Basic Lines and Views
Welding
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will be able to read and comprehend various lines and views in
order to properly read and interpret welding plans, by completing the Basic Lines and Views Exercise and the
Basic Lines Exam.
Specific Objectives
 Identify types of lines, descriptions, and their purposes
 Analyze basic views of object drawings for fabrication
 Interpret welding plans
Terms
 Oblique View- the view that is parallel but the projection is oblique to plane
 Isometric View- an axonometric projection in which the three spatial axes of the object are
represented as equally inclined to the drawing surface and equal distances along the axes are drawn
equally
 Pictorial View- the view of an object as it would be seen in either a chosen direction or from a selected
point of view
 Orthographic Projection- the means of representing a three-dimensional object in two dimensions
 Object Line- a thick line to show the visible shape of a part
 Hidden Line- broken line of medium thickness to show edges and outlines not visible to the eye
 Center Line- fine, broken line made up of a series of short and long dashes alternately spaced; to show
the center of circles, arcs, and symmetrical objects
 Extension Line- a line extended from the object with a slight break between the object and line that
show dimensions of an object
 Leader Line- a fine, straight line with either an arrow or round dot at one end that points directly to a
surface for dimensioning or notes
 Cutting-plane Line- a line that is either a heavy, broken line with a series of long and two short dashes,
or a solid, heavy line with a series of long dashes that indicate an imaginary cut through an object
 Section Line- a series of lines arranged in a specific pattern to represent a variety of materials
 Chain Line- heavy, broken line made up of a series of long and short dashes that indicate the location
and extent of a surface area
 Short-break Line- heavy, irregular line drawn by freehand that indicates a break to show a partial
section
 Long-break Line- light line with zigzags that show a long break to conserve space
 Phantom Line- light, broken line made up of a series of one long and two short dashes to show
alternating positions of a part
Copyright © Texas Education Agency, 2014. All rights reserved.
1
Time
It should take approximately three, 45-minute class periods to complete this lesson.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Welding
 130.323 (c)
o (3) The student applies academic skills to the requirements of welding. The student is
expected to:
(O) use cross-sections of three-dimensional figures to relate to plane figures;
(P) describe orthographic views of three-dimensional figures; and
(Q) describe isometric views of three-dimensional figures.

130.323 (c)
o (5) The student understands welding joint design, symbols, and welds. The student is
expected to:
(A) demonstrate knowledge of a welding blueprint; and
(B) Interpret blueprints, drawings, charts, and diagrams.
Interdisciplinary Correlations
English Language Arts and Reading, English IV

110.34 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(A) determine the meaning of technical academic English words in multiple content
areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or
other linguistic roots and affixes.
o (15) Writing/Expository and Procedural Texts. Students write expository and procedural or
work-related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on
the topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems
and misunderstandings;
Copyright © Texas Education Agency, 2014. All rights reserved.
2
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate).
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Mechanical Drafters
O*Net Number: 17-3013.00
Reported Job Titles: Mechanical Drafter, Designer, Drafter, Design Drafter, Mechanical Designer, CAD
Designer (Computer Aided Design Designer), CAD Operator (Computer Aided Design Operator), CAD/CAM
Specialist (Computer Aided Design/Computer Aided Manufacturing Specialist), Project Designer, Installation
Drafter
Tasks
 Develop detailed design drawings and specifications for mechanical equipment, dies, tools, and
controls, using computer-assisted drafting (CAD) equipment.
 Lay out and draw schematic, orthographic, or angle views to depict functional relationships of
components, assemblies, systems, and machines.
 Coordinate with and consult other workers to design, lay out, or detail components and systems and to
resolve design or other problems.
 Check dimensions of materials to be used and assign numbers to the materials.
 Review and analyze specifications, sketches, drawings, ideas, and related data to assess factors
affecting component designs and the procedures and instructions to be followed.
 Modify and revise designs to correct operating deficiencies or to reduce production problems.
 Compute mathematical formulas to develop and design detailed specifications for components or
machinery using computer-assisted equipment.
 Position instructions and comments onto drawings.
 Lay out, draw, and reproduce illustrations for reference manuals and technical publications to describe
operation and maintenance of mechanical systems.
 Design scale or full-size blueprints of specialty items such as furniture and automobile body or chassis
components.
Soft Skills
 Complex Problem Solving
 Critical Thinking
 Mathematics
 Judgment and Decision Making
 Monitoring
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
Materials Needed
 Lines and views handouts
Copyright © Texas Education Agency, 2014. All rights reserved.
3




Test
3 X 5 index cards, lined on one side, blank on the other (15 per student)
o Stack cards for each student. The cards should have lines on one side and be blank on the
other.
Class copies of blueprint
Prior to lesson, divide 3 X 5 index cards into
Equipment Needed
Instructor
 Computer for slide presentation
Learner
 Prior knowledge of basic welding terminology
References
 Bennett, A. E., & Siy, L. J. (1999). Blueprint reading for welders. Independence, KY: Cengage Learning.
 Giachino, J. W. (1978). Print reading for welders. 2nd ed. Orland Park, IL: American Technical Publishers.
 Giesecke, F. E. & Mitchell, A. & Spencer, H.C. & Hill, I. L. & Dygdon, J. E. & Novak. (2003). Technical
drawing 12th ed. Upper Saddle River, NJ: Prentice Hall, Inc.
 Merriam-Webster Dictionary
Instructional Aids
 Basic Lines and Views slide presentation
 Basic Lines and Views Exercise
 Basic Lines and Views Exercise Key
 Basic Lines Worksheet 1
 Basic Lines Worksheet 1 Key
 Basic Lines Worksheet 2
 Basic Lines Worksheet 2 Key
 Basic Lines Worksheet 3
 Basic Lines Worksheet 3 Key
 Basic Lines Exam
 Basic Lines Exam Key
Introduction
The purpose of this lesson is to introduce students to basic line types and views to equip them with the ability
to properly interpret welding plans.
Arrange student desks so that desks are placed in various spots around the room, but all pointing to the center
of the room where a table is located.

Show
o Place a 3-D object on a table in the center of the room.
Copyright © Texas Education Agency, 2014. All rights reserved.
4

Say
o Using a sheet of paper, draw what you see.

