# Lesson 3

Two or More Lines

### Lesson Purpose

The purpose of this lesson is for students to identify and draw parallel and intersecting lines.

### Lesson Narrative

In previous lessons, students identified and drew rays, lines, and segments. In this lesson, they turn their attention to lines that intersect, or cross, and those that never do.

In the first activity, students draw two kinds of quadrilaterals, one of which is a rectangle. The task motivates them to consider the relationship between lines—whether they would intersect at some point or never would. Students are introduced to parallel lines in this context. Lines typically have arrows at both ends, which represents that they go on in each direction. In this unit, arrows are at the ends of lines when it is important that students distinguish lines from segments and other features.

In the second activity, students draw parallel and intersecting lines. They also practice constructing an argument for how they know that two lines are parallel (MP3). In an upcoming unit, students will classify shapes based on whether they have parallel and perpendicular sides.

To support students with the new vocabulary in this lesson, consider making time for them to add to their “word wall” during the lesson synthesis. Allow a few minutes for students to add new terms, illustrations, and definitions in their own words to an organizer as shown in the blackline master.

• Representation
• MLR2

Activity 2: To Cross or Not to Cross

### Learning Goals

Teacher Facing

• Draw parallel and intersecting lines.
• Identify parallel and intersecting lines.

### Student Facing

• Let’s look at lines that cross and lines that don’t.

### Required Materials

Materials to Gather

Materials to Copy

• Illustrated Word Wall

### Lesson Timeline

 Warm-up 10 min Activity 1 15 min Activity 2 20 min Lesson Synthesis 10 min Cool-down 5 min

### Teacher Reflection Questions

In the next unit, students will analyze and categorize two-dimensional figures based on whether they have parallel and perpendicular as attributes. How does this lesson prepare that upcoming work?

### Suggested Centers

• Rolling for Fractions (3–5), Stage 2: Multiply a Fraction by a Whole Number (Supporting)
• Compare (1–5), Stage 7: Multi-digit Operations (Supporting)