World of Quadrilaterals

Essential Question:

Why is it important to know the properties of quadrilaterals?

Unit/Guiding Questions:

How are quadrilaterals and the properties of quadrilaterals used in the real world?
How do the properties distinguish the quadrilateral?
Could the quadrilaterals be defined differently and how would that affect the classification of quadrilaterals?

Content Questions:
What do all quadrilaterals have in common?
How can quadrilaterals differ from one another?
Is a square a rectangle? Is a rectangle a square?
What are diagonals of a quadrilateral?

Standards:

Benchmark 1:Geometric Figures and Their Properties – The student recognizes geometric figures and compares and justifies their properties of geometric figures in a variety of situations.

Goal: Discusses properties of Quadrilaterals (2.4.K1g-h)


Objectives


Identify general properties of and compare and contrast the properties of convex and concave quadrilaterals
-parallelograms
-rectangles
-rhombusesr>-squares
-trapezoids


LessonSummary:

Procedure for Lesson activities and Instructional environment set-up
The student will view the power point presentation with embedded video on Quadrilaterals and at the end of the presentation, I will introduce the project.

1. In this project, students will be grouped in groups of 4. Sometimes they will work individually within their group; sometimes with a partner and other times with the entire group. As an introduction to the unit, students will use Geo Sketchpad to create different quadrilaterals.
2. Use Think-Pair-Share Mode. Discuss names of quadrilaterals and have students individually list properties they think each quadrilateral possesses. Then students work with a partner to compare properties. Students use Geometer’s Sketchpad, pencil and paper to do activities. After doing the activities, students add to their list of properties of parallelograms, rectangles, and squares from what they have discovered in the activities.
3. Now working in groups of 4, students are to create a display by using Inspiration software (Venn or fishbone for example) that “shows the relationships among the classes of quadrilaterals”. Finally, they will display diagrams in room.

4. Assignment: Research to find out how a carpenter determines whether the sides of a house’s foundation forms a rectangle.

5. Outside activities to apply The “Housebuilder” Theorem. Students will go outside and work with their groups to make a rectangle 20 ft by 30 ft. How do you know for sure that the sides are squared up? Reflection tool at end of class – reflect on how quadrilaterals can be used in the real world.

6. Do Visual Ranking Tool. Have students go on-line to research quadrilaterals in the real world. Discussion at end of class.

7. Each group of students make a project size poster on quadrilaterals by using inspiration, Microsoft publisher, google sketch or google presentation. They are to include what the shapes look like (suggest that they take photographs or find pictures from magazines), what the properties of each quadrilateral are, and how quadrilaterals and their properties are used in the real world (must include an example different than the Housebuilder theorem (If the diagonals of a parallelogram are congruent, then the parallelogram is a rectangle).

8. Students present their posters to the class. Go to websites to self-assess & review.


LoTi Level:

I would say it is level 4b because technology-based tools like inspiration, google sketch, google presentation, Microsoft publisher are easily integrated in a routine manner that provides rich context for students/ understanding of the pertinent concepts, themes, and processes. Students are also using technology for researching the application parts, it is going beyond the classroom, and students are solving authentic problems relating to an overall theme.

Materials and Resources:

print material: Printed Materials: Geometry Textbook:
Geometry by Pearson Prentice Hall(ISBN 0-13-062560-4).

websites:

http://www.math.com/school/subject3/lessons/S3U2L3DP.html
>http://hotmath.com/hotmath_help/topics/quadrilaterals.html
<br>http://mathforum.org/library/drmath/view/61937.html

r>Multimediamaterials: Quadrilateral - MSN Encarta

Quadrilateral Video


Technology Used by Teacher

Inspiration
Google Presentation
Geometer’s Sketchpad

Technology Used by Students

Inspiration
Google Presentation
Geometer’s Sketchpad
Google Sketch
Microsoft Publisher
Google






Student Activities and Timeline:

Session Learning Activity Description Time to Complete
1 Introduction to quadrilaterals 50 Minutes
Notes: The student will view the power point presentation with embedded video on Quadrilaterals and at the end of the presentation, I will introduce the project.
2 Geo Sketchpad Activity 30 Minutes
Notes: students will be grouped in groups of 4. Sometimes they will work individually within their group; sometimes with a partner and other times with the entire group. As an introduction to the unit, students will use Geo Sketchpad to create different quadrilaterals
3 Think-Pair-Share Mode 25 Minutes
Notes: Discuss names of quadrilaterals and have students individually list properties they think each quadrilateral possesses
4 Inspiration Diagram 60 Minutes
Notes: Students will create a display by using Inspiration software (Venn or fishbone for example) that “shows the relationships among the classes of quadrilaterals”. Finally, they will display diagrams in room.
5 Google Research 45 Minutes
Notes: Research to find out how a carpenter determines whether the sides of a house’s foundation form a rectangle.

6 Real World Application 80 Minutes
Notes: Students will do outside activities to apply The “Housebuilder” Theorem. Students will go outside and work with their groups to make a rectangle 20 ft by 30 ft. How do you know for sure that the sides are squared up? Reflection tool at end of class – reflect on how quadrilaterals can be used in the real world.
7 Poster Presentation by using Inspiration, google presentation, google sketch and Microsoft publisher 160 Minutes
Notes: Each group of students make a project size poster on quadrilaterals by using inspiration, Microsoft publisher, google sketch or google presentation


Assessment:
Poster Presentation and Diagram Rubric
CATEGORY Exemplary 90-100pts Proficient 60- 90pts Developing 0-60pts
Arrangement of Concepts Main concept easily identified; sub concepts branch appropriately from main idea Main concept easily identified; most sub concepts branch from main idea. Main concept not clearly identified; sub concepts don’t consistently branch from main idea.
Links and Linking Lines Linking lines connect related terms/point in correct direction; linking words accurately describe relationship between concepts; hyperlinks effectively used Most linking lines connect properly; most linking words accurately describe the relationship between concepts; most hyperlinks effectively used. Linking lines not always pointing in correct direction; linking words don’t clarify relationships between concepts; hyperlinks don’t function or fail to enhance the topic.
Content Reflects essential information; is logically arranged; concepts succinctly presented; no misspellings or grammatical errors Reflects most of the essential information; is generally logically arranged; concepts presented without too many excess words; fewer than three misspellings or grammatical errors. Contains extraneous information; is not logically arranged; contains numerous spelling and grammatical errors.
Text Easy to read/ appropriately sized; no more than three different fonts; amount of text is appropriate for intended audience; boldface used for emphasis. Most text is easy to read; uses no more than four different fonts; amount of text generally fits intended audience. Font too small to read easily; more than four different fonts used; text amount is excessive for intended audience.
Presentation The speaker provides a variety of types of creative content appropriate for the task. The speaker focuses primarily on relevant content. The speaker says practically irrelevant or nothing.
Real World Connection Did extensive research and poster is connected to the real world Did little research but poster is connected to the real world Did little or no research and poster is somehow connected to the real world
Graphics Graphics used appropriately; greatly enhance the topic and aid in comprehension; are clear, crisp and well situated on the page. Graphics used appropriately most of the time; most graphics selected enhance the topic, are of good quality, and are situated in logical places on the page. Graphics used inappropriately and excessively; graphics poorly selected and don’t enhance the topic; some graphics are blurry and ill-placed.
Design Clean design; high visual appeal; four or fewer symbol shapes; fits page without a lot of scrolling; color used effectively for emphasis. Design is fairly clean, with a few exceptions; diagram has visual appeal; four or fewer symbol shapes; fits page well; uses color effectively most of time. Cluttered design; low in visual appeal; requires a lot of scrolling to view entire diagram; choice of colors lacks visual appeal and impedes comprehension.



Scoring Guide for Discussion, research and application

Expectations:
complete these in order. Points Self- Assessment Teacher Assessment
Think-Pair-Share Activity 30
Google Research 35
Geo Sketchpad Activity 5
Real World Application 100
Poster Presentation 100 Graded By Rubric Graded By Rubric
Inspiration Diagram 40 Graded By Rubric Graded By Rubric


Accommodations:

Special Education Students: Through the use of peer-tutors, verbal cues, models for comprehension, oral discussions, verbal and auditory reminders, and graphic organizers, students will comprehend, demonstrate, apply, and analyze their learning.

ESL Students: Describe Language Support instruction and tutoring, use of adaptive materials like first language texts, graphic organizers, illustrated texts, dual-language dictionaries, and translation tools.

Sample Project
http://rajnarayansharma.com/quadrilateral.htm