In the previous lesson, students created drawings and used informal language to describe their drawings. They began to see segments as pieces contained within lines.

In this lesson, students begin to connect points, lines, and line segments with formal definitions. They also encounter rays and learn that a ray is different from a line segment, but, like a segment, it is also a part of a line. The first activity, a Card Sort, encourages students to look for these distinctions.

In the second activity, students draw segments and rays that form other shapes and figures. An isometric dot paper is used for drawing to reinforce the idea of segments having endpoints and rays having starting points.

To support students with the vocabulary in this unit, consider making time for them to build a personal illustrated “word wall” at the end of each lesson in which new terms are introduced. Allow a few minutes for students to add new terms, illustrations, and definitions in their own words to an organizer as shown in the blackline master.

Who participated in math class today? Who did not participate and why might this be? How can you leverage each student’s ideas to support them in being seen and heard in tomorrow’s class?