Students are asked to draw parallel lines, perpendicular lines, a point, and a line segment. Students also explain how a line segment is different from a ray or line.
This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each student to explain his or her thinking and strategy.
Getting Started | |
Misconception/Error The student is only able to correctly draw a point. | |
Examples of Student Work at this Level The student correctly draws a point but does not correctly draw a line segment and cannot explain how a line segment is different from a line or ray. The student struggles to correctly draw parallel and perpendicular lines. | |
Questions Eliciting Thinking What do you know about lines and line segments? | |
Instructional Implications Clearly describe or define the terms point, line, line segment, ray, parallel, and perpendicular. Draw examples of each and discuss how each is named. Show the student how to locate points, parallel lines, perpendicular lines, line segments, and rays in diagrams. Provide numerous examples of each in a variety of figures. Ask the student to identify points, parallel lines, perpendicular lines, line segments, and rays in the diagrams. Ask the student to justify the identification in order to further assess the student’s understanding of these terms. | |
Making Progress | |
Misconception/Error The student cannot clearly explain how a line segment is different from a line or ray. | |
Examples of Student Work at this Level The student correctly draws a point and a line segment but cannot clearly explain the differences between line segments, lines and rays. When drawing parallel and perpendicular lines, the student might not include arrows to show understanding of how to represent lines. | |
Questions Eliciting Thinking How is a line segment different from a ray or line? | |
Instructional Implications Show the student a ray, a line, and a line segment and ask the student to describe the differences among them. Ensure that the student understands that: (1) the line segment consists of two endpoints as well as all points on the line between the two endpoints; (2) a line continues infinitely in both directions; and (3) a ray continues infinitely from one endpoint. | |
Got It | |
Misconception/Error The student provides complete and correct responses to all components of the task. | |
Examples of Student Work at this Level The student correctly draws a point and a line segment. The student clearly explains the difference between a line segment and a line or ray, and correctly draws parallel and perpendicular lines. | |
Questions Eliciting Thinking How are intersecting and perpendicular lines different? | |
Instructional Implications Consider using MFAS task All About Angles. |
Name | Description |
MA.3.GR.1.1: | Describe and draw points, lines, line segments, rays, intersecting lines, perpendicular lines and parallel lines. Identify these in two-dimensional figures. Clarifications: Clarification 1: Instruction includes mathematical and real-world context for identifying points, lines, line segments, rays, intersecting lines, perpendicular lines and parallel lines. Clarification 2: When working with perpendicular lines, right angles can be called square angles or square corners. |