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Task-based Lesson Plan

Teachers
Name

Dayna Rodriguez

Content
Area/Grade
Level

Math/ 4th Grade

Common
Core
Learning
Standard(s
)

Geometry 4.G
Draw and identify lines and angles, ..
4.G.1
Draw points, lines, line segments, rays, angles (right,
acute, obtuse), and perpendicular and parallel lines ..
Reading:
CCSS.ELA.Literacy.R4.4
Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
Writing:
CCSS.ELA.Literacy.W4.2D
Use precise language and domain-specific vocabulary to inform about or
explain the topic.

Purpose/
Overview
of Lesson

How can you identify and draw parallel and perpendicular


lines by the presence or absence of intersecting lines and
the measure of the angles of the lines?

Content
Objective(s
)

Students will be able to identify and draw parallel and


perpendicular lines by recognizing that parallel lines never
intersect and that perpendicular lines intersect to form four
right angles.

Language

Whole Group:

Objective(s
)

1. Students will be able to define essential vocabulary


below.
2. Students will be able to use the prefix in intersecting
(inter) to assist them in identifying and defining
parallel and perpendicular lines.
ELLs:
1. Students will be able to use Spanish cognates such as
lineas, puntos, segmentos, rayos, angulo, intersectan,
obtuso, paralelo, and perpendicular to identify lines,
points, segments, rays, angle, intersect, obtuse,
parallel, and perpendicular.

Essential
Vocabulary

Pre-task
How will you
introduce
the topic
and hook
the students
at the
beginning of
the lesson?

Point
Line
Segment
Ray
Right Angle
Obtuse Angle
Acute Angle
Parallel Lines
Perpendicular Lines

1. The teacher will ask students if they think that lines


are important. She will ask them if they can identify
lines in the classroom.
2. The teacher will go to Google maps and show the
students the neighborhood in which the school is
situated. The teacher will ask the students if they can
identify lines in the map of their neighborhood.
Teacher will inform students that the lines they see in
the map have special names.
Click below:
https://www.google.com/maps/place/Manhattan+Colle

ge/@40.88668,-73.9013013,17z/data=!4m2!3m1!
1s0x0:0xbdf7100ba684cf42
Main Task
What
activity will
help
students
experience
and explore
the big idea
and
questions in
the lesson?
How will you
equip
students for
expected
performanc
e?
(differentiati
on,
accommoda
tion,
modification
)

1. Teacher will draw for students a segment, a ray, a line, parallel lines,
and perpendicular lines on the Smart Board.
2. Teacher will define for students all the essential math vocabulary
above.
3. Teacher will point out the prefix in intersect (inter) to assist students
in helping them identify parallel and perpendicular lines.
4. Teacher will relate the Spanish cognates such as lineas,
puntos, segmentos, rayos, angulo, intersectan,
obtuso, paralelo, and perpendicular to assist Spanish
speaking students define and identify lines, points,
segments, rays, angle, intersect, obtuse, parallel, and
perpendicular lines.
5. Teacher will model examples in Go Math 4th grade
workbook page 389.
6. Teacher will assist students in completing Go Math 4th
grade workbook page 390 Activity and question #1
Share and Show.
7. Students will complete pages 390, 391, 392
independently.
8. Students will engage in group activity in which they
will have to draw a map of the streets around their
school and they will have to identify streets around
the school that are parallel and perpendicular to each
other. Teacher will identify for students the streets that
should be drawn on their map. After student groups
draw map of the streets around their school they will
have to answer three questions on their easel post-it
poster. The questions are: What is the name of the
street parallel to street #2 on your map? What street
is ______to street #1 on your map? What building is
located in a right _____ at the intersection of street #1
and street #2.
9. Students will use Go Math Lesson 10.3 workbook
examples on page 392 to help them with group
activity.
10. Small groups will consist of three students. Each student in the
group will have a specific role in the group such artist, scribe, or
editor/fact checker depending on overall ability and stage of English

proficiency.
Differentiation:
Low Level:
1. Teacher identification of common prefix in intersect (inter) to assist
students in helping them identify parallel and perpendicular lines.
2. Visuals such as teacher drawings of points, lines, segments, rays,
angles, parallel and perpendicular lines on Smart Board.
3. Visuals of neighborhood on Google Maps on Smart Board.
4. Small group activity.
5. Sentence frames for group poster.
6. Role (scribe) within group assigned according to ability.
Average Level:
1. Teacher identification of common prefix in intersect (inter) to assist
students in helping them identify parallel and perpendicular lines.
2. Visuals such as teacher drawings of points, lines, segments, rays,
angles, parallel and perpendicular lines on Smart Board.
3. Visuals of neighborhood on Google Maps on Smart Board.
4. Sentence frames for group poster.
5. Role (social facilitator) within group assigned according to ability.
Higher Level:
1. Teacher identification of common prefix in intersect (inter) to assist
students in helping them identify parallel and perpendicular lines.
2. Role within group (editor/fact checker) assigned according to ability.

ELLs
1. Visuals such as teacher drawings of points, lines, segments, rays,
angles, parallel and perpendicular lines on Smart Board.
2. Visuals of neighborhood on Google Maps on Smart Board.
3. Teacher will point out to students Spanish cognates
such as lineas, puntos, segmentos, rayos, angulo,
intersectan, obtuso, paralelo, and perpendicular to
help students master lesson concepts and vocabulary.
4. Teacher identification of common prefix in intersect (inter) to assist
students in helping them identify parallel and perpendicular lines.
5. Small group activity.

6. Sentence frames for group poster.


7. Role within group (artist, scribe, or social facilitator) assigned
according to English proficiency.

Posttask/Langu
age Focus
Activity
How will you
help student
to exhibit
and selfevaluate
their
growing
skills,
knowledge
and
understandi
ng at the
end of the
lesson?
Instruction
al
Materials
&
Resources

1. Student groups will present their posters to the class.


2. Student groups will read the answer to the questions
above to the entire class.
3. Students will cross reference their group created map
to Google maps on the Smart Board to check for
accuracy.
4. Student group will confirm the accuracy of their
answers to the questions above by engaging the
whole class.
5. The entire class will engage in checking the accuracy
of each groups poster.

Instructional Materials
Go Math 4th grade workbook Lesson 10.3 pp.390-392
Easel sized Post It pads
Markers
Resources
Teaching English Language Learners Across the Content
Areas
by Judie Haynes and Debbie Zacarian
Go Math 4th Grade workbook Lesson 10.3
Google Maps
https://www.google.com/maps/place/Manhattan+College/@4
0.88668,-73.9013013,17z/data=!4m2!3m1!
1s0x0:0xbdf7100ba684cf42

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