Lesson 3

Teacher
Maggie Kirst Date Taught: April 20, 2017
Candidate
School /
Grade 3rd Grade River Trail School
District:
Subject Mathematics Unit Geometry
Lesson
Quadrilaterals
Segment
Lesson Title/
Classifying Quadrilaterals
Focus
Form Developmental Model Used Direct Instruction
Conceptual Framework
Big Idea(s): Essential Question(s):

Geometric shapes are all around us. How can geometric shapes help me solve
Understanding their attributes will help me real-world problems?
solve real-life problems with the geometric
shapes that surround me everyday.

Central Focus: Comprehend how to classify

quadrilaterals according to their attributes

Reasonwithshapesandtheirattributes

Curriculum 3.G.1: Understand that shapes in different categories (e.g., rhombuses, rectangles,
Standards and others) may share attributes (e.g., having four sides), and that the shared
Represented 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.

By the end of this lesson, students will be able to:

1. Comprehend how to classify quadrilaterals according to their
attributes
Instructional
1.1 Explain the key attributes of quadrilaterals (angles, sides,
Objectives
parallels)
1.2 Identify the attributes of a given shape
1.3 Classify quadrilaterals according to their attributes
Vocabulary:
- Quadrilateral: a plane figure having four sides and four angles
- Parallel: two lines going the same direction that will never meet
- Parallelogram: a quadrilateral having both pairs of opposite sides
parallel to each other.
- Rhombus: an equilateral quadrilateral that does not have right angles
- Trapezoid: a quadrilateral plane figure having two parallel and two
Academic
nonparallel sides.
Language
Language Functions:
- Explaining
- Identifying
- Classifying
Syntax: students will show their thought process one step at a time. They
will show the order of looking at right angles, parallel lines, and side
lengths. This will be written and/or verbal.
 - Cut outs of quadrilaterals (5 shapes for all 21 students)
- Workbook
- PowerPoint
Materials - Rulers (example 2)
- Baggies (21)
- Index cards (21)
- Writing utensils
1.1 In Phase 2, listen as students explain the attributes of quadrilaterals in
both small groups and in the large group. Observe and listen as
students hold up shapes that correspond to certain attributes and
explain why. In phases 4 and 5, look at the students workbooks to see
how well they did with answering the questions (right/wrong).
1.2 In Phase 2, listen as students work together to come up with the
attributes of each shape. Watch as they write down the attributes of a
shape and raise their shapes in the air. In phases 3 and 4, listen and
observe as students complete the example problems and chapter
Assessment questions. Check to see if they have written correct answers.
1.3 In Phase 4, look at the students workbook pages to see if they have
correctly classified each shape. Also, listen as students explain their
classifications and answers in both individual and small group settings.
Periodically throughout the lesson, watch as students raise shapes
according to their classifications.

Assessment Data Collection:

- Exit slips (workbook questions)
- Response Cards
- Verbally answering questions/discussing
- Self-assessment
Learning Activities
Phase 1: Introduction
Hello class! Today I get to teach you another lesson! As you know, we are
in the middle of studying geometry in math class. And so far you have
learned about angles, shapes, and have even done some tangrams. Today
we are going to focus on a certain shape called a quadrilateral. Does
anyone remember what a quadrilateral is? Wait for students to answer. If
they cannot remember, remind them that it is shape with four sides.
2:00
Expand on the suffix quad if necessary.

Great! After today, you will not just be able to tell me what a quadrilateral
is, but you will also be able to:
1) Explain all of the attributes (characteristics) of a quadrilateral
2) Classify (or name) quadrilaterals by their attributes
That is pretty exciting! Shall we jump in?
25:00 Phase 2: Presentation
Pass out Ziploc bags. These bags contain five shapes, an index card, and a
ruler.

Well, the first thing I said we were going to learn was how to explain the
attributes of a quadrilateral. But what even are the attributes of a
quadrilateral? Instead of making you guess, I am going to have them on a
PowerPoint slide and we will work together to explain them one at a time.
Now I know you have heard all of these words before, but I want to make
sure we all understand them because these three attributes are what we
are going to use to classify the shapes later on.
Follow along with the PowerPoint from here until the end.
Angles: I know you all have already talked about angles in this unit, but
we are going to review them in the context of quadrilaterals. Does anyone
remember what a right angle is? Do not answer yet, but turn to your table
partner and discuss with them. After some time. I heard some great
conversation! A right angle is an angle that is 90 degrees. Demonstrate
how they can determine this by using the corner of an index card. Have
the students hold up a shape that has a right angle and have
them put their finger where the right angle is located. As we learn
about quadrilaterals, we will realize that some will have 90-degree angles,
and some will have less or more than that. But for now, lets move on to
our next word

Opposite sides/Side lengths: point to a shape on the board: can anyone

tell me what two sides of this shape are opposite of one another? Have a
student come up to point. Students should know this, but this discussion is
to make sure all students know what to look for when classifying
quadrilaterals. Great! Now can I have everyone give me a thumbs up if
these two sides are equal in length or a thumbs down if they are
not? Students should catch on to this fairly easily, as we have talked
about this before. Do a few more practices if necessary. Also be prepared
to offer explicit instruction if necessary. Now, can you all hold up a shape
that has two opposite sides that are the same length? Have
students explain to their table partners. Wow! You all are doing such a
great job with this! You have already learned two out of the three
attributes! We have talked about angles, and then side lengths, and now:

Parallel sides: This word parallel we just talked about a few days ago.
Can you all show me with your arms what two parallel lines looks like?
Exactly! Remind students that parallel lines are lines that are going in the
same direction and will never meet no matter how far they extend. So, if
that is what a parallel line is, lets use that to discover what a parallel side
is. Parallel sides are two opposite sides that are parallel to one another. An
example of this would be a square. Show how this is a good example of
parallel sides on whiteboard. Can you think of another shape that has
parallel sides? Hold it up by the sides that are parallel! Make
comments as necessary. We just learned all three attributes of a
quadrilateral! Nice job!

