Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 68851
Locating Points, Lines, and Rays
Students locate points, lines, line segments, and rays in a given diagram.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, line, line segment, point, ray
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_LocatingPointsLinesAndRays_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each student to
explain his or her thinking and strategy.
1. The teacher provides the student with the Locating Points, Lines, and Rays worksheet and asks the student to locate and name a point, a ray, a line, and a line segment.
2. If the student is unaware of the convention for naming lines, line segments, and rays, the teacher should ask, “Can you point and show me a line? A line segment? A
point? A ray?”
TASK RUBRIC
Getting Started
Misconception/Error
The student is only able to correctly name a point.
Examples of Student Work at this Level
The student names a point by one of the letters in the diagram, but is unable to locate or name a ray, a line, or line segment in the diagram.
page 1 of 3 Questions Eliciting Thinking
What do you know about lines and line segments?
What do you know about rays?
What does the word segment mean? If a segment is a piece of something, what do you think that means about a line segment is?
Instructional Implications
Clearly describe or define the terms point, line, line segment, and ray. Draw examples of each and discuss how each is named. Show the student how to locate points, lines,
line segments, and rays in larger diagrams. Provide the names of points, lines, line segments, and rays and ask the student to identify each in the diagram. Ask the student
to justify every identification in order to further assess the student’s understanding of these terms.
Show the student a line and line segment and ask the student to describe the differences between them. Ensure that the student understands that the line segment
consists of two endpoints as well as all points on the line between the two endpoints while the line continues infinitely in both directions.
Have the student use a math journal to draw, name, and describe rays, lines, and line segments. Consider using MFAS task Lines, Rays, and Line Segments (4.G.1.1) to
assess if a student can draw lines, rays, and line segments.
Making Progress
Misconception/Error
The student is unable to use correct conventions when naming lines, line segments, and rays.
Examples of Student Work at this Level
The student can identify a point, a line, a line segment, and a ray but cannot accurately name them. For example, the student points to line segment BD, but he or she is
unaware that the convention for naming line segments is to use the named endpoints (“line segment BD”).
The student points to ray CG but incorrectly names it ray GC. The student does not understand that the convention for naming rays is to first name the endpoint and then
name another point on the ray.
Questions Eliciting Thinking
How can the letters help you name each of the line segments?
Have you ever heard a line segment referred to by letters? For example line segment AB?
Instructional Implications
Provide clear instruction on the convention for naming lines, line segments, rays, and points:
Points are named using upper case, printed letters (e.g., point A).
Lines are named using any two named points on the line (e.g., line AB or
Segments are named using their endpoints (e.g., segment AB or
names the line containing points A and B).
names the segment with endpoints A and B).
Rays are named by an endpoint and any other point on the ray. The endpoint is always listed first (e.g., ray AB or
names the ray with endpoint A and containing point
B).
Provide additional opportunities to locate examples of points, lines, line segments, and rays in diagrams and to name each using appropriate conventions.
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student accurately names a point, a ray, a line, and a line segment. Some acceptable responses are listed below.
Points: A, B, C, D, E, F, G
Ray AG (or
), Ray FE (or
)
Lines FE (or
), Line EF (or
)
Line segment AB (or
), Line Segment CA (or
)
page 2 of 3 Questions Eliciting Thinking
Is line EF the same as line FE?
Is ray AG the same as ray GA?
Instructional Implications
Introduce the mathematical symbols used to name rays, lines, and line segments. Encourage the student to use conventional notation in naming points, lines, line segments,
and rays.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Locating Points, Lines, and Rays worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.4.G.1.1:
Description
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify
these in two-dimensional figures.
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