Geometry Vocabulary Relay

Katie Risolo

Professor Wolochuk

Course: EDU 513

Date: April 27, 2015

Grade: 4th Grade

Topic: Geometry

Content Area: Mathematics

Lesson Objectives
After studying the vocabulary words for the Angles in Geometry unit, students will match words
with their corresponding definitions in groups of three or four with no more than three errors.
Following a mini-group activity, students will fill in the definitions of vocabulary words, for the
Angles in Geometry unit, on a worksheet.
At the end of the mini-group activity, the class will come together to go over the vocabulary
words and provided a picture to exemplify the vocabulary words on the worksheet.
CCLS/ +NYS Standards and Indicators
Mathematics (NYS): Geometry (4.G.1):
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures.
Indicator:
This will be evident when the students draw a picture of each vocabulary word (including
right angle, acute angle, obtuse angle, perpendicular, parallel, point, line, line segment
and ray) on the worksheet provided by the teacher.
Mathematics (NYS): Geometry (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.
Indicator:
This will be evident the students accurately define a two-dimensional figure and draw a
picture to exemplify the vocabulary terms (line of symmetry and two-dimensional) on the
worksheet provided by the teacher.
English Language Arts Standard (CCLS): Reading Standards for Informational Text: Craft and
Structure (SL. 4.4):
Determine the meaning of general academic and domain specific words or phrases in a text
relevant to a grade 4 topic or subject area.

Geometry Vocabulary Relay

Indicator:
This will be evident when the students accurately define vocabulary words for the Angles
in Geometry unit.
English Language Arts Standard CCLS): Speaking and Listening: Comprehension and
Collaboration (SL. 4.1b):
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing
their own clearly. Follow agreed-upon rules for discussions and carry out assigned roles.
Indicator:
This will be evident when the students work together in groups to decide which word the
definition matches up with, have one student chose the word from the pile and return
back to their group to participate in a teacher-led class discussion.
English Language Arts Standard (CCLS): Writing Standards: Text Types and Purposes (SL.
4.2d):
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Indicator:
This will be evident when the students fill out the corresponding handout and fill in the
definitions next to their correct vocabulary word.
Motivation
The teacher will begin with a BrainPop video entitled Points, Lines, Segments and Rays on the
Smart Board to start the lesson. After the video, the teacher will ask the students to share one
word that they remember. Then, the teacher will write the terms on the Smart Board and will
discuss which words are important in the unit.
Materials

One handout for each student

15 index cards of vocabulary words
15 index cards of definitions
Smart Board
White Board
Pens
Learning Strategies

Geometry Vocabulary Relay

Cooperative Learning groups: This will be evident when the students work together to
determine the correct vocabulary word and definition pair.
Group Discussion: This will be evident when the whole class participates in a discussion
about vocabulary word and definition pair.
Differentiation of Instruction
Tier 1: Students will complete a handout by filling in the definitions of key vocabulary
words, with 6 additional words already filled out. These additional words are pertinent to
define the key vocabulary words.
Tier 2 and 3: Students will complete a handout by filling in the definitions of key vocabulary
words.
Developmental Procedures

Students will participate in a whole class discussion about vocabulary words used in
the current geometry unit.
(What are some key vocabulary words that we see in our geometry unit so far? Which
words are similar? Do any of these key vocabulary words define another?)
Students will be broken up into groups of three or four and determine what order they
will go during the relay.
(Everyone will have multiple chances to go. It does not matter what order the names
are in. What are some strategies you can use in your group discussion to determine
the definition and vocabulary word pair? How will you successfully work together as
a group? Is there any team building strategy you think will help your group work well
together?)
Students will hear a definition and must work together to determine what is the
correct corresponding geometric vocabulary word. (This process will be repeated
until all vocabulary words have been answered).
(You have 20 seconds to work with your group to match up the pair. At the end of the
20 seconds, one team member from each group must find the index card with the
vocabulary word and return to their group.)
Students will present their choice to the class.
(One team member from each group will share with the class which vocabulary
word their group chose and why. Which vocabulary word did your group choose?
Why do you think this definition fits the description of that vocabulary word? How
did your group work together to choose it?)
Students will fill out the corresponding Geometry Vocabulary Relay worksheet
once the vocabulary word and definition pair have been answered correctly.
(Are there any vocabulary words that can help define another vocabulary word on the
list? In what ways are there textual hints to determine the definition? Can you tell us
in your own words what the vocabulary word means?)
Students will return to their desks to participate in a group discussion to go over any
questions, comments or concerns regarding vocabulary words and their definitions.

Geometry Vocabulary Relay

(Do you have a better understanding of what each word means after doing the relay?
Are there any words that need to be explained more? If so, is there anyone in the
class who can help us?)
Assessment
Students will determine the vocabulary word and definition pair in groups of three or four by
choosing the definition written on an index card.
Students will participate in a group discussion to determine and go over the correct definition
and vocabulary word pair.
Students will complete a worksheet where they will write the definitions of each vocabulary
word provided.
Independent Practice
Following the vocabulary activity, the students will draw a picture of each vocabulary word on
the worksheet provided by the teacher.
Students will be encouraged to use new terms learned during the lesson in the geometry unit.
Follow-up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention: The teacher will work independently with the student who needs
any academic support in order to understand the vocabulary terms, their definitions and their
significance in this specific Geometry unit. The teacher will provide the student with an
additional worksheet that exemplifies the terms and definitions visually for more support. The
teacher will work one-on-one with the student on an interactive computer game (math-play.com)
to practice the identification of angles and putting the geometric terms to use. After, the teacher
will then review the vocabulary words and terms on the white board and will help the student
identify which term and vocabulary word make a correct pair.
Academic Enrichment: The student in need of academic enrichment will use a given protractor
and piece of graphing paper to accurately draw and measure an acute angle, a right angle and
right triangle, an obtuse angle, a line and a point. The student will identify line of symmetry, end
point, line segment, and a ray. They will bring their paper to class the following day and present
their drawings to the class.

Teacher References

Geometry Vocabulary Relay

BrainPop. (2014). BrainPop, Jr: Points, Lines, Segments and Rays [Video File]. Retrieved from:
https://jr.brainpop.com/math/geometry/pointslinessegmentsrays/preview.weml
Classifying Angles Game. Math-Play.com
http://www.math-play.com/classifying-angles-game.html
Fourth Grade Geometry Success (1st ed.). (2011). New York: Random House.
Teaching in the Fast Lane. (2014). Bright Ideas Hop: Twisted Test Prep.
http://4thgraderacers.blogspot.com/2014/03/bright-ideas-hop-twisted-test-prep.html