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 nonisosceles trapezoids. After the word wall is made, the teacher can use interactive websites to reinforce concepts. 
Content Standard(s): 
MA2015(912) Geometry  11. 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. [GCO11] 

Local/National Standards: 

Podcast(s): 

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 "nonisosceles trapezoid", 5 cards with "parallelogram."

Procedures/Activities: 
 Students will be divided into 5 groups. Each group will be assigned a quadrilateral (parallelogram, rectangle, square, rhombus, or trapezoid(isosceles and nonisosceles). 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.
 Students will research quadrilateral that is given to their group and place the cards with the name of their shape under each category.
 After word wall is complete, students can present their quadrilateral and discuss its characteristics.
 The teacher can reinforce discussion with websites. QUADRILATERALS I AND QUADRILATERALS II.

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STP67437.JPG

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

Intervention: 


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
shortterm 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: 
