Math lesson plan · 4th grade (Year 5 in England) · 30 minutes
Points, lines, line segments and rays
Geometry
CCSS 4.G.A.1England: Y4 Geometry
Objective and success criteria
Students will: Points, lines, line segments and rays.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Parallel and perpendicular lines
Leads to: the next skill in this area.
Materials: Rulers and protractors, Squared or dotted paper, Shape cut-outs, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Parallel and perpendicular lines). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- On Fatima's map, two straight roads cross, but not at a right angle. What are such lines called? (parallel / perpendicular / intersecting (not perpendicular)) → intersecting (not perpendicular)Prompt: Parallel lines are like train tracks.
- How many pairs of parallel sides does a square have? → 2Prompt: Look at opposite sides.
- On Hiro's map, two straight roads meet at a right angle. What are such lines called? (parallel / perpendicular / intersecting (not perpendicular)) → perpendicularPrompt: Parallel lines are like train tracks.
Hook · 3 min
- Show a photo of a building, a tile pattern or a road sign and ask what shapes and angles students can spot.
- Share the objective: Points, lines, line segments and rays. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What do we call something that has two endpoints?
- Step 1: a line segment
- Answer: a line segment
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What do we call something that shows an exact location and has no size? (a line / a line segment / a ray / a point) → a pointPrompt: Count the endpoints.
- How many endpoints does a line segment have? → 2Prompt: An endpoint is where it stops.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- How many endpoints does a ray have? → 1Prompt: An endpoint is where it stops.
- What do we call something that goes on forever in both directions? (a line / a line segment / a ray / a point) → a linePrompt: Count the endpoints.
Watch out for
- Thinking a square turned on its corner is no longer a square.
- Reading the wrong scale on a protractor.
Support and stretch
Support
- Review first: Parallel and perpendicular lines.
- Use concrete materials: rulers and protractors.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder