|Lesson Plan ID:
Characteristics of Quadrilaterals
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.
|MA2010(9-12) 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. [G-CO11] |
|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
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."
- 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.
- 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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Teacher asseses student knowledge and research by checking to see if word wall is correct. See attached photo.
Each area below is a direct link to general teaching strategies/classroom
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
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: