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Lesson 5�3 327

Advance Preparation

Teacher’s Reference Manual, Grades 1–3 pp. 146, 147

Key Concepts and Skills• Use a straightedge to draw a line segment. 

[Geometry Goal 1]

• Identify parallel line segments.  

[Geometry Goal 1]

• Draw a quadrangle.  

[Geometry Goal 2]

Key ActivitiesChildren are introduced to the meaning of

the word parallel, and they identify examples

of parallel line segments in the real world.

They also examine diagrams of parallel and

nonparallel line segments, draw parallel and

nonparallel line segments, and identify

parallel and nonparallel sides of quadrangles.

Ongoing Assessment: Informing Instruction See page 329.

Ongoing Assessment: Recognizing Student Achievement Use journal page 116. [Geometry Goal 1]

Key Vocabularyparallel

MaterialsMath Journal 1, pp. 115–117

Home Link 5�2

straightedge � notebook paper and tape

(optional) � slate

Solving Addition Problems Using Open Number LinesMath Journal 1, p. 118

Children solve addition problems

using open number lines.

Math Boxes 5�3Math Journal 1, p. 119

Children practice and maintain skills

through Math Box problems.

Home Link 5�3Math Masters, p. 130

Children practice and maintain skills

through Home Link activities.

READINESS

Drawing Line SegmentsMath Masters, p. 131

straightedge

Children draw line segments using a

straightedge.

ENRICHMENTSolving Pattern-Block PuzzlesMath Masters, p. 132

Pattern-Block Template � pattern blocks

Children apply their understanding of parallel

line segments and 2-dimensional shapes.

ELL SUPPORT

Building a Math Word BankDifferentiation Handbook, p. 142

Children add the term parallel to their Math

Word Banks.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

Parallel Line SegmentsObjective To introduce the concepts of parallel and parallel

line segments.

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eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

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328 Unit 5 3-D and 2-D Shapes

Adjusting the ActivityParallel or Not Parallel?

LESSON

5 � 3

Date Time

These line segments are parallel.

These line segments are not parallel.

Quadrangles (Quadrilaterals)These polygons are quadrangles (quadrilaterals).

square rectangle parallelogram

rhombus trapezoid kite

A B

D C

H

G

F

E

I J

L K

M

P

R N S

U W

T

X

V

Z

Y

Math Journal 1, p. 115

Student Page

NOTE Theoretically, the lines on notebook

paper would never meet, if extended

infinitely. But in practice, no lines drawn on

paper are perfectly parallel, so they would

meet at some point. Not all lines that never

meet are parallel. They must be in

the same plane.

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASSDISCUSSION

Although we cannot see a line that goes on “forever” in the real world, it is possible to imagine it. Ask children to give reasons they think the lines printed on the notebook paper would or would not meet if extended forever in both directions. Some children may understand intuitively that the lines on notebook paper will always be the same distance apart.

Display a sheet of notebook paper rather than asking children to visualize the lines on the sheet. Tape the sheet to the board and use a

straightedge and chalk to extend the lines in either or both directions.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Discussing the Meaning WHOLE-CLASSDISCUSSION

of Parallel Line Segments(Math Journal 1, p. 115)

Mention that the “lines” on notebook paper are really line segments. To support English language learners, clarify the difference between lines and line segments. Continue to make this distinction and use the language correctly throughout the unit.

Discuss the idea of parallel in the real world. Give examples such as parallel railroad tracks, shelves on bookcases, and so on. The lines on notebook paper are parallel line segments.

ELL

ELL

Getting Started

Math MessageThink of the lines printed on a sheet of notebook paper. Imagine that the lines could go on forever. Do you think the lines would ever meet?

Home Link 5�2 Follow-Up Quickly check children’s drawings to see if they drew the correct line segments. Ask volunteers to identify the shapes that were drawn in Problems 1 and 2. A 6-pointed star and a hexagon Ask several children to show the line segments and polygons they drew for Problem 4. If possible, have children name the specific polygons.

Mental Math and Reflexes Pose problems about making change. Have children share their solution strategies. Suggestions:

You buy a candy bar for 50 cents. You pay with a $1 bill. How much change should you receive? 50 cents

You buy a notebook for 70 cents. You pay with a $1 bill. How much change should you receive? 30 cents

You buy a pen for 68 cents. You pay with $1.00. How much change should you receive? 32 cents

You buy an eraser for 37 cents. You pay with $1.00. How much change should you receive? 63 cents

You buy an apple for 27 cents. You pay with 2 quarters. How much change should you receive? 23 cents

You buy a can of soup for 66 cents. You pay with 3 quarters. How much change should you receive? 9 cents

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Adjusting the Activity

Parallel Line SegmentsLESSON

5� 3

Date Time

Use a straightedge.

