, and angles, including endpoints and vertices; and identify and describe intersecting, parallel, and perpendicular lines. 4.11 Related SOL: Materials Modeling clay Colored pencils or crayons Spaghetti or thin linguine pasta boards, markers, and erasers Chart paper Simple House Drawing (attached) Simple House Drawing (attached, with points labeled) Geometric Figures Picture Cards (attached) Geometric Figures in Real Life Objects Picture Cards (attached) True or False? How Do You Know? Representation (attached) Vocabulary component, element, endpoint, intersecting lines, intersection, line, line segment, noncircular, parallel lines, parallelism, perpendicular lines, perpendicularity, plane figure, point, ray, right angle, symbols, vertex Student/Teacher Actions: What should students be doing? What should teachers be doing? Access prior knowledge of geometric figures from previous grade levels. Arrange students in groups of four. Ask students to use their dry-erase boards and markers to generate a list of geometric figures that are used to construct other plane figures or help name plane figures. Tell students that we call these the fundamental components of shapes that are not circular. Circulate and make note of student conversations and recordings to identify students you want to share and to note misconceptions or confusion to clarify during whole-class discussion. Label the top of a piece of chart paper, Components of Geometric Figures “Fundamental That are Noncircular.” Draw three columns on the paper, one labeled Geometric one labeled and one labeled Briefly Component, Representation, Description in Words. share with students the meaning of the term in this activity. Students will component likely have written down the following terms during small-group brainstorming: point, line, line segment, ray, angle, endpoint, and vertex. Call on student groups who have named these terms and add the terms to the chart paper.
Mathematics Instructional Plan – Grade 4 Geometry in Real-world Situations Strand: Measurement and Geometry Topic: Identify, describe, and represent points, lines, line segments, rays, angles, and intersecting, parallel, and perpendicular lines. Primary SOL: 4.10 The student will identify and describe points, line segments, rays, and angles, including endpoints and vertices; and identify and describe intersecting, parallel, and perpendicular lines. Related SOL: 4.11 Materials Modeling clay Colored pencils or crayons Spaghetti or thin linguine pasta boards, markers, and erasers Chart paper Simple House Drawing (attached) Simple House Drawing (attached, with points labeled) Geometric Figures Picture Cards (attached) Geometric Figures in Real Life Objects Picture Cards (attached) True or False? How Do You Know? Representation (attached) Vocabulary component, element, endpoint, intersecting lines, intersection, line, line segment, noncircular, parallel lines, parallelism, perpendicular lines, perpendicularity, plane figure, point, ray, right angle, symbols, vertex Student/Teacher Actions: What should students be doing? What should teachers be doing? Access prior knowledge of geometric figures from previous grade levels. Arrange students in groups of four. Ask students to use their dry-erase boards and markers to generate a list of geometric figures that are used to construct other plane figures or help name plane figures. Tell students that we call these the fundamental components of shapes that are not circular. Circulate and make note of student conversations and recordings to identify students you want to share and to note misconceptions or confusion to clarify during whole-class discussion. Label the top of a piece of chart paper, “Fundamental Components of Geometric Figures That are Noncircular.” Draw three columns on the paper, one labeled Geometric Component, one labeled Representation, and one labeled Description in Words. Briefly share with students the meaning of the term component in this activity. Students will likely have written down the following terms during small-group brainstorming: point, line, line segment, ray, angle, endpoint, and vertex. Call on student groups who have named these terms and add the terms to the chart paper.
mip-4-10ab-geometry.docx