Quadri-Haveta-Learn

Quadrilaterals Rationale: The purpose of this lesson is to teach students about different types of quadrilaterals and how to classify them into their specific names This lesson is important because Geometry is something that students will continue to build knowledge all through upper elementary, middle and high school. They need to understand the concepts and foundations of this lesson in order to understand more complicated applications in the future. This lesson fits into the West Windsor curriculum because students are expected to learn and apply strategies for solving problems with remainders. These types of questions are also addressed on the NJASK.

Standards: CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Source: The source of this lesson comes from the Envision curriculum used by West Windsor. In order to put my own twist on the lesson, I decided to do a hands on activity that involves students using straws to create their own quadrilateral figures based on the lessons vocabulary.

Objectives: Students will be able to identify and classify quadrilaterals Students will be able to create quadrilaterals by applying their knowledge of specific geometric characteristics

Materials: Straws and twist ties (11 bags, 1 per group; 1 extra materials; 1 sample bag) Practice Page 10-7 Resource Sheet 18 Smartboard list of Vocabulary terms and directions

Procedure: Anticipatory Set

Third graders, this week, we have been learning about specific types of geometric shapes. We have learned about different types of polygons, and yesterday, we talked about what specific type of polygon? o Triangles Today, we are going to talk about another type of geometric shape. This type of shape is called a quadrilateral. Lets think about the word quadrilateral, what familiar word are you hearing in the beginning of the word quadrilateral? o Quad: 4 Right. We hear the word quad, so how many sides do you think a quadrilateral has? o 4 Can you name some quadrilaterals that you are familiar with? Today, we are going to talk about 5 different types of quadrilaterals o Show Smartboard slide: Trapezoid (example picture) Parallelogram (example picture) Rectangle (example picture) Square (example picture) Rhombus (example picture) What are some things that you notice about these shapes? Great noticing. So, I thought today, we would try and create our own models of these 5 shapes.

Lesson Development For this activity, you are going to work in pairs with the person next to you. When I say go, one person from each pair is going to come up to me and get a bag of materials. Right now, I want you to decide who that person is. Nobody needs to move yet. Hold up bag of materials o In this bag, you are going to have 3 different types of straws. Large straws, medium straws, and small straws. You are going to have 4 of each kind of straw. You are also going to have 4 twist ties per bag. As a pair, it is going to be your job to create some quadrilaterals. Now, we are going to do the first one together and then you are going to try some in your pairs. Now, before we get out materials, I want to ask my third graders, what kind of behavior do I expect to see as we are doing this activity? If you choose to make a bad decision, your partner will work with someone else and you will not participate. This is your only warning. When I say go, I need one partner to come up here and get a bag of materials and sit at their desk with the bag closed. Okay. Now that everyone has materials, lets talk about what we are going to do. First, we are going to create a quadrilateral that has 4 equal sides o Show Create a Quadrilateral that has: 4 equal sides on Smartboard So, we have three groups of straws in our bags, small, medium and large what size should we use? o Allow students to use any size as long as they are all the same size Use the large straws and model for students how to connect the straws with the twist ties to create the quadrilateral. Excellent. Everyone hold up their quadrilateral. What shape is this? o Square, rhombus, rectangle

Okay, everyone take apart their quadrilateral. Now with your partner, I want you to try a new one on together. Put up on Smartboard: Create a quadrilateral that has: only 2 parallel opposite sides, each a different length o Have students hold up their quadrilaterals o What shape is this? parallelogram o Have a picture of the shape appear underneath of the directions on Smartboard (parallelogram) Okay. Lets try another one. Create a quadrilateral that has only one pair of equal-length opposite sides o Have students hold up their quadrilaterals o What shape is this? trapezoid o Have a picture of the shape appear underneath of the directions on Smartboard (trapezoid)

Closure Very good. Okay, third graders, I need you all to put your materials away and place your bags closed and on your desk. What are some things that you noticed about the shapes you were making? o Right. Some quadrilaterals can have more than one name because they meet certain criteria. Remember, as long as your shape fits your criteria, it can be more than one thing and that is okay. Have partners return the materials. Today, you will complete your next practice page o Leave spelling on the words up on the Smartboard

Differentiation: This lesson will be differentiated through the use of partner work and modeled examples

Assessment: Assessment will be done through: o Teacher observation o Participation in the activity o Practice page work o Class discussion A follow up to this lesson will be an assessment of geometry and terminology