Lesson plan - Study Island



|Math Lesson: Parallel and Perpendicular Lines |Grade Level: 4-5 |

|Lesson Summary: Students will complete two graphic organizers about the words perpendicular and parallel that include a definition and examples of figures that |

|have either perpendicular or parallel lines. Students will identify examples of perpendicular lines and parallel lines in the classroom and mark them with 2 |

|different colors of highlighter tape. Students will use their arms to form both kinds of lines. Students will then complete some multiple choice questions for |

|independent practice. Advanced learners will brainstorm examples of real-life objects that have parallel and perpendicular lines, locate pictures of those objects |

|on the computer, print the pictures, and sort the pictures onto two posters. Struggling learners will create graphics showing visual representations of the |

|definitions of parallel and perpendicular. They will also sort pictures based on the types of lines shown in the pictures. |

|Lesson Understandings: |

| |

|The students will know… |

|The definitions of perpendicular and parallel lines. |

| |

|The students will be able to… |

|Identify figures that have perpendicular lines. |

|Identify figures that have parallel lines. |

|Identify parallel and perpendicular lines within figures. |

|Learning Styles Targeted: |

| |

| |

|Visual |

| |

|Auditory |

| |

|Kinesthetic/Tactile |

| |

|Pre-Assessment: Ask students what they remember about right angles. Elicit responses. Students may say that right angles are like the corners on squares or |

|rectangles or that right angles are like the letter “L.” Ask students to stand up and form right angles with their arms. Repeat this activity, encouraging students|

|to make right angles that look different each time. Tell students that it’s important for them to know what a right angle is in order to understand a new word |

|today. |

|Whole-Class Instruction |

|Materials Needed: 2 copies of the word graphic organizer* per student, writing utensils, 2 different colors of highlighter tape, colored pencils or highlighters |

|for each student, a document camera, 1 set of example figures with perpendicular lines and parallel lines* per student, 1 copy of the independent practice |

|questions* per student, scissors and glue for each student, index cards |

|Procedure: |

| |

|Tell students that today they will be learning about perpendicular and parallel lines. Write those words on the board so that students know what they look like. |

|Have students practice saying those words aloud. |

| |

|Pass out 2 copies of the word graphic organizer to each student. Have them write “Perpendicular Lines” in the word box of one of their graphic organizers. Tell |

|students that you had them practice forming right angles at the beginning of class because it’s part of the definition of perpendicular lines. Tell students that |

|perpendicular lines are lines that form right angles. Tell students that any time they see a right angle that they are seeing perpendicular lines. Project a copy |

|of the word graphic organizer under a document camera and model for students how to write the definition into the appropriate box on the graphic organizer. |

| |

|Ask students to look around the classroom and find some examples of perpendicular lines. Choose a few students to point out in the classroom where they see |

|perpendicular lines. Choose one color of highlighter tape to represent the perpendicular lines, and give each of the chosen students 2 long strips of that color |

|tape. Have those students physically label the examples they found with the highlighter tape. You may also want students to attach an index card that has been |

|labeled with the word perpendicular to the tape. |

| |

|Pass out one copy of the figures of perpendicular lines to each student. Have the students cut out each of the 3 figures and glue it into the examples section of |

|their word graphic organizer. Model for students how to use a highlighter or colored pencil to trace over the perpendicular lines. Repeat this process for each |

|figure in the examples section of the graphic organizer. Point out that there may be more than one set of perpendicular lines in a figure. You may want to have |

|students use different colors to highlight each of the different sets of perpendicular lines in one figure. |

| |

|Tell students that parallel lines are like the sides of railroad tracks. The lines have an equal amount of space between them, and they will never intersect each |

|other even if the parallel lines continue in both directions together. Have students practice using their arms to make parallel lines. Emphasize that parallel |

|lines can be diagonal, horizontal, or vertical, and students should form parallel lines in all those directions. |

| |

|Draw a picture of a trapezoid on the board. Tell students that this trapezoid only has one set of parallel lines. Ask students where they see parallel |

|lines on the trapezoid. Choose a student and have him/her model with his/her arms where the parallel lines are. Many students will think that the lines on the |

|right and left sides of the trapezoid are parallel. Model for students that when you draw those lines out in both directions, they will eventually intersect and, |

|therefore, are not parallel. |

| |

|Have students look at the other word graphic organizer. Model for students how to write the definition of parallel in the appropriate box of the word graphic |

|organizer. |

| |

|Ask students to look around the classroom and find some examples of parallel lines. Choose a few students to point out in the classroom where they see parallel |

|lines. Choose a different color of highlighter tape than you chose for the perpendicular lines, and give each of the chosen students 2 long strips of the tape. |

