Lesson Plan of Recognize Point, Line Segment, and Ray
Students` Learning Outcomes
- Recognize point, line segment, and ray.
Information for Teachers
- In Geometry the point is a fine dot that represents a definite opposition or location.
- A straight line from one point to another point is called line segment.
- If we extend a line segment from one end in a particular direction, it is called a ray.
- While teaching the lesson, also consult textbook where and when applicable.
Material / Resources
Writing board, chalk/marker, duster, torch / laser light, pencil, sharpener, sheets of paper, ruler, flashcards of point, rays and line segment, textbook
- Ask the students to sharpen their lead pencils and mark a dot by the sharp tip of their lead pencils on the notebooks. Tell them that this dot is called point.
- Ask them to mark one more point on the paper and ask how they will distinguish these two points.
- After collecting response, tell them that to distinguish different points, we give them names using capital letters, such as A, B, C. These points are read as Point A, Point B and point C.
- Ask the students to put five or six points on the paper with the sharp tip of their pencils.
- Also name these points using capital letters.
- Draw a map on the board.
- Ask the student which point on the map show which city? Ask about different points and corresponding cities on the map.
- Then tell the students that in geometry a point represents definite position or location.
- Mark point A and point B on the board.
- Demonstrate to the students that we can join these two points in many different ways as shown in the fig. P, Q, R.
- Ask them how to identify the shortest way from A to B. they should say option R.
- After taking their response, elicit that the straight line which joins the two points is called line segment. In this example the line segment is denoted by;
- Ask the students that how many end points it has? After taking their response tell them that it has two end points A and B. explain them that we can measure the length of a line segment.
- Mark three pairs of points on the board and ask the students to copy and join these pairs of points with the help of ruler. Also name the resulting line segments.
- Draw the following points on the board and ask any student to join these points with the help of ruler.
- Ask other students to name the shape that the student has drawn. Ask them that how many line segments are there in the shape and also name all the line segments.
- Ask the students, to draw a rectangle ABC on their notebooks and ask them that how many points and line segments does this shape have? After taking their response, tell them that rectangle has four points and four line segments.
- Clear the concept of ray by making a beam with a laser light or torch in the class. Students will observe that torch ray starts at one point and goes endlessly in a direction.
- Tell other students by handed torch to a student that light starts from here and goes endless in other direction. Tell students with the help of finger, when we put finger with in light then light goes beyond the finger. Now, draw following shape on board.
- Demonstrate to them on board that when a line segment is extended in a direction without stopping anywhere it is called a ray.
- It is denoted by AB. Ask the students how many end points a ray has. (one) “A” is the end point and “B” is the point through which we can extend this ray, so it is not an end point.
- Ask the students to draw these rays on their notebooks and name them.
- Tell the students that we can`t measures the length of a ray, because it has only one end and we can`t writes AB as BA because it has a particular direction.
Sum up / Conclusion
- In geometry the point is a fine dot that represents a definite position or location.
- The straight line which joins two points is called line segment.
- If we extend a line segments endlessly from one end in a particulars direction, it is called a ray.
- Show flash cards of point, ray and line segment to students and ask their names.
- Draw following table on board, ask students to draw on their copies and fill it.