Unit Introduction & Overview

This math unit titled Geometry: Lines, Angles, and Symmetry is designed for students in a 4th grade
classroom. The big idea behind this unit is that lines, angles, and symmetry can be found all around in the real
world instead of just being found in a textbook. The core learning outcomes for this unit are first, that my
students will be able to understand and comprehend the concepts of lines, angles and symmetry and second,
that my students will be able to recognize that these things can be found in their daily lives.

In designing this unit, I have pictured myself teaching a class of 20-23 students who are mostly at grade
level for math (except for 4 who are one grade level below). I have also been mindful of the fact that while
some of my students may understand the basic concepts of geometry that many of them probably dont see
the relationship between what is taught in a textbook and what can be meaningful to understand why this
correlates to real life situations.

For the purpose of this assignment, I assumed that my classroom is equipped with a SMART Board
and enough iPads for the students in my class that is connected to the internet. With regard to the students in
this class, I am assuming that most of my students are familiar with the technology in their homes such as
smartphones, computers, and video games. However, I am not assuming that they understand how to use
every single aspect of technological tools for educational purposes. As you will see, two out of my three lesson
plans have technology integrated into them. The reason why I am incorporating technology into my lesson
plans is because I want my students to see how these concepts of geometry can be used and found in the real
world through various images and formats.
Lesson #1

Lesson Title
Lines

Grade Level
Fourth Grade

Lesson Topic
Lines

Overarching Big Idea for the Unit

Lines, angles, and symmetry can be found all around in the real world instead of just being found in a textbook.

Learning Outcome(s) for this Lesson

Students will be able to define a line, a line segment, a ray, a perpendicular line, and a parallel line.

Students will be able to identify a line, a line segment, a ray, a perpendicular line, and a parallel line in the real world.

Content Standards for this Lesson

Michigan K-12 Math Standards (2010)
4.G.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.
Identify these in two-dimensional figures.

Assessment(s) in this Lesson

Formative Assessment - Have students draw a point, line, line segment, ray, angle, parallel lines, and perpendicular
lines on a whiteboard.
I will ask students to draw one line at a time to see if everyone has a grip on what each line looks like.

Summative Assessment - Have students classify each type of line through different pictures given on a test.
Students will match the name to the appropriate drawing of a point, a line, a line segment, a ray, an angle, a
parallel line, and a perpendicular line.

Review and Anticipation Set

Have a conversation about how many objects in the real world have different lines like parallel and perpendicular lines.

An example of this conversation would be:

Has anyone ever seen lines before?
*students respond*
Great! Where have you seen lines before? Can you give me an example?

Once students can give me examples, I will show various objects around the classroom that have lines.
ex: Textbooks, desk, ruler, etc

Instructional Activities
Lecture on points, lines, line segments, rays, perpendicular lines, intersecting lines, and parallel lines utilizing SMART
Notebook that will go off of the review and anticipation conversation.
Asking students for real world examples on each
Learning Activities/Assignments
Have students go on Google Maps and identify any parallel lines, perpendicular lines, intersecting lines, line
segments, etc and have them take a screenshot of the flat map. Then, students will upload the picture onto Google
Draw and show where these lines are using arrows and write them out.
Example
Have a group discussion with students maps projected on the SMART Board once students share their Google Draw
file with me.

Materials/Resources/Technology Integration
iPads/ Laptops, SMART Board (or projector)

Review and Closure

I will give a mini 5 question quiz to see if my students have a full understanding on lines.

Independent Practice/Homework/Extension Activities

Students will be assigned to go on Splash Math to practice their skills on lines.
Lesson #2

Lesson Title
Angles

Grade Level
Fourth Grade

Lesson Topic
Angles

Overarching Big Idea for the Unit

Lines, angles, and symmetry can be found all around in the real world instead of just being found in a textbook.

Learning Outcome(s) for this Lesson

Students will be able to compare the differences between an acute, a right, and an obtuse angle.

Students will be able to recognize angles in objects in the real world.

Content Standards for this Lesson

Michigan K-12 Math Standards (2010)
4.G.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.
Identify these in two-dimensional figures.

Assessment(s) in this Lesson

Formative Assessment - Have students draw out three different types of triangles (acute, obtuse, and right) on a
pretest.

Review and Anticipation Set

Ask students about a scenario
If you are trying to get to ____ story of a building from the outside, what angle does the ladder need to be at?
I will ask my students to describe/ figure out the missing information that they would need in order to
solve this problem.

