Lesson Planning of Drawing Horizontal and Vertical Lines Subject Mathematics Grade 4th

 

Lesson Planning of Drawing Horizontal and Vertical Lines

Subject Mathematics

Grade 4^th

Students` Learning Outcomes

• Recognize Horizontal and Vertical lines.
• Draw Vertical and Horizontal lines using set-square.

Information for Teachers

• A vertical line is a straight line which makes right angle with horizontal line in upward or downward direction.
• Horizontal line is a line parallel to or in the plane of the horizon.
• Horizontal line makes right angle with vertical line.
• During this lesson teacher should also consult textbook and wherein and whenever it is required.

Material / Resources

Writing board, chalk/marker, duster, geometry box, textbook

Introduction

• Stretch your arms on both sides and ask, “Do you know position of my arms?”
• Then introduce the term ‘Horizontal’. Similarly stretch your arms up and introduce the term ‘Vertical’.

• Ask students if they have seen the lines on the road and reinforce ‘Horizontal lines’.

• Elaborate that ‘A person standing erect as vertical, and a person lying down as horizontal.
• Tree represents vertical line and running of trains represents horizontal line.

• If you see the sky in the east on an early morning, enjoy the sight of the sun in an appeasing red colour and so in the evening wearing the same red robe again. But in the mid-day see the same sun flying us from vertically above our heads.
• Falling water from tap is an example of vertical lines. Crossing roads are example of vertical and horizontal lines.

Development

Activity 1 Ask students to think and write three examples of horizontal and vertical position of objects from school, classroom and home anywhere. For example, chair is vertical; plate on a table is horizontal. Collect their responses in two columns on board. Vertical, going up, moving up, raising high, flying high, reach the sky, attain the height are some of the synonyms that give the vertical sense. The sense of opposite direction like vertically down, below, going down, and fruit falling down are to be flashed to the young mind to create the sense of downward direction. Demonstrate how to use a set-square to draw a perpendicular to a given line, AB with following steps: A set-square can be used to draw a vertical line at a point on a given line as described below. Draw a straight line of 10 cm (for example) and choose a point P on the line. Step 1: Set horizontal edge of the set-square on the given line so that the vertical edge is just in contact with the point. Step 2: Draw a line that passes through the given point with the help of the set-square. Step 3: The new line is a vertical line. Ask them to take out their geometry boxes and copies and get ready for an activity. Repeat all the steps one by one and ask them to do accordingly. Give them time to attempt every step independently. Peer checking ( exchange work with person sitting next and then return copies) Invite one student on board to do it once again. Reinforce the whole concept with the whole class in recap session.

Sum up / Conclusion

• Straight upward or downward lines are vertical lines.
• A straight line along earth is horizontal line.

Assessment

• From figure, tell the name of horizontal and vertical lines.

• Prepare worksheet to asses two concepts together; it will raise their confidence in attempting questions.
• See the figure and tell the names of horizontal and vertical lines.

Follow up

• Assign questions from the textbook.
• Draw a window and colour the horizontal & vertical lines.