Now, there are two more words I want to teach you before we start looking
at actual shapes and identifying each of their attributes. These two words
are parallelogram and trapezoid.
When a shape has only one pair of parallel sides (think back to what we
just discussed), it is called a trapezoid. Can you hold up a shape that
only has one pair of parallel lines? Look around the room make
comments as applicable. Have them explain why. Nice work!

Now, I know this is a word you all like to say, but what is a
parallelogram? If students do not seem to know say: A parallelogram is a
shape that has two pairs of parallel lines. An example would be a
rectangle. Explain why this is on the board. Can you hold up another
example of a parallelogram? Have the students explain why to their
partners.
You all are doing such a wonderful job with this! I know this is a lot of
information to take in all at once, so does anyone have any questions
 so far? Answer questions as needed. Give a quick review.

Great! Now that we have those words and attributes down, lets take out
each of our shapes one at a time and work together to write down the
attributes that they have. Go through the next few PowerPoint slides as
the students describe the attributes they see (how many opposite side
lengths are equal, how many parallel sides, how many right angles, what
are the names of each shape). Write out the attributes on the board as the
students identify them. Make sure the students write down the attributes
of each shape on their corresponding response card as you write them on
the board. Use partners (think-pair-share), response cards, and
fingers as often as possible to get every student involved.
Example: on the count of three, hold up how many right angles this
shape has or talk with your partner and try to determine how many
parallel pairs this shape has. For each shape, have the students think
of where they see that shape in the world around them (a piece or
paper, their desks, etc.). This will make the learning more authentic and
practical for their personal lives.
Phase 3: Guided Practice
Now that we have discussed all the shapes and their attributes
individually, lets open up our workbooks to page 851 and go through the
first few pages together.
Can someone read example 1 for me? Have the students give a thumbs up
or thumbs down for part a, then discuss as partners for parts b and c, next
have the students hold up their response cards, and finally, explain why in
a big group discussion. Have a volunteer read the rest of the example.
Walk the students through example 2. Have the student raise their fingers
10:00 with the corresponding numbers for parts a and b. Have the students raise
their shapes to answer parts c, d, and e. Once the students understand
example 2, work as a class to answer question 1.
Read through the instructions for questions 2 through 11 to make sure the
students understand what is expected of them. Then explain how math
groups will look for the day (also have this on the PowerPoint so students
can see it when necessary).

Round One: Pangs me; Kinks ST math; BBs independent work

Round Two: Kinks me; BBs ST math; Pangs independent work
Round Three: BBs me; Pangs ST math; Kinks independent work
Phase 4: Independent Practice
Since we have gone through the examples together, I want you to try to
answer questions 2-11 by yourselves. While we will walk through them
together when we are at the back table, I want you to do your best to
solve them by yourself during your independent work time.

With that said, lets start working at our different stations. I will start with
the pangolins while the kinkachoos work on ST math and the bush babies
45:00 will try to answer the questions by themselves. You can use your shapes to
help you, but try to challenge yourself if you can! Are there any
questions? Lets begin!

Work with each group as needed. Do not use more than twenty minutes
on a group. Pangolins should be very independent, kinkachoos will need
step-by-step instruction, and the bush babies should be pretty much done
already (just answer any questions).
Students will turn in pages 853 and 854 as an exit slip.
 Phase 5: Conclusion
Today we learned all about quadrilaterals. We learned that we can classify
1:00 quadrilaterals by their side lengths, their angles, and their parallel sides.
Tomorrow, we will continue our unit on geometry by looking at the shared
attributes of quadrilaterals.
Representation: content is seen on the PowerPoint and heard; students
use cut out shapes and actual rulers and index cards to make observations
Expression: students hold up shapes; students do questions as a whole
class, in small groups, and individually; exit slips; nonverbal and verbal
UDL Principles ways to express knowledge
Engagement: students are actively holding up shapes, answering
questions, and talking with their partners; students have work book
questions to answer; PowerPoint; students have opportunity to come up to
the board to point or write
Content: the content is building on what students already know; the
content is visually, audibly, and kinesthetically presented; tiered questions
Process: students discuss in big groups, pairs, and small groups; question
and answering; some content is explicitly taught
Differentiation
Product: students informally raise shapes, hold up fingers, or write in
workbooks; students turn in exit slips/workbook questions; students can
explain to teacher and classmates their thought processes; students can
work alone or work in a group if needed
I do not have any students with an academic IEP in my class. However, I
will provide for my students with ADHD by helping them stay engaged and
active throughout the lesson. They will be actively holding up response
Adaptations
cards and talking to their partners. I will also provide for my students with
speech/language 504 plans by giving them verbal and nonverbal ways to
communicate understanding.