|Have those students physically label the examples they found with the highlighter tape. You may also want students to attach an index card that has been labeled |

|with the word parallel to the tape. |

| |

|Pass out one copy of the figures of parallel lines to each student. Have the students cut out each of the 3 figures and glue it into the examples section of their |

|word graphic organizer. Model for students how to use a highlighter or colored pencil to trace over the parallel lines. Repeat this process for each figure in the |

|examples section of the graphic organizer. Point out that there may be more than one set of parallel lines in a figure. You may want to have students use different|

|colors to highlight each of the different sets of parallel lines in one figure. |

| |

|Pass out one copy of the independent practice to each student. Tell students that they should use their highlighters or colored pencils to trace over the |

|perpendicular or parallel lines on the independent practice questions. Allow students to work independently. |

| |

|When all students have finished with their independent practice, you can play Simon Says as a closure activity. In the game, instruct students to form parallel and|

|perpendicular lines with their arms. If you want, you can add directions to make acute, obtuse, and right angles into the Simon Says game. |

|Advanced Learner |

|Materials Needed: 1 computer connected to a printer per student group, 1 pair of scissors per student group, 1 bottle of glue per student group, 2 pieces of |

|construction paper per student group, highlighters or colored pencils |

|Procedure: |

| |

|Gather advanced learners together. Ask them to brainstorm some ideas of real-world objects that have parallel and perpendicular lines. Give the example of how a |

|ladder has parallel lines holding the rungs together. The rungs are also parallel. Tell them that a book has perpendicular lines because the top (or bottom) of the|

|book is perpendicular to the side. |

| |

|Put students into pairs (or groups of three). Each group should have access to a computer that is connected to a printer. Tell students they will be using the |

|computer to find pictures that contain either perpendicular or parallel lines. Show students how to open a Word document or a PowerPoint document and access |

|ClipArt pictures. Tell students that each group is responsible for thinking of 5 different objects that have parallel lines and 5 objects that have perpendicular |

|lines. They should find pictures of those 10 objects in ClipArt and put them into a Word or PowerPoint document. |

| |

|After students have found all 10 objects, they should get teacher approval before printing out the pictures. |

| |

|Once the pictures have been approved and printed, the students should cut apart and sort the pictures. They should glue the pictures on two separate pieces of |

|construction paper, which should be labeled for each type of line. Students should use a highlighter or colored pencil to draw attention to the parallel or |

|perpendicular lines in each picture. Allow students to display their posters in the hallway or in the classroom. |

|Struggling Learner |

|Materials Needed: chart paper, writing materials, 1 set of pre-cut struggling learner sorting cards*, construction paper, computer paper, art supplies (crayons, |

|markers, colored pencils, etc.), 1 copy of the struggling learner word graphics*, glue |

|Procedure: |

| |

|Before meeting with the struggling learners, prepare one piece of chart paper labeled “Perpendicular Lines” and another piece labeled “Parallel Lines.” |

| |

|Gather students around the chart paper you have prepared. Tell students that you want to help them remember the difference between parallel and perpendicular |

|lines. Show them the struggling learner graphics. Point out to students how the words “perpendicular lines” form a right angle, which can help them remember the |

|definition. Point out to students how the words “parallel lines” are written along the sides of a road, which are parallel. |

| |

|Ask students if they can think of any other graphics that would visually represent the meanings of either word. Let students share their ideas aloud. Pair students|

|and have them create their own graphics to show the meanings of parallel and perpendicular. Allow them to use construction paper, computer paper, and any art |

|supplies they may need. Emphasize that students should only spend a few minutes making these graphics. |

| |

|After students have had a few minutes to work on their graphics, let them share their work with the other struggling learners. Show students the 2 pieces of chart |

|paper that have been labeled with the words “parallel” and “perpendicular.” Tell students that they are going to help you create two posters that show examples of |

|the two kinds of lines. Spread out the pre-cut sorting cards in front of the struggling learners. Have them work together to sort the cards into pictures that show|

|parallel lines and pictures that show perpendicular lines. If students incorrectly identify a figure, help students understand why it is incorrect. Have students |

|glue the pictures showing perpendicular lines on one piece of chart paper and the pictures showing parallel lines on the other piece of chart paper. Post these in |

|the room for students to see and refer to. |

| |

| |

|Note: There is an extra set of sorting cards in supplemental resources called “Center Activity.” If you choose, you may use this extra set in a math center for all|

|learners. You will need to pre-cut the sorting cards and put them into a plastic baggie along with the task card and answer key. |

*see supplemental resources

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download