SWBAT identify and analyze the relationships between and among points.angles, and rays.

Students often want to understand why points are made, using what they learned about points students discover, and analyze the relationship between points and angles.

20 minutes

We have already discussed points. So, I want to bring students deeper into understanding how these lines and points are used to understand angles.

To begin we go over the vocabulary needed to make this lesson successful.

**Vocabulary:**

perpendicular lines, parallel lines, right angle, acute angle, obtuse angle, ray, angle, intersect

I know my students are not familiar with these terms. To assist them in their learning, I will introduce the meaning of each term, and show them an actual visual. It is not necessary for my students to ask and answer questions at this point. I want to make sure they have a good understanding of the language first.

**Find the match:**

After I have briefly gone over the vocabulary terms, I place the pictures for each term on the floor. I tape the definitions to the terms on the board and ask student volunteers to find the picture that matches the definition. When they find the correct match I ask them to share it with the class, and place them together on the board. I remind students to refer back to the board when needed throughout the lesson.

20 minutes

The new thing around the school is rubber bands. So, what better way to have students practice than using what they love most!

**Materials:** geo boards, and colorful rubber bands

In this section, I want students to practice making these shapes on the geo board. Basically, I want them to have many experiences discovering how and why these shapes, angles, and points are used. I know some students will wonder how to create parallel, and perpendicular lines. To assist with their learning, I tell students to refer back to the vocabulary chart whenever they need help. They can also turn and talk to their neighbor. As students are working on their tasks, I circle the room to see what students are thinking.

**Guided Questions:**

What shape are you making? How do you know?

Show me a right angle? How do you know? How many degrees is a right angle?

Show me an acute and obtuse triangle? How do you know? How many degrees is an acute and obtuse angle?

Explain, or illustrate what it means to intersect.

Demonstrate an angle of your choice. Can you tell where the end points are? Choose a straight line. Can you point to where the midpoint is? What if you create two different angles on your board, can you tell if they are likely to intersect or not? Why or Why not? When creating a shape can any of these shapes be considered a right, obtuse, or an acute angle? If so, Why?

I tried tricking the kids into thinking that an right angle was an acute angle. That did not work! Take a look at what they know!

**For struggling students,** I provide them with notes and illustrations of the given terms. I place one on the table at a time to keep them focused. Then I prompt them to make the angle shown. After they have constructed their angle, I ask them point to the vocabulary term that it represents. If it is a measurable angle, I ask them to look at their notes an state the degree of the angle. I would continue in this pattern until students are working independently.

After students are finished working, I ask student volunteers to share what they noticed. To help them use their thinking, I use the probing questions above to see if they will be able to reason and solve equations on their own. If not I continue modeling and probing students for answers until they are able to reason, solve, and explain on their own.

20 minutes

In this section of the lesson, I want students to work together in groups increasing their skills.

To do this I ask students to move to their assigned groups. I tell students that they will have seven minutes to match the correct illustration and definition. I remind them of the noise level. Students tend to get a little loud when assignments are timed. To make sure that all students understand the task. I model how to match using the vocabulary cards and illustrations on the board. Because I want to check for understanding, I remove the vocabulary terms from the board. I do not add any accommodations to this activity because students are aloud to work together in order to solve.

As students are working I walk around to observe what students are thinking. I hope to see students applying the skills used in the last section. I do not probe students in this section. I want to see what they are thinking without assistance. After students have completed the task, I ask them to journal the vocabulary terms they struggled with. When students journal in my class, they write the definition and illustrate a picture to help assist them with their learning.

What I noticed during the lesson is that some students use the geo-boards to assist them with choosing the correct vocabulary terms. Students relying on what they know to help solve problems in different situations is a big part of students becoming great problem solvers.

20 minutes

I ask students to return to their assigned seats to complete their exit tickets. Before students begin, I allow them to ask questions about the lesson. (what they liked about the lesson?, What they noticed?, what was difficult about the lesson?, and what they would like to practice on?)

After that, students are given about twenty-minutes or so to complete the independent task. I will use their results to determine if students need more time and practice.