DAILY LESSON PLANS Day 1 Lesson Monday Level: 4th grade Subject: Math Geometry Title: Developing Lines

es and Angles Vocabulary SOL(s): -Math 4.10: The student will a) identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices. WIDA Standard: ELP Standard 3: The Language of Mathematics, grades 3-5. English Language Learners will process, understand, produce, or use: Level 3: Developing: general descriptions of point, line, line segment, ray, angle, endpoint, and vertex. Situation Time: 5 mins Students will be shown basic examples of a point, line, line segment, ray, and angle. These figures will be projected onto the Smartboard for the duration of the situation. The students will work together in their groups to create gestures for each of the figures, without having been told the term name for each figure or having been given any other information. Students will work in groups of 4 or 5 during the situation. Students will work in pairs with their neighbor for the exhibit. The teacher will have the students return to their seats and ask the students if they have seen these figures before and she will activate their prior knowledge by asking the students what they may already know about these figures. The teacher will ask the students to share the gesture that they came up with for each figure from their seats while looking for any similarities or differences among the gestures. During this time the teacher will also name each of the terms for the figures shown. The teacher will then guide the students in creating a common gesture for each figure, which the class will then continue to use throughout the unit. These gestures will be practiced several times. The teacher will then introduce essential vocabulary by guiding students in deciding on a class definition for each term. Once a definition has been discussed for each term, the teacher will project the figure along with the definition on the smartboard, one at a time as each definition has been discussed. During the situation, the teacher will guide the students in coming up with gestures by asking them What similarities or differences do you see among the figures? During the bridge, the teacher will guide the students in coming up

Groupings Time: 1 min Bridge Time: 15 mins

Questions Time: n/a

Exhibit Time: 5 mins

Reflections Time: 3 mins

with a definition for each term. The teacher will ask: What does this figure look like to you? What do you notice about this figure? What does this figure have that other figures also have or do not have? What does the arrow mean? What does the dot mean? With a partner (neighbor), students will take turns gesturing to each other using mirrors while their partner states the term for the gesture. To the best of their ability, students will also state the definition/description of each term. Their partner will decide whether their definition is accurate or not. The teacher will pass out exit slips to the students so that they can complete the following prompts: I learned ___________. I am still confused about _______________. Modifications will be made for Level 3: Developing Point, line, line segment, ray, angle, endpoint, vertex Student will be able to describe each type of figure in their own words using a complete sentence. Flashcard set with picture of figure on one side and description on the other side Bilingual dictionary Student will receive a chart of figures next to real-world representations of the figures. Student will work with a partner during the gesturing and they will take turns explaining the definitions of each figure as they go along with the gesture. Teacher will walk around as the students gesture and define the gestures with their partner. Teacher will also look at their exit slip to see if they have been able to use the correct language and terminology to share what they know and are confused about.

ELL MODIFICATIONS Key Vocabulary Language Objectives Supplementary Materials Building Background Scaffolding Techniques/Interaction Review/Assessment

Day 2 Lesson Tuesday Level: 4th grade Subject: Math Geometry Title: Naming Lines, Line Segments, Points, Rays, and Angles SOL(s): -Math 4.10: The student will a) identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices. WIDA Standard: ELP Standard 3: The Language of Mathematics, grades 3-5. English Language Learners will process, understand, produce, or use: Level 3: Developing: diagrams to name lines, line segments, points, rays, and angles. Situation Time: 7 mins Students will be shown a figure of various intersecting lines with several points labeled (see Day 2 Lesson Attachment 1), projected onto the smartboard. With their neighbor, students will discuss how they think points, lines, line segments, rays, and angles are named. The teacher will then call on 5 pairs to share how they think each is named (one term per pair) and to give an example using the figure on the Smartboard. Students will work in pairs (with their neighbor) during the situation. The teacher will discuss each of the following terms and how to name each: point, line segment, line, ray, and angle (in that order). The teacher will review the definitions with the students as each figure is discussed in order to activate prior knowledge. The teacher will progress from each term to the next by drawing two points on the whiteboard, then connecting two points to make a line segment, and then adding arrows to the line segment to form a line, all while discussing how each are named. The teacher will then move on to naming rays and point out that naming the rays has to be done in a specific order, with the endpoint coming first. The teacher will then move on to naming angles and discuss that the vertex must always be the middle point when naming angles. The teacher will also emphasize that naming points, lines, etc., must be done with capital letters. After going over the general rules, students will complete p. 132, #5 and p. 133, #4 and 5 in their math workbooks independently, for practice. The teacher will call on students to share their answers and will clarify if there is any confusion. During the bridge, the teacher will ask many questions to get the students thinking about how to name points, lines, lines segments, rays, and angles. The following are main examples of most of the questions

