Day 1 Lesson Plan Objective: To be able to ... - Students.ou.edu

Day 1 Lesson PlanObjective: To be able to recognize and create parallel and perpendicular lines.Materials: Package of Twizzlers, worksheet, chalkboard, chalk, Pigs on the BallWarm-Up: Children will sit around the teacher while he or she reads the book: Pigs onthe Ball by Amy Axelrod*This book will briefly introduce the basic concepts of geometry.Lesson:After the completion of the book, teacher can ask the students questions about the book.Teacher can also use this time to relate the story to today’s geometry lesson: parallel andperpendicular lines.Lines: Parallel and PerpendicularLine: goes on forever in both directions (Draw a line on the board.)Ask the students if they can name a line.Examples: Lines on the highway, Railroad tracksParallel Lines: two lines (that go on forever) beside each other that never intersect ortouch each other (Draw two parallel lines on the board.)Example: Lines on the highway, Railroad tracksShort Activity:After the completion of the discussion (above) over lines and parallel lines, the teachercan pass out 2 Twizzler strips to each student. Explain to the students that they will beusing these 2 Twizzler sticks to show what parallel lines look like. Note: The samplesshould not intersect.Continuation of Lesson and Activity:Once the students understand what parallel lines are discuss perpendicular lines.Perpendicular lines are two lines that intersect or cross to make right angles (Drawperpendicular lines on the board). Tell the students to make a “T” with their Twizzlerstrips.Use the next few minutes to reinforce the concept of lines by asking the studentsquestions about what has just been covered. Ask students to describe and make examplesin their own words of what lines, parallel, and perpendicular lines are.Allow the students to eat their Twizzlers before beginning on their worksheets. The firstworksheet can be done with a partner. When they finish they can start on the secondworksheet individually.Conclusion: After everyone is finished the worksheets will be discussed.Day 2 Lesson PlanObjective: To be able to identify and model intersecting lines and non-intersecting lines.Materials: Worksheet, package of Twizzlers, chalkboard, and chalkWarm-Up:Review what parallel and perpendicular lines are.

Lesson:Intersecting lines are two lines that cross and do not make a corner. (Draw intersectinglines on the board.)Non-intersecting lines look like this (Draw non-intersecting lines on the board). They aretwo lines that are not parallel, perpendicular, or intersecting.Have the children show the teacher what they look like with their arms. Ask the studentsabout what letters and numbers contain intersecting lines.Activity:After everyone knows what intersecting and non-intersecting lines are, give everyone twoTwizzlers.Have the children make intersecting and non-intersecting lines with their Twizzlers.The students are then allowed to eat their Twizzlers while they complete a worksheetindividually.Conclusion: Review the worksheet with the students.Day 3 Lesson PlanObjective: To be able to classify and draw different types of angles.Materials: Pipe cleaners, chalkboard, chalk, worksheet, and Pigs on the BallWarm-Up:Have the students sit around the teacher while he or she asks the students questions aboutrays and angles from the book. Question the students to see if anyone knows orremembers what rays and angles are.Lesson:Ray: has one endpoint and goes on foreverTeacher then can draw a ray on the board.Ask the students to compare a line and a ray.What is the difference?Angle: is the joining of two angles together at the vertex (corner)(Teacher can draw an angle on the board.)Ask the students if they can look and find anything around the room that is an angle. Ifthe students do not find anything, the teacher can find many examples in the classroom.Ask the students how a ray and an angle are similar?How are they different?Explain to the students that there are many types of angles. However, today we are onlygoing to learn about acute, right, and obtuse angles.Acute: angle that measures less than 90 degreesRight: angle that measures exactly 90 degreesObtuse: angle that measures more than 90 degreesActivity:

Activity and Conclusion: Do a worksheet together as a class.Day 5 Lesson PlanObjective: To clarify everything the students have already learned.Materials: Worksheet, chalkboard, chalk, prizeWarm-Up: Ask the students if anyone has any questions about what has been learnedduring the week. If there are any discrepancies among the students than review themisunderstood items.Activity:Do a review worksheet individually.After the worksheet has been completed ask the students if they have any questions.Review Game:1. Divide the class into two teams and have them sit with their team on either side of theroom.2. Have the students sit in the order in which they would like to go to the board.3. Explain to the students that one person from each team will go to the board. After theteacher has said the question the students may write the answer on the board. The firstone to finish writing the answer wins a point for their team. If there is a tie the teacherwill ask another question. (The teacher can keep score on a piece of paper.)4. The teacher can ask questions from any of the worksheets. (Assess the students ontheir understanding of the concepts throughout the game.)Conclusion: Announce the winner of the game and give them a prize.