Ask

Say
o What are the different views and details seen from each side of the room?
o See how objects look from varying viewpoints? And how we need to see all parts of an object
and/or drawing in order to create a correct design?
Copyright © Texas Education Agency, 2014. All rights reserved.
5
Outline
OUTLINE
MI
I.
Introduction
II.
Basic Lines and Views slide presentation
A. Basic Views (Pictorial)
B. Basic Views (Multi-view)
C. Types of Lines I
D. Types of Lines II
E. Types of Lines III
F. Types of Lines IV
III.
Use slide presentation of views and lines (students
use worksheets)
A. Students will draw in the correct line on the
Basic Lines Worksheets 1, 2, and 3.
IV.
Guided practice for students
A. Write the name of line on one side of card.
B. Draw the line on the back side of card.
C. Create a memory game.
V.
Independent practice
A. Working in teams, students can complete Basic
Lines and Views Exercise.
B. Students can exchange work with other teams
to discuss if there were any differences in
views.
VI.
Review
VII.
Basic Lines Exam at the end of lesson.
NOTES TO TEACHER
Begin the Basic Lines
and Views slide
presentation. Students
take notes from the
presentation on the
Basic Lines and Views
Worksheets 1, 2 and 3.
On the 3 X 5 index
cards, have students
draw the different types
of lines on one side of
the card, turn the card
over and write the
definition and purpose
of the line (to create
flash cards for a
memory game).
Students can match the
definitions with the
correct line card.
As students work on
Basic Lines and Views
Exercise, have some
solid objects for them to
see different views of.
(If possible, recreate the
objects on the exercise
sheet.)
Distribute and
administer the Basic
Lines Exam. Grade exam
using the answer key.
Copyright © Texas Education Agency, 2014. All rights reserved.
6
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students take notes on handout Basic Lines Worksheet 1, 2, and 3 during the Basic Lines and Views slide
presentation. After the presentation, students are to take notes on 3 X 5 cards using one card for each line
presented. The type of line will be drawn on the blank side and the purpose and description for the line
written on the other side. (Note that, usually, a view that shows the most detailed shape of the object is
chosen as the front view. Three views are most commonly presented.)
Independent Practice
Students will complete the Basic Lines and Views Exercise for a grade. This worksheet will help the students
see the most common views (top, front, and right side). As students work on the exercise, have them
exchange exercises with other students to collaborate on the views. When it comes to seeing views of an
object, people see things differently, and this concept will help students.
Summary
Review
Have students use flash cards to quiz one another on the basic line drawn, descriptions, and purpose of the
line.
Evaluation
Informal Assessment
Teacher monitors during partner quiz review activity.
Formal Assessment
Students complete the Basic Lines Exam.
Enrichment
Extension
Use of lines and views will be applied to future coursework.
Copyright © Texas Education Agency, 2014. All rights reserved.
7
Name _____________________________________Date ____________________Class_______________
Basic Lines and Views Exercise
Directions
This exercise is designed to help you visualize the true shape of an object. Supply the missing views and lines.
Copyright © Texas Education Agency, 2014. All rights reserved.
8
Basic Lines and Views Exercise Key
Directions
This exercise is designed to help you visualize the true shape of an object. Supply the missing views and lines.
Copyright © Texas Education Agency, 2014. All rights reserved.
9
Name _____________________________________Date ____________________Class_______________
Directions
Draw the type of line in the box provided that matches the description and purpose of the line.
Basic Lines Worksheet 1
Type of Line
Description
Purpose
Object line is a line that is
thick and solid.
To show visible shape of a
part.
Hidden line is a broken
line of medium thickness.
To show edges and
outlines not visible to the
eye.
Center line is a fine,
broken line made up of a
series of short and long
dashes alternately
spaced.
To show the center of
circles, arcs, and
symmetrical objects, and
to aid in dimensioning
these parts.
Extension line is a fine line
that extends from the
object with a slight break
between the object and
line.
Dimension line is a fine
line with arrowheads,
unbroken except where
the dimension is placed.
Extension line shows
dimensioning points.
Leader line is a fine,
straight line with an
arrowhead or round solid
dot at one end. It is
usually drawn at an angle.
To point directly to a
surface for the purpose of
dimensioning or adding a
note; a dot may be used
at the end of the straight
line where reference is
made to a surface area.
Dimension line touches
the extension line and
shows distance given by
the dimension.
Copyright © Texas Education Agency, 2014. All rights reserved.
10
Directions
Draw the type of line in the box provided that matches the description and purpose of the line.
Basic Lines Worksheet 1 Key
Type of Line
Description
Purpose
Object line is a line that is
thick and solid.
To show visible shape of a
part.
Hidden line is a broken
line of medium thickness.
To show edges and
outlines not visible to the
eye.
Center line is a fine,
broken line made up of a
series of short and long
dashes alternately spaced
To show the center of
circles, arcs and
symmetrical objects, and
to aid in dimensioning
these parts
Extension line is a fine line
that extends from the
object with a slight break
between the object and
line. Dimension line is a
fine line with arrowheads,
unbroken except where
the dimension is placed.
Extension line shows
dimensioning points.
Leader line is a fine,
straight line with an
arrowhead or round solid
dot at one end. It is