1. Draw line segments AB and CD.

Are line segments AB and CD parallel?

2. Draw line segment EF.

Are line segments AB and EF parallel?

3. Draw line segment LM.

4. Draw a line segment that is parallelto line segment LM. Label its endpoints R and S. Sample answer

5. Draw a line segment that is NOT parallel to line segment LM. Label its endpoints T and U. Sample answer

6. Draw a quadrangle that hasNO parallel sides. Sample answer

yes

yes

A B

C D

E F

L

M

RT

S U

Try This

�

�

Math Journal 1, p. 116

Student Page

Parallel Line Segments continuedLESSON

5 �3

Date Time

7. Draw a quadrangle in which oppositesides are parallel. Sample answer

8. Draw a quadrangle in which all four sides are the same length.

What is another name for this shape?

Sample answer

9. Draw a quadrangle in which 2 oppositesides are parallel and the other2 opposite sides are NOT parallel.

Sample answer

square or rhombus

Math Journal 1, p. 117

Student Page

Lesson 5�3 329

NOTE Some children may ask about the

symbol in the corner of the square and the

rectangle. It is used to indicate a right angle.

Tell children it simply means square corner.

Square corners will be covered in Lesson 5-5.

Ask children to suggest other examples of parallel line segments in the classroom or hallway. Sample answers: parallel edges of doors, opposite edges of books, opposite edges of chalkboards

With the children, examine the parallel line segments at the top of the journal page. Mention that parallel line segments do not need to be the same length. Discuss why the line segments in the second row are not parallel. Sample answers: Some of the line segments meet; others would meet if extended.

Ongoing Assessment: Informing Instruction

Watch for children who think parallel line segments only go in one direction. Have

children draw parallel line segments on paper and then rotate the paper so they

can see that the line segments remain parallel regardless of the direction.

Next, examine the quadrangles at the bottom of the page. Have children point to opposite sides that are parallel and to opposite sides that are not parallel.

Add the word parallel to the Word Wall along with a picture and a

written description. Include a mnemonic device to help children remember the meaning: “The three ls in parallel are parallel!”

Introduce the mathematical symbol that is used to indicate parallel line segments. For example, “Line segment AB is parallel to line segment CD” can be written

symbolically as _

AB || _

CD .

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Drawing Line Segments That INDEPENDENTACTIVITY

Are or Are Not Parallel(Math Journal 1, pp. 116 and 117)

In Problems 1–5, children draw line segments that are parallel, as well as those that are not parallel. In Problems 6–9, children apply their knowledge of parallel line segments to drawing quadrangles. Give children plenty of time to solve Problems 6–9. These problems prepare children for further work with quadrangles in Lesson 5-5, so they should complete the problems before going on to the next lesson.

Ongoing Assessment: Recognizing Student Achievement

Journal page 116

Problems �1 and 2

Use journal page 116, Problems 1 and 2 to assess children’s ability to identify

parallel lines. Children are making adequate progress if they are able to use a

straightedge to connect the points to make line segments and recognize that they

are parallel. Some children may be able to successfully complete Problem 5 and

draw a line segment that is not parallel to the others.

[Geometry Goal 1]

ELL

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330 Unit 5 3-D and 2-D Shapes

1. Use the digits 1, 3, and 5 to make:

the smallest number possible.

the largest number possible.

3. How many in all?

6. Graph this data.

On Tuesday it was 20°C, on Wednesday it was 35°C, and on Thursday it was 30°C.

2. On which day did Ms. Forbes’ class have the most recess minutes?

4. Complete the number grid.

565

5. Draw a square. Make each side 3 cm long.

Tues Wed Thur0°

10°

20°

30°

40°

3-Day WeatherReport

Tem

pera

ture

(Cel

sius)

Day of the Week

11 8

Ms. Forbes’ Class Recess Minutes

Day Number of Minutes

Wednesday ////\ ////\ ////\ ////\

Thursday ////\ ////\ ////\ ////\ ////\

Friday ////\ ////\ ////\

Math BoxesLESSON

5 �3

Date Time

543

264

531

135

Thursday

553563 564 566

556546

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Math Journal 1, p. 119

Student Page

Links to the FutureOpen Number Lines LESSON

5 �3

Date Time

You can use an open number line to add.

Example: Solve 34 + 23.� Draw a line. Make and label point 34.

34

� Think 23 = 2 tens and 3 ones.

� Start at 34 and count up 1 ten. Make a point at 44. Count up one more ten. Make a point at 54.

34 44 54

� Count up 3 ones. Make a point at 57.

34 44 54 57

Answer: 34 + 23 = 57

Use an open number line to add.

