Scribd
Upload
157 views

Grade 3

This document describes a mathematical investigation for grade 3 students about the properties of line segments. It includes conjectures that line segments have two endpoints, can vary in length, and are congruent if the same length. Students verify the conjectures through hands-on activities measuring and comparing line segments. Justifications for the conjectures are provided through examples of naming, measuring, and determining congruent line segments. The investigation aims to build students' foundational geometry skills through exploring line segments.

Uploaded by

Joy Carol Molina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
157 views

Grade 3

This document describes a mathematical investigation for grade 3 students about the properties of line segments. It includes conjectures that line segments have two endpoints, can vary in length, and are congruent if the same length. Students verify the conjectures through hands-on activities measuring and comparing line segments. Justifications for the conjectures are provided through examples of naming, measuring, and determining congruent line segments. The investigation aims to build students' foundational geometry skills through exploring line segments.

Uploaded by

Joy Carol Molina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 8

Republic of the Philippines

Department of Education
Region I
Schools Division Office I Pangasinan
BATIARAO ELEMENTARY SCHOOL
Batiarao, Anda, Pangasinan

SEGMENT SPOTLIGHT

A Mathematical Investigation for Grade 3

PRECIOUS NELLY C. PALMA

ANNIE C. CATABAY

JAMAICA C. DELA CRUZ

1
TABLE OF CONTENTS

PRELIMINARIES PAGE

Title Page………………………………………………………………………1

Table of Contents……………………………………………………………2

INTRODUCTION………………………………………………………………3

STATEMENT OF THE PROBLEM………………………………………..3

CONJECTURES……………………………………………………………….3

VERIFYING CONJECTURES………………………………………………4

JUSTIFICATION……………………………………………………………...5

SUMMARY………………………………………………………………………8

POSSIBLE EXTENSIONS……………………………………………………8

REFERENCES…………………………………………………………………

2
INTRODUCTION

In the exciting world of geometry, Grade 3 students embark on a


journey to understand the basic building blocks of shapes and figures.
Line segments, with their defined endpoints and lengths, form the
foundation upon which geometric concepts are built. This
investigation delves into the properties of line segments, encouraging
students to explore and reason mathematically.

STATEMENT OF THE PROBLEM

The investigation focuses on uncovering the characteristics of


line segments. Students will explore questions such as:

1. What defines a line segment?


2. How can we describe the length of a line segment?
3. Are there different types of line segments, and if so, what
distinguishes them?
4. What relationships exist between line segments and other
geometric shapes?

CONJECTURES

Based on initial observations and discussions, several conjectures


arise:

1. A line segment is a straight path that has two endpoints.


2. Line segments can vary in length, from short to long.
3. Two line segments with the same length are congruent.
4. The length of a line segment can be measured using standard
units (e.g., centimeters, inches).

3
VERIFYING CONJECTURES

To verify these conjectures, students will engage in hands-on


activities and explorations. They will measure line segments using
rulers, compare lengths, and identify different types of line segments.

Verify Conjecture 1

Figure 1. Line segment has two endpoints.

Figure 1 shows that line segment AB, or segment AB, (written as


AB) consists of the endpoints A and B and all points on AB that are
between A and B. Note that AB can also be named BA.

Verify Conjecture 2

Figure 2. Line segments can vary in length.

Figure 2 shows that Line segment AB measures 5cm long, while


segment BC only measures 3cm. Therefore, segment AB is longer than
segment BC.

4
Verify Conjecture 3

Figure 3. Line segments with same length are congruent.

Figure 3 shows that line segment AB measures 3 inches, while line


segment CD also measure 3 inches. Therefore, line segment AB and line
segment CD has the same length. So, line segment AB is congruent to line
segment CD.

Verify Conjecture 4

Figure 4. Line segments can be measured using standard units.

Based from Figure 4, we can say that we can measure segment


by using instruments such as rulers and meter sticks with standard
units for measurements.

JUSTIFICATION

Through experimentation and reasoning, students will gather


evidence to support or refute the conjectures. Additionally, students
will develop their spatial reasoning skills and deepen their
understanding of geometric concepts.

5
Justification 1

Activity: Name a Line Segment.

Figure 5. Naming line segments in a line.

Step 1. Look for two endpoints.

Figure 5 shows a line, with the points G, H and J. Any of these


points can be endpoints of a line segment.

Possibilities are:

1. From point G to H:

Figure 6. Point G to H.

2. From point G to J:

Figure 7. Point G to J.

3. From point H to J:

Figure 8. Point H to J.

Step 2. State the name of the segment(s) using pair of letters.

The line segments are GH, GJ and HJ.

6
Justification 2

Activity: Measuring with line segments.

Figure 9. Measuring line segments.

Step 1. There are 3 points that can be endpoints. BE is the longest


line segment shown in Figure 9. A midpoint divines a line segment
into two equal parts, so:

Line segment BR = Line segment RE

Figure 10. Line segment BE measures 88 cm.

Step 2. Since line segment BR = line segment RE, line segment RE =


44.

The length of BR and RE can be added to find the length of line


segment BE: 44 + 44 = 88.

Justification 3

Figure 10 shows that line segment BR measures 44cm long


while line segment RE measures 44 cm long. Line segments BR and
RE have the length therefore the two line segments are congruent
since they have the same length.

Justification 4

Figure 10, with line segments BR, RE and BE was measured


using the standard unit which is in centimeters. Therefore, conjecture

7
number 4 is true that the length of a line segment can be measured
using standard units.

SUMMARY

This investigation provides Grade 3 students with a hands-on


approach to explore the properties of line segments. By engaging in
various activities and discussions, students develop a solid foundation
in geometry while honing their critical thinking skills.

POSSIBLE EXTENSIONS

Possible extensions of this investigation include:

 Exploring angles formed by intersecting line segments.


 Investigating the perimeter of polygons formed by
connecting line segments.
 Introducing concepts of parallel and perpendicular lines.
 Using line segments to construct basic geometric shapes
such as triangles and quadrilaterals.

REFERENCES

Mathematics 3 Teachers Guide

Mathematics 3 for Learners

https://thirdspacelearning.com/us/math-resources/topic-guides/
geometry/line-segment/

You might also like