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This lesson provided by:
Author: Sheila Green
System:Jackson County
School:Section High School
Lesson Plan ID: 29675
Title:

Characteristics of Quadrilaterals

Overview/Annotation:

Students will begin unit on quadrilaterals with basic overview of characteristics of parallelograms, rectangles, squares, rhombi, and isosceles and non-isosceles trapezoids.  After the word wall is made, the teacher can use interactive websites to reinforce concepts.

Content Standard(s):
MA2013(9-12) Geometry11. Prove theorems about parallelograms. Theorems include opposite sides are congruent, opposite angles are congruent; the diagonals of a parallelogram bisect each other; and conversely, rectangles are parallelograms with congruent diagonals. [G-CO11]
Local/National Standards:  
Primary Learning Objective(s):

Students will understand and compare characteristics of quadrilaterals.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

card stock strips or sentence strips, markers, wide tape

Technology Resources Needed:

websites, interactive whiteboard and/or projector

Background/Preparation:

The teacher will need sentence strips or card stock with the following printed on them:

 

  • one pair of opposite sides congruent
  • 2 pair of opposite sides parallel
  • exactly one pair of opposite sides parallel
  • 2 pair of opposite angles congruent 
  • consecutive angles supplementary
  • 2 pair of congruent base angles
  • 4 right angles
  • diagonals bisect opposite angles
  • diagonals are perpendicular
  • diagonals congruent
  • diagonals bisect each other
  • 4 conguent sides
  • 2 pair of opposite sides congruent  


Also the students will need 10 cards with "square" printed on them, 7 cards with "rectangle" printed on them, 8 cards with rhombus printed on them, 5 cards with "isosceles trapezoid" and 1 card with "non-isosceles trapezoid", 5 cards with "parallelogram."

 

Procedures/Activities:

 

  1. Students will be divided into 5 groups.  Each group will be assigned a quadrilateral (parallelogram, rectangle, square, rhombus, or trapezoid(isosceles and non-isosceles).  Characteristics should be placed as a large table on word wall.  The characteristics are as follows: one pair of opposite sides congruent, 2 pair of opposite sides parallel, exactly one pair of opposite sides parallel, 2 pair of opposite angles congruent, consecutive angles supplementary, 2 pair of congruent base angles, 4 right angles, diagonals bisect opposite angles, diagonals are perpendicular, diagonals congruent, diagonals bisect each other, 4 conguent sides, and 2 pair of opposite sides congruent.
  2. Students will research quadrilateral that is given to their group and place the cards with the name of their shape under each category. 
  3. After word wall is complete, students can present their quadrilateral and discuss its characteristics.
  4. The teacher can reinforce discussion with websites.  QUADRILATERALS I AND QUADRILATERALS II.

 


Attachments:**Some files will display in a new window. Others will prompt you to download. STP67437.JPG
Assessment Strategies:

Teacher asseses student knowledge and research by checking to see if word wall is correct.  See attached photo.

Extension:
 
Remediation:
 
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

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The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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