Groupings Time: n/a Bridge Time: 15 mins

Questions Time: n/a

Exhibit Time: 10 mins

that will be asked: How do you think we will name a point? If I connect two points, what will that become? How do you think we will name a line segment? If I add arrows to each end of a line segment, what will it become? How will we name the line and how is it different from the name for a line segment? How should we name a ray? Are the points interchangeable when naming a ray like they are with lines and line segments? How can we name an angle? Can we put the points in any order we want and why not? The teacher will draw the following diagram on the front whiteboard while the students whiteboards are being passed out.

Reflections Time: 5 mins

The teacher will have the students practice naming lines, line segments, rays, and angles by calling out the following: Name 3 line segments Name 2 lines Name 3 rays Name 2 angles The students will write the answers to each on their whiteboards and will hold them up for the teacher check. The teacher will emphasize the use of proper symbols above the letter names of the requested figure. In their math journals, students will answer the following two questions: 1. What is the difference between a line and a line segment? 2. List two examples of line segments that you see in the classroom. The teacher will write these questions on the board while students are taking out their math journals. The teacher will call on a few students to share their answers to the above questions. Modifications will be made for Level 3: Developing Point, line, line segment, ray, angle Student will explain orally to the teacher how to name each figure

ELL MODIFICATIONS Key Vocabulary Language Objectives

Supplementary Materials Building Background Scaffolding Techniques/Interaction

Review/Assessment

and what symbol to use when naming each figure. Student will complete the reflection using complete sentences and correct terminology. Flashcard set with picture of figure on one side and description on the other side Bilingual dictionary Teacher will model how to name each type of figure and then have the student practice this as well. Along with building background, the teacher will provide the student with a chart of examples of each figure and the name that would be given to that figure according to the points named in the picture. The teacher will collect the reflections in the math journals.

Day 2 Lesson Attachment 1

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Day 3 Lesson Wednesday Level: 4th grade Subject: Math Geometry Title: Classifying Lines Parallel, Perpendicular, Intersecting SOL(s): -Math 4.10: The student will a) identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices; and b) identify representations of lines that illustrate intersection, parallelism, and perpendicularity. WIDA Standard: ELP Standard 3: The Language of Mathematics, grades 3-5. English Language Learners will process, understand, produce, or use: Level 3: Developing: diagrams to name lines, line segments, points, rays, and angles. Situation Time: 3 mins Students will be shown one set each of parallel, intersecting, and perpendicular lines on the smartboard (see Day 3 Lesson Attachment 1). The teacher will ask the class to think about and then share something that they notice about the figures or examples of where they have seen these types of lines in real life (i.e., roads). The teacher will prompt students to make the connection to roads and intersections that resemble these types of line relationships, as these are things they are familiar with. Students will work individually during the bridge and exhibit. Students will work in pairs (neighbors) during the Toss and Talk game. The teacher will have students to take out their math textbooks and turn to p. 196-197. The teacher will call on students to read the definitions at the tops of p. 196 and 197 for point, line, plane, and then the three line relationships: parallel, perpendicular, intersecting. The teacher will then have the students answer questions 15-17 on p. 197 as a class using bubbles and will clarify if there is any confusion. The teacher will explain that perpendicular lines are a specific type of intersecting lines and will then ask the whole class to think about #23 (What is the difference between perpendicular lines and intersecting lines?) on p. 197 and will discuss the answer as a class. The teacher will lead the students using mirrors to create gestures for each of the three sets of line relationships. These will be practiced several times. In order to apply this knowledge, the teacher will have the students practice identifying these line relationships. Students will complete p. 131, #5 and p. 132, #6 and 7 in their math workbooks independently,

Groupings Time: n/a Bridge Time: 18 mins

Questions Time: n/a

Exhibit Time: 18 mins

Reflections Time: 10 mins

for practice. The teacher will call on students to share their answers and will clarify if there is any confusion. The teacher will project a set of problems (see Day 3 Lesson Attachment 2) on the smartboard that will require students to come up and draw a line that is either parallel, perpendicular, or intersecting to the line given. The teacher will call on one student per question to come up and draw the correct answer. If there is still any confusion, the teacher will help to clarify. What is the difference between perpendicular lines and intersecting lines? How can you easily remember what parallel lines are? (the two Ls in parallel) Where have you seen real life examples of these types of lines? Discuss with students that no matter what way you turn perpendicular lines, they are still perpendicular, so ask questions about this. The teacher will put up a diagram of various lines on the smartboard while the students whiteboards are being passed out (see Day 3 Lesson Attachment 3). The teacher will have the students show that they know the various line relationships by calling out a specific line relationship and then having the students write the correct set of lines that represent that relationship. Students must use the correct symbols for lines to show that that is what they are referring to rather than a ray or line segment. The teacher will ask students to write which lines intersect, which lines are perpendicular, and which lines are parallel. The teacher will then project a sample map and have students complete the same activity, but using street names this time. Students will complete the Toss and Talk game (a game in the textbooks matching unit vocabulary words to descriptions and definitions) with their neighbor to apply the concepts that they have learned so far in the unit. Modifications will be made for Level 3: Developing Line, parallel, perpendicular, intersecting Student will correctly describe types of line relationships using the proper vocabulary (parallel, perpendicular, intersecting) Chart with pictures of each type of sets of lines and the name/term for each Discussion at the beginning of the lesson about where these types of lines are seen in the real world (i.e. roads) Teacher will pair student with a strong English speaker to discuss these line relationships and to play the Toss and Talk game to support unit vocabulary. Teacher will observe student during the Toss and Talk game

ELL MODIFICATIONS Key Vocabulary Language Objectives Supplementary Materials Building Background Scaffolding Techniques/Interaction Review/Assessment

Day 3 Lesson Attachment 1

Day 3 Lesson Attachment 2 Directions: Draw a second line to match the type of lines named. PARALLEL

INTERSECTING

PERPENDICULAR

Day 3 Lesson Attachment 3

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Day 4 Lesson Thursday Level: 4th grade Subject: Math Geometry Title: Identifying and Naming Angles SOL(s): -Math 4.10: The student will a) identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices. WIDA Standard: ELP Standard 3: The Language of Mathematics, grades 3-5. English Language Learners will process, understand, produce, or use: Level 3: Developing: the words obtuse, right, and acute to accurately describe types of angles. Situation CONCEPT DEVELOPMENT MODEL Time: 10-15 mins Students will be provided with a set of 24 cards with various angles on them. Working in pairs, students will work to sort the angles into separate categories. They will not be told what the categories are, but rather they will have to sort the angles according to what they think the categories are and will have to come up with a rule or characteristic for each category. Once the students have completed their sort, the teacher will call on students to share the categories that they came up with. Once students have shared, we will discuss what the categories should be. Before students move on to the bridge, the teacher will draw a line up on the board with a point in the middle and ask students whether this is considered an angle or not. The teacher will explain that it is a line as well as an angle called a straight angle. Students will work in pairs for the situation and will then work independently for the rest of the lesson, until the reflection when the whole class participates in a discussion together. After the sort, students will take out their math textbooks and turn to p. 199 and one student will read the box at the top of that page which defines each type of angle. The teacher will ask if any students have

Groupings Time: n/a Bridge Time: 15 mins

Questions Time: n/a Exhibit Time: 10 mins

any questions before we move on to practice. The teacher will lead students in reviewing the hand gestures that have been used in the unit so far and will then move on to creating gestures for right, acute, and obtuse angles. The teacher will project a diagram of various lines (see Day 4 Lesson Attachment 1) and have the students practice naming angles using three letters. This practice will be guided by the teacher. Is a line an angle? What kind of angle? The teacher will project a set of 9 different angles on the smartboard (see Day 4 Lesson Attachment 2) and have students practice identifying the types of angles. Their answers will be written in their math journals. Students will complete p. 134, # 6, 7, and 8 in their math workbooks independently, for practice and will also check their answers. The teacher will review the answers for all of the problems. The teacher will have the students discuss, as a class, the proper way to name an angle using points. Modifications will be made for Level 3: Developing Angles, vertex, acute, obtuse, right Student will correctly use the words acute, right, and obtuse to describe types of angles Picture chart with angles to match the types (acute, right, obtuse) Student will identify types of angles in the classroom and use arm gestures to model and describe them Teacher will have student practice and describe gestures with a strong English-speaking partner Teacher will name a type of angle and have the student show the corresponding gesture

Reflections Time: 3 mins

ELL MODIFICATIONS Key Vocabulary Language Objectives Supplementary Materials Building Background Scaffolding Techniques/Interaction Review/Assessment

Day 4 Lesson Attachment 1

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Day 4 Lesson Attachment 2

Directions: Tell if each angle is acute, right, or obtuse.