We must not be looking at the same issue, I can't cut and paste it here because there are tables, this is clearly two math lesson plans:
Topic: Mathematics, Grade 6
Concept: Geometric Shapes
Subject: Geometry – Exploring shapes using hands on manipulatives to make said shapes.
Whole class, small group, or individual? Class & Group
State Standards: Texas State Standards 6 – Representing rational numbers in a variety of ways; 6.6 uses geometric vocabulary to describe angles, pllygons, and circles; identifying relationships and using geometry and measurement to identify locations in two dimensions (See: http://www.mathscore.com/math/standards/Texas/6th%20Grade/)
National Standard: Identify, compare, and analyze attributes of 2 and 3-dimmensional shapes and develop vocabulary to describe the attributes; develop definitions of shapes such as triangles and pyramids; investigate, describe and reason about the results of subdividing, combining, and transforming shapes.
Primary Objective: Students realize that lines, segments, rays, and points exist not only on paper but in the world around them. They will be able to identify, describe, and compare line segments, lines, rays and angles and use appropriate symbols; will communicate mathematical understanding in journals using words and/or pictures, numbers, and symbols; .
Classroom Diversity and Differentiated Instruction Adapted to learning issues based on pre-test; lesson is designed as culmination of unit on fractions and decimals. Differentiated instruction involves smaller groups, individual tutoring, and breaking problem down into steps prior to assigning. Advanced cognitive thinkers will receive a problem that requires more steps.
Materials/Equipment: Yarn (may use different colors); wipe board/dry erase marker; letters of the alphabet cut out of construction papers, small black dots cut out or pre-purchased.
Creating symmetrical artwork based on 17 tiling groups; game called Kali; age relational (can become more complex for older children). http://www.geometrygames.org/Kali/index.html
There are reading components, because most lessons should have a multidisciplinary approach.
The best I can do is to have you be sure you are reading the right set of plans:
1. Ray - A line starting at a single point and going on forever in one direction.
2. Point - A fixed spot on a plane.
3. Line - A straight line going on forever in both directions.
4. Segment - A line with two endpoints.
5. Parallel - Two lines, line segments, or rays that are constantly equidistant apart from one another so that they never intersect.
6. Perpendicular - A line, line segment, or ray that touches or intersects another line, line segment, or ray at a 90 degree angle.
7. Intersecting - Two lines, line segments, or rays that touch or pass through one another at any angle.
Use flashcards to drill on vocabulary and concepts (note, in reality, more than one flashcard used with some horizontal, vertical, side-to-side, etc.). List for iillustrative purposes:
Part 2 Lesson: Each student sits near the web with a wipe board. Ask students to find (one at a time) rays, points, lines, segments, intersecting lines, parallel lines, and perpendicular lines. Students must re-draw each figure on their wipe board, label it correctly, and write the symbolic form. Students use the alphabet points that were placed at intersecting points on the web to label the lines, rays, etc. that they find. Then students write out the figures that they find using the correct form of mathematical labeling. [I also had my students write how they would say it out loud when naming it. Example: "Line AB or line segment AB is perpendicular to line segment CD."] Below is information on how students should label rays, lines, etc.
1. Ray - The endpoint letter first, then a second point with a line ending in an arrow over the two letters, pointing to the right.
2. Point - A dot and then the point's letter.
3. Line - Two points on the line with a line with arrows in both directions above the letters.
4. Segment - The two endpoint letters of the segment with a line, no arrows, above the two letters
5. Intersecting - (AB x BC) The AB and BC would have a line or a line with arrows above them to show what figures they were. The x stands for intersects.
6. Parallel - (AB // BC) The AB and BC would have a line or a line with arrows above them to show what figures they were. The // stands for parallel.
7. Perpendicular - (AB _|_ BC) The AB and BC would have a line or a line with arrows above them to show what figures they were. The _|_ means perpendicular.
After each item, students share and check their answers with each other. The teacher should walk around and be available for questions. When students are finished, conclude by discussing how these figures are found in everyday life. Have students respond to the following questions in their journals: “Today we have made a web of lines in our classroom. There are examples of lines, rays, line segments, and points everywhere in our everyday life. Brainstorm two or three examples of these figures around you. Did you notice them as being a point, line, segment, or ray before learning about them in geometry? Why or why not?"
There are worksheets included and the total number of pages is 6.5 plus sources.
Are you reading the right plan?