1 U n t er r ich t splan Classifying Quad rilaterals Altersgruppe: 4 t h Grade, 5 t h Grade Texas - TEKS: G3.6.GM.B Riverside USD Scope and Sequence: 5.G.3 [5.6] Oklahoma Academic Standards Mathematics: 4.GM.1.2, 5.GM.1.1, 5.GM.1.2 Virginia - Mathematics Standards of Learning (2009): 3.14, 4.12a, 4.12b, 6.13 Fairfax County Public Schools Program of Studies: 3.14.a.2, 4.12.a.1, 4.12.a.2, 4.12.b.1, 6.13.a.1, 6.13.a.2 Mathematics Florida Standards (MAFS): 5.G.2.3 Alaska: 2.G.1, 6.G.1 Minnesota: 4.3.1.2 Nebraska Mathematics Standards: M A.5.3.1.c South Carolina: 2.G.1, 6.GM.1 Indiana: 3.G.2, 4.G.5, 5.G.2 Georgia Standards of Excellence: M GSE 5.G.3 Virginia - Mathematics Standards of Learning (2016): 3.12.a, 3.12.b, 3.12.c, 4.12 Online-Ressourcen: P o l ygo l f Opening Teacher present s Students play Activity Closing 8 1 0 1 0 1 4 5 ZIELE:
2 E xpe ri e nc e classification P rac t i c e identifying quadrilaterals Learn which quadrilaterals have more than one label De vel o p geometry skills Ope ni ng 8 Present the students with the following assignment: List the names of as many quadrilaterals as you can. Describe them in words. Students should write their answers in their notebooks. After the students have finished writing, share. Name some quadrilaterals. Possible responses include: squares, rectangles, parallelograms, rhombuses, kites, and trapezoids. As the students give their responses, write them on the board. Define each quadrilateral. Write the definitions on the board. Encourage the students to be as specific as possible. Students should write in their notebooks any information they do not already have written down. Parallelogram a quadrilateral with two pairs of parallel sides Rectangle a quadrilateral with four right angles Rhombus a parallelogram with four equal sides Square a quadrilateral with four right angles and four equal sides Kite a quadrilateral with two pairs of equal adjacent sides Trapezoid a quadrilateral with exactly one pair of parallel sides
3 T e ac he r prese nt s P o l ygo l f Cl assi f yi ng Quadri l at e ral s 10 Present Matific s episode P o l ygo l f - Cl assi f yi ng Quadri l at e ral s to the class, using the projector. Example : The goal of the episode is to classify quadrilaterals. Today we are going to identify different quadrilaterals. Before we begin, we need to define an asymme t ri c q uadri l at e ral. What is an asymmetric quadrilateral? An asymmetric quadrilateral is a quadrilateral where no line of symmetry can be drawn. What is a line of symmetry? A line of symmetry is a line that divides a figure into two congruent halves, each the mirror image of the other. Now let s begin the episode. Please read the instruction. Students should read the instruction from the bottom of the screen. How do we identify that quadrilateral? Students should describe its characteristics. Identify the quadrilateral that we should click on.
4 Click on the quadrilateral that the students identify. If the answer is correct, stars will appear, and the episode will proceed to a new quadrilateral. If the answer is incorrect, a small X will appear, the instructions will wiggle, and a new quadrilateral will fall from the top of the screen. If the episode asks for a parallelogram, must we click on a shape that is similar to? No. Rectangles, rhombuses, and squares are all special types of parallelograms. We could click on those, too. If the episode asks for a rectangle, must we click on a shape that is similar to? No. We could also click on a square. Squares are a special type of rectangle. We can identify a square as a special type of rectangle and a special type of parallelogram. Into what other category does a square fall? A square is also a special type of rhombus. Continue to ask the students which quadrilateral to click on as the episode proceeds. Once the ball has rolled into the hole, the episode will present two more games of golf. St ude nt s pl ay P o l ygo l f Cl assi f yi ng Quadri l at e ral s 10 Have the students play P o l ygo l f - Cl assi f yi ng Quadri l at e ral s on their personal devices. Circulate, answering questions as necessary.
5 Ac t i vi t y 14 Distribute the following table. Ask the students to make a check mark in each column that applies to the polygon on the left. Review solutions. Discuss any questions the students may have. Solutions:
6 Distribute the following problems. Ask students to draw the mirror image of the shape on the opposite side of the line of symmetry. Circulate, checking students work. Ask students to create their own symmetric drawing. They can color it, if there is time. Collect drawings when the students are done, to display later.
7 Cl o si ng 5 True or False? A square is a rectangle. True. All squares have two sets of parallel sides and four right angles. True or False? A rectangle is a square. False. A rectangle does not have four equal sides. True or False? A trapezoid is a parallelogram. False. A trapezoid does not have two sets of parallel sides. True or False? A trapezoid is a quadrilateral. True. A trapezoid is a four-sided polygon. True or False? A rhombus is a kite. True. A rhombus has two pairs of equal adjacent sides. True or False? A kite is a rhombus. False. A kite does not have four equal sides. True or False? A rectangle is a trapezoid. False. A rectangle has more than one pair of parallel sides. True or False? A rectangle is a parallelogram. True. A rectangle has two pairs of parallel sides. True or False? A quadrilateral is a parallelogram. False. A quadrilateral does not have two pairs of parallel sides.