Instructional Activities
Lecture on the three types of angles using SMART Notebook

Learning Activities/Assignments
Have students go on a scavenger hunt around the classroom to find objects with different angles and take a picture of
them and upload onto Google Draw.
Example

Materials/Resources/Technology Integration
iPads
Review and Closure
Make a mini quiz on Kahoot! to see if students understand the differences between acute, right, and obtuse angles.
Quiz will include various shapes

Independent Practice/Homework/Extension Activities

Students will be architects designing their own version of Geometry City utilizing lines and angles and have them
identify each line, line segment, angle, parallel line, perpendicular line, etc on a worksheet that is attached to their
drawing.
Directions and Worksheet
Lesson #3

Lesson Title
Symmetry

Grade Level
Fourth Grade

Lesson Topic
Symmetry

Overarching Big Idea for the Unit

Lines, angles, and symmetry can be found all around in the real world instead of just being found in a textbook.

Learning Outcome(s) for this Lesson

Students will be able to identify lines of symmetry in the real world (ie. butterflies, flowers, etc).

Content Standards for this Lesson

Michigan K-12 Math Standards (2010)
4.G.3 - Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can
be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Assessment(s) in this Lesson

Formative Assessment - Have a discussion about symmetry and ask students what they know about symmetry
Can anyone tell me what they know about symmetry? An example would be a piece of paper. If you fold it in half, both
sides equal each other.

Summative Assessment - Have students draw out a picture of something from the classroom to symbolize symmetry
Example: students could draw a picture of their desk and draw the line of symmetry right down the middle
vertically.

Review and Anticipation Set

Ask about different objects
What has symmetry? (butterfly, fan, your hands, etc)

Instructional Activities
Show an EdPuzzle video
Lecture on symmetry using a mirror to show symmetry.

Learning Activities/Assignments
Making a symmetrical card (ie. Valentines day card - symmetrical heart, folding card in the center, etc) for someone
who they care about or appreciate.

Have a group discussion on what symmetrical items are in the classroom and where the line of symmetry is.

Materials/Resources/Technology Integration
Paper, scissors, glue

Review and Closure

Students will draw a symmetrical object (with the line of symmetry drawn) on a whiteboard to show if they understand
the concept.

Independent Practice/Homework/Extension Activities

I will send home a worksheet to students that has students match the shapes with their half symmetries.
Working with diverse learners in this unit

In designing this unit, I am aware that the majority of my students are at the fourth grade level for math and
four students who are at a third grade level for math. My students who are at the third grade level for math
are not yet fluent in basic math operations such as multiplication and division. Luckily for this unit that I am
teaching, these students dont need to worry too much about their multiplication and division skills. I also
have students who are not motivated in math because they dont see the relationship between math and real
life.

In my efforts to try to find out about my students background knowledge, I would have discussions with my
students regarding to the concepts of geometry and get their input on what they know about the topic and if
they could give real world examples. By giving real world examples, it gives my students a connection that
math can relate to real world scenarios and that its important to learn these concepts. I would also have
discussions to get to know my students better on a personal level in order to use scenarios that relate more
to my students to get them more engaged in the learning process.

The types of scaffolding I provided were two SMART Notebooks and an EdPuzzle video. I would use the
SMART Notebooks as a tool to use to lecture to my students about geometry. As another way to provide
scaffolding, I introduced the lesson by having my students watch an EdPuzzle video on symmetry. This gives
my students an idea on what symmetry is and gives my students a chance to learn a little bit about the topic
before I fully give insight on it.

In my efforts to align my lessons with UDL principles, I did my best to provide my students multiple
technological platforms and also some hands on activities. I used SMART Notebook as a tool to lecture,
EdPuzzle to give my students insight on symmetry, had students make symmetrical cards for loved ones,
practice questions on Splash Math and also provided a Kahoot to test my students knowledge.

In order to get all your students engaged in higher-order thinking, I had my students all make their own
version of Geometry City utilizing the different lines and angles that were taught. I tried to give my students
more than one channel or format or social setting to learn in such as working in groups to discuss geometry
and to also go on scavenger hunts around the room together.

In order to help motivate and encourage my learners, I provided multiple types of activities that can spark
some creativity and also provided a lot of discussion to get my students more involved. On top of giving my
students a chance to be creative and to be interacting with their peers to motivate my learners, I also
provided ways to allow my students to see that geometry can be found all over the place in the real world.
Having my students get up and go on a scavenger hunt around the classroom shows them that its not just
something thats in a textbook.