**Day 1_ Introduction to Points, Lines, and Planes**

I introduce the following foldable and students write down the definition, illustration, and naming for each of the following 6 terms (Point, Line, Ray, Line Segment, Opposite Rays, and Plane). Every year, the most common misconception for my students is correctly naming a ray. On the front cover, I tell students to write "Name a ray with the ENDPOINT FIRST!" After our foldable, students complete the cut and paste activity that is on the left of their foldable. Students have to correctly match up the definition, illustration, and naming of the 6 terms. I try to encourage students to not look at their foldable for the first 5 minutes.

**Day 2_ Collinear, Coplanar, and Intersection of Lines and Planes**

I have learned that with harder geometry concepts, less is more, and that is why I made "Intersections of Lines and Planes" foldable so short! If you overload students with information on harder concepts, students get very confused (very fast).

First, I introduce "Collinear, Non-Collinear, Coplanar, and Non-Coplanar" through the foldable below. On the front, I normally draw 2 big arrows connecting Collinear to Non-Coplanar and Co-planar to Non-Collinear (forming a big X). After the foldable, I have students close up their notebook and try the crossword puzzle below over the following 10 terms: Point, Line, Line Segment, Ray, Opposite Rays, Plane, Collinear, Non-Collinear, Coplanar, and Non-Coplanar. I post these 10 vocabulary words on the board so students know what to choose from.

After the crossword puzzle, we jump right into the "Intersection of Lines and Planes" foldable. After the foldable, we complete another cut and paste activity where students sort real world examples of the intersection of lines and planes. This is probably one of my favorite INB pages because students always refer back to this page when identifying intersections of lines and planes. If a student is stuck on how to name the intersection of a plane and a line, I sometimes hear students tell each other "think of it like how a dart touches a dart board." (LOVE!)

If your curious about the homework assignments that I assigned, let me know, and I can update this post! :)

If you like this, here is a

**Gallery Walk**that I use once we complete this lesson.**You can find the following foldables and activities here:**

On your crossword puzzle, you have "in" twice on number 9 and "surface" twice on number 1.

ReplyDeleteThank you! I will fix this ASAP since I will be doing this in two weeks :)

DeleteI really enjoy reading your blog. I'm teaching Geometry for the first time and I love your ideas. My students are advanced eighth graders. I am very curious about the homework you assigned.

ReplyDeleteI always give half sheets for homework. This homework had a pentagonal prism that asked about the intersections of lines and planes with A LOT of naming practice.

DeleteThese are excellent! My lessons for Points, Lines, Planes have always been so dry and boring. Super excited to use this on Monday. There's so much information to cover, and these foldables and activities do the job without being overwhelming. Thanks so much for making this available!!

ReplyDeleteYou're welcome! I tried to make it as fun and easy to understand as possible :) I hope it works out well for you

ReplyDeleteI am interested in the homework that you assigned. Thank you for sharing your ideas. These will make the lesson more interesting that what I have done before.

ReplyDeleteThank you, this is amazing!

ReplyDeleteThank you :)

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