PPAT Lesson Plan Template

Lesson title: Moving with Lines and Angles

Grade level(s): 4th

Utah State Core Standard(s) :

Academic Utah Core Standard:

Math Geometry- Draw and identify lines and angles, as well as classify shapes by properties of
their lines and angles
Standard 1.G.1- Draw points, lines, line segments, rays, angles (right, acute, and obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
Artform-specific Utah Core Standard:
Dance Create- Students will conceptualize, generate, develop and organize artistic ideas and
work. They will complete and refine dance works 

Standard 1- Demonstrate willingness to listen to others’ ideas and cooperate when creating
dance.

Learning objectives/Goals:

Students will be able to develop and perform movements from new math vocabulary words. Students
will be able to create movements for the vocabulary to help introduce them to the concepts.

Essential question:

What movements can represent math ideas and vocabulary? What movements can represent point,
line, segment, ray, and angles?
Assessment:

Ask clarification questions throughout lesson to check for understanding

Ask students to show the movements without teacher showing movements first
Simon Says- Near the end of the lesson play Simon Says with the students, have student show their
movements. Use this to check for understanding and if they understand the movements and
what they represent.

Lesson structure and procedures:

Warm Up: Last week the class learned the definition for Point, Line, Line Segment and Ray. Use the
warm up time to review those movements with the students. Ask students for the movements
to review.

-Ask students for 3 movement patterns. Use these movements patterns in the warm up. Include pattern
movements, stretching, moving around the room, body patterns and balancing. Warm ups are
 meant to be fun and get the students moving. These are also meant to change and be used to
review or prepare for the upcoming lesson.

Phase 1: EXPLORATION AND EXPLANATION: 10-15 minutes

1. As a group, read over the PowerPoint. Have a student read the slides out loud then
emphasize the important parts of the definitions. Explore the pictures and examples with the
students. Ask questions and answer any.
2. After reading over the definitions and exploring the examples, asks students to create a
movement to represent that math vocabulary word. Emphasize to students the important
parts of the definitions and encourage them to put those into their movements.
3. After getting movements from the students, have the entire class stand up and do the
movements together. Repeat them a few times, while reinforcing the vocabulary and
definition.
4. For the angles, have students represent the idea with their arms first. Have students create
right angles with their arms, then the rest of their bodies. For obtuse and acute, have
students create right angles with their arms, then ask them if they should be larger or smaller
than a right angle, then move their hands.
Transition to Phase 2
1. After we have learned all of the movements parallel and perpendicular lines and right, obtuse
and acute angles have students stand up. If they are still unsure on the movements do them
one more time together.
2. Explain that we will be playing Simon Says with our new and old movements. Explain the rules
to Simon Says if the class is unsure.
3. Explain that you will be watching for students who are doing the movements correctly, and if
there is times play a round where students are eliminated.
PHASE 2: GUIDED PRACTICE 7 minutes
1. Play some rounds of Simon Says. Go through all of the movements and vocabulary words we
have learned the last 2 weeks: Point, Line, Line Segment, Ray, Parallel Line, Perpendicular
Line, Right Angle, Obtuse Angle, Acute Angle
2. If a student messes up, have them stay in to play, just ask them to clarify their movement or
show the class.
3. Ask Ms. Tina to join in or watch for students. At the end of the section, play one round where
students can be eliminated and play until there is one winner.
Transition to Phase 3
1. After Simon Says, move onto the cool down section. Use this as a time to review, and ask
students to show what they learned. This is similar to the warm up, and we do movements
usually to a song.
Phase 3: INDEPENDENT PRACTICE 3 minutes
1. Have students repeat the movements you have been learning, as well as stretching and
balancing.
2. This should be a short cool down and a way for students to do the movements on their own.

Instructional strategies:

Student Movement
Limited Lecture Time and Student Involvement in Phase 1
Student Centered and relevant Vocabulary
Learning activities:

Students will be creating movements in order to remember and engage with new math vocabulary.
Students create body movements that relate to new vocabulary and will engage with them
through Simon Says and the movement warm down.

Resources and materials:

PowerPoint created for the lesson

Computer with Zoom

Technology:

Zoom

PowerPoint

Possibly Youtube music (if computer works)

Differentiation:

Displaying and referencing pictures when going over the definitions

Connecting body movements to vocabulary

Classroom management:

Put Zoom screen on gallery view and reference students often. Ask them questions by name, and
encourage students who are not moving.

Follow-up activity to the lesson:

Like the class did in this lesson, we would review the movements we have created and incorporate them
into the next days activities. At the end of the geometry unit the students can create their own
movement/dance sequence with the movements we have created.