1. 43 + 17

Sample answer:

43 53 60 Answer: 43 + 17 =

2. 56 + 25

Sample answer:

56 76 81 Answer: 56 + 25 = 60 81

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Math Journal 1, p. 118

Student Page

Expect that children will be able to describe parallel lines as lines that never

meet, but do not expect that all children will be able to draw parallel lines at this

time. Drawing parallel lines is a Grade 3 Goal.

2 Ongoing Learning & Practice

� Solving Addition Problems PARTNER ACTIVITY

Using Open Number Lines(Math Journal 1, p. 118)

Go over the example on journal page 118 as a class before having children work with a partner to complete Problems 1 and 2. When children have completed the page, briefly have them share their open number line drawings and solutions.

� Math Boxes 5�3 INDEPENDENTACTIVITY

(Math Journal 1, p. 119)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 5-1. The skill in Problem 6 previews Unit 6 content.

Writing/Reasoning Have children draw, write, or verbalize their answers to the following: Explain how you know that you made the largest number in Problem 1. Sample answer: I picked the largest digit to be in the hundreds place, the second largest digit to be in the tens place, and the smallest digit to be in the ones place. Then I tested 531 against the other combinations and it was the largest number.

� Home Link 5�3 INDEPENDENTACTIVITY

(Math Masters, p. 130)

Home Connection Children draw line segments and identify parallel line segments. They also begin collecting 3-dimensional objects for the Shapes Museum that will beintroduced in Lesson 5-6.

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Name Date Time

Parallel line segments are always the same distance apart. They would never meet, even ifthey were extended forever in either or both directions. In Problem 1, line segment DC isparallel to line segment AB, and line segment AD is parallel to line segment BC. There are noparallel line segments in Problem 2.

Please return the top part of this Home Link to school tomorrow.

FamilyNote

1. Draw line segments AB, BC, CD, and DA.

Put a red X on the line segment that is parallel to line segment AB.

Put a blue X on the line segment that is parallel to line segment BC.

2. Draw line segments AB, BC, and CA.

Is any line segment in your drawing parallel to line segment AB? no

HOME LINK

5 �3 Parallel Line Segments

Shapes Museum

For the next few days, your class will collect things to put intoa Shapes Museum. Starting tomorrow, bring items like boxes,soup cans, party hats, pyramids, and balls to school. Ask anadult for permission before bringing in these items. Make surethat the things you bring are clean.

A B

C D

X (blue)

X(red)

A

B C

In Lesson 5-6, your child will be studying 3-dimensional shapes. Help your child gather 3-dimensional objects for a class collection that we call the “Shapes Museum.” You and yourchild might want to separate the objects you collect according to shape.

SpecialFamilyNote

51

Math Masters, p. 130

Home Link Master

1. Use 2 pattern blocks together to make a shape that has exactly two pairs ofparallel line segments.

Use your Pattern-Block Template torecord your solution at the right.

2. Use 2 pattern blocks together to make a shape that has exactlyone pair of parallel line segments.

Use your Pattern-Block Templateto record your solution at the right.

3. Use 2 pattern blocks together to make a shape that has no parallel line segments.

Use your Pattern-Block Template to record your solution at the right.

If you have time, try to solve each problem using 3 pattern blocks.

LESSON

5 �3

Name Date Time

Parallel Line Segment Puzzles

Try This

Sample answers:

Sample answers:

Math Masters, p. 132

Teaching Master

Lesson 5�3 331

Draw the line segments. Use a straightedge.

A →B B →C C→J J →A A →I I →J C →D

D →E E →F F→N N →M M →G F →G G →H

H →I K→L O →P P →Q Q →R R →O J →E

LESSON

5 �3

Name Date Time

Drawing Line Segments

A

J

O P

NM

B

C I

DE

R Q

FGH

K L

Math Masters, p. 131

Teaching Master

3 Differentiation Options

READINESS INDEPENDENTACTIVITY

� Drawing Line Segments 5–15 Min

(Math Masters, p. 131)

To explore relationships between line segments, have children use a straightedge to complete Math Masters, page 131. Ask children to describe the picture they have drawn. A house

ENRICHMENT INDEPENDENTACTIVITY

� Solving Pattern-Block Puzzles 5–15 Min

(Math Masters, p. 132)

To apply children’s understanding of parallel line segments and 2-dimensional shapes, have them solve pattern-block puzzles. Have children share their solutions.

ELL SUPPORT SMALL-GROUP ACTIVITY

� Building a Math Word Bank 5–15 Min

(Differentiation Handbook, p. 142)

To provide language support for geometry, have children use the Word Bank template found on Differentiation Handbook, page 142. Ask children to write the term parallel, draw a picture representing the term, and write other related words. See the Differentiation Handbook for more information.

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