The objective of this lesson plan is to help students identify and explain quadrilaterals.
This lesson is designed to introduce students to quadrilaterals. To aid understanding, teach quadrilaterals as a whole. Define Quadrilaterals: They are closed, four-sided figures. The quadrilateral family consists of regular figures such as the trapezoid, square, rectangle, rhombus, kite, and parallelogram. They should look for similarities and differences and sort them into several different categories according to their attributes. The sorting activity offers insight into the mathematical hierarchy used in classifying quadrilaterals. It will become clear that every quadrilateral falls into three categories:
- those with two pairs of parallel sides,
- those with only one pair of parallel sides, and
- those with no parallel sides.
- one-60 minute math class.
- Format: face-to-face, vi
Step 1 - Goals and Outcomes
Intended Learning Outcomes
Students will know that all four-sided shapes are quadrilaterals, that there are smaller classifications within called rectangle, square, rhombus, parallelogram, and trapezoid. Students will be able to create each shape and explain how they are the same and how they are different.
- Students will be able to describe quadrilaterals, draw and identify quadrilaterals.
Step 2 - Planning Instruction
Student Prior Knowledge
- Prior to this lesson, students will need to have an understanding of quadrilaterals.
- Have students make connections to what they already know about quadrilaterals.
Review Definition of a quadrilateral and define vocabulary words: rectangle, rhombus, square, trapezoid.
Students use prior knowledge and context to understand the concept of a pair. • Explain that a pair is two of something, not a fruit (like pear). Point out things that come in pairs: a pair of shoes, a pair of socks, or a pair of gloves. • Show two gloves. Here is one pair of gloves. How many gloves are there? 2 • Add two more gloves. Here are two pairs of gloves. How many gloves are there now? 4 • Repeat the activity with other pairs of objects they suggest.
Step 3 - Instruction
Lesson will take one-60 minute time period.
Read/Listen to the following book: If You Were a Quadrilateral.
After listening to the book, have students work with a partner to locate and identify quadrilaterals in classroom. Students should discuss quadrilaterals and characteristics.
Teacher will ask the following questions:
- What is true about all quadrilaterals? (They all have four sides and four angles.)
- How might quadrilaterals be different? (Possible answer: they might have different kinds of angles, and not every quadrilateral will have the same number of sides of equal length.
- Have students look at each quadrilateral.
- •Which quadrilaterals can have two pairs of opposite sides that are parallel? (square, rectangle, trapezoid, and rhombus)
- Are all quadrilaterals also rectangles? (Explain. No; possible explanation: a trapezoid is a quadrilateral, but it may not a rectangle.
- Are all rectangles also trapezoids? (Explain. Yes; possible explanation: trapezoids have at least 1 pair of opposite sides that are parallel and rectangles have 2 pairs of opposite sides that are parallel.
Students will participate in class discussion following procedures of raising hand and waiting to be called on.
After class discussion, students will participate in a Kahoot! activity. Kahoot! Teacher will Search: "Duplicate of Quadrilaterals". Show students "Code". This activity can be completed by teaching or assigning option.
Strategies for Diverse Learners
Some ideas for how teachers can adjust the lesson to meet the needs of diverse learners is to have them work with partners. Show them flashcards. Drill and Practice.
Step 4 - Assessments
Teacher will observe partner discussions.
Teacher will observe Kahoot! questions/answers.
Students will complete the following:
Teacher will complete Rubric and adjust accordingly.