usually drawn at an angle.
To point directly to a
surface for the purpose of
dimensioning or adding a
note; a dot may be used
at the end of the straight
line where reference is
made to a surface area.
Dimension line touches
the extension line and
shows distance given by
the dimension.
Copyright © Texas Education Agency, 2014. All rights reserved.
11
Name _____________________________________Date ____________________Class_______________
Directions
Draw the type of line in the box provided that matches the description and purpose of the line.
Basic Lines Worksheet 2
Type of Line
Description
Purpose
The preferred cutting
plane is a heavy, broken
line made up of a series of
one long and two short
dashes alternately
spaced. Arrowheads are
placed at right angles to
the cutting plane line as
shown. Alternate cutting
plane line is a solid heavy
line on a series of long
dashes.
To indicate where an
imaginary cut is placed
through the object. The
arrow points in the
direction in which the
section should be viewed.
Letters next to the
arrowheads identify the
section in cases where
more than one section is
shown on the drawing.
These lines are oriented
vertically, horizontally, or
at the actual angle at
which the part is drawn.
Section line is a series of
fine lines, solid or solid
and broken, arranged in
specific patterns. It may
be shown either straight
or curved. When shown
straight, it is usually
drawn at a 45 degree
angle. However this angle
will vary when applied to
adjacent parts.
To indicate the imaginary
cut surface referred to by
the cutting plane line; to
represent various kinds of
materials.
Copyright © Texas Education Agency, 2014. All rights reserved.
12
Directions
Draw the type of line in the box provided that matches the description and purpose of the line.
Basic Lines Worksheet 2 Key
Type of Line
Description
Purpose
The preferred cutting
plane is a heavy, broken
line made up of a series of
one long and two short
dashes alternately
spaced. Arrowheads are
placed at right angles to
the cutting plane line as
shown. Alternate cutting
plane line is a solid heavy
line on a series of long
dashes.
To indicate where an
imaginary cut is placed
through the object. The
arrow points in the
direction in which the
section should be viewed.
Letters next to the
arrowheads identify the
section in cases where
more than one section is
shown on the drawing.
These lines are oriented
vertically, horizontally, or
at the actual angle at
which the part is drawn.
Section line is a series of
fine lines, solid or solid
and broken, arranged in
specific patterns. It may
be shown either straight
or curved. When shown
straight, it is usually
drawn at a 45 degree
angle. However this angle
will vary when applied to
adjacent parts.
To indicate the imaginary
cut surface referred to by
the cutting plane line; to
represent various kinds of
materials.
Copyright © Texas Education Agency, 2014. All rights reserved.
13
Name _____________________________________Date ____________________Class_______________
Directions
Draw the type of line in the box provided that matches the description and purpose of the line.
Basic Lines Worksheet 3
Type of Line
Description
Purpose
Chain line is a heavy,
broken line made up of a
series of long and short
dashes, alternately spaced.
Indicates the location and
extent of a surface area.
Short-break line is a
heavy, broken irregular
line, drawn freehand
To show a short break (to
conserve space on a
drawing); to show a
partial section.
Long-break line is a ruled,
light line with freehand
zigzags.
To show a long break (to
conserve space on a
drawing).
Phantom line is a light,
broken line made up of a
series of one long and two
short dashes
To show alternate
positions of a part; to
show relationship of
existing part to new part;
to show machined
surfaces
Copyright © Texas Education Agency, 2014. All rights reserved.
14
Directions
Draw the type of line in the box provided that matches the description and purpose of the line.
Basic Lines Worksheet 3 Key
Type of Line
Description
Purpose
Chain line is a heavy,
broken line made up of a
series of long and short
dashes, alternately spaced.
Indicates the location and
extent of a surface area.
Short-break line is a
heavy, broken irregular
line, drawn freehand.
To show a short break (to
conserve space on a
drawing); to show a
partial section.
Long-break line is a ruled,
light line with freehand
zigzags.
To show a long break (to
conserve space on a
drawing).
Phantom line is light,
broken line made up of a
series of one long and two
short dashes.
To show alternate
positions of a part; to
show relationship of
existing part to new part;
to show machined
surfaces.
Copyright © Texas Education Agency, 2014. All rights reserved.
15
Name _____________________________________Date ____________________Class_______________
Basic Lines Exam
Directions
Place the name of the type of
line (identified in the diagram)
in the spaces provided below.
A. _____________________________
G. ___________________________
B. _____________________________
H. ___________________________
C. _____________________________
I. ___________________________
D. _____________________________
J. ___________________________
E. _____________________________
K. ___________________________
F. _____________________________
L. ___________________________
Copyright © Texas Education Agency, 2014. All rights reserved.
16
Basic Lines Exam KEY
Directions
Place the name of the type of
line (identified in the diagram)
in the spaces provided below.
A. ______Dimension Line
_____
G. ______Cutting Plane Line______
B. ______Extension Line
____
H. ______Short-break Line ______
C. ______Cutting Plane Line_______
I. _______Hidden Line
___
D. ______Center Line
J. _______Center Line
______
__________
E. _______Leader Line
________
K. _______Section Line
________
F. _______Object Line
_________
L. _______Phantom Line________
Copyright © Texas Education Agency, 2014. All rights reserved.
17