Attributes of Quadrilaterals

1. Attributes of Quadrilaterals Unit of Study: 2-Dimensional Shapes Global Concept Guide: 2 of 3

2. Content Development “Students continue to learn about the geometric concepts and terms needed to classify geometric figures. They learn to distinguish between intersecting lines and parallel lines in a plane: intersecting lines cross at exactly one point, while parallel lines never share a common point. Parallel lines are always the same distance apart. Students also learn that perpendicular lines are intersecting lines that form four right angles. As students work through the lesson, be sure to relate the new terms to real-world examples. The language of geometry is key to describing things around us. Students make this connection, for example, by identifying streets that appear to be parallel or perpendicular on a map.” - Go Math TE p. 389A “Definitions of quadrilaterals are formalized and the relationships among them are emphasized. Students relate what they have learned about lines and angles to the definitions of the different types of quadrilaterals. First, students identify right angles in quadrilaterals and recognize that a quadrilateral cannot have exactly three right angles. Next, students examine quadrilaterals by the number of pairs of parallel sides and find that some quadrilaterals have exactly 1 pair of parallel sides, some have 2 pairs, while others have none. Students then classify quadrilaterals in as many ways as possible. Students realize that a figure may be classified in more than one way. For example, a figure can be a quadrilateral and a parallelogram and a rectangle. “ - Go Math TE p. 393A

3. Refer to the Enrich/Reteach/Intervention slide at the end of this PowerPoint for ideas to differentiate instruction throughout this GCG as needed.

4. Day 1 • EQ: How can you identify or draw parallel and perpendicular lines? • By the end of Day 1, students should be able to identify and draw parallel and perpendicular lines. Students should also be able to identify parallel and perpendicular lines in real-world context with pictures. On Day 2, they will apply this understanding to identify types of quadrilaterals. • To engage students, create a class Concept Card for each type of line. Share examples and non-examples of each type of line. Then as a class, develop a student created definition. Have students go on a “scavenger hunt” to identify the different types of lines located in the classroom/school. • Add to the plane shapes class anchor chart the traits and models of parallel, perpendicular and intersecting lines. • Choose select problems for additional practice from Go Math SE p. 391 #12-13; SE p. 392 #17-19. Also use resources listed on the differentiated slide as needed, based on observations. • Evidence of Learning • Go Math SE p. 392 #20. Have students explain in their journal why the other answer choices are incorrect.

5. Day 2 • EQ: How can you sort and classify quadrilaterals? • By the end of Day 2, students should be able to sort, describe and classify quadrilaterals based on their type of lines, size of sides and angles. Students should also come to the understanding that a quadrilateral can be classified in more than one way, based on its attributes. • To engage students, pose the Pretzels New Play Pen problem. Encourage students to use precise vocabulary to determine the quadrilateral(s) described. Discuss how to name the quadrilateral based on the attributes. Students may select more than one shape. Facilitate discussion on how there could be more than one correct answer. • Explore the different types of quadrilaterals using a venn diagram for sorting with power of polygon shapes, or the venn diagram SE p. 93 & 94 from the Excursions lesson A Tribute to Polygonsto sort and classify quadrilaterals. • Continue with practice problems from Go Math SE p. 393 “Activity 1,” SE p. 394 “Activity 2,” SE p. 395 #1-4, SE p. 396 #8 -11. Pose the journal question, “Emily said all squares are rectangles. Shanna said all rectangles are squares. Who is correct? Prove your thinking with a model and words. “ • At the end of Day 2, give the Shape Sorter performance task. Use the results of the performance task to make instructional decisions and make connections to future content to continue review as needed. This performance task should not exceed 30 minutes.

6. Enrich/Reteach/Intervention • Re-teach • Re-teach pages: R78, R79 • Tier 1 and Tier 2 Small Group Activities – Go Math TE p. 389B • Tier 1 and Tier 2 Small Group Activities – Go Math TE p. 393B • Animated Math Model Skill 40 – identify and describe types of lines • Animated Math Model Skill 41 – identify and describe quadrilaterals • Mega Math Level C – identify types of lines and quadrilaterals • Core • Go Math TE p. 393A Vocabulary Builder – search through magazines to find examples and name quadrilaterals • Animated Math Model Skill 40 – identify and describe types of lines • Animated Math Model Skill 41 – identify and describe quadrilaterals • Mega Math Level C – identify types of lines and quadrilaterals • “A Tribute to Polygons” SE p. 93-95 – sort/classify quadrilaterals and match descriptions • Enrich • Alphabet Soup (E78) – sort letters of the alphabet based on their line attributes • Quad Logic (E79) – answer true or false statements about quadrilaterals • Go Math TE p. 393A Vocabulary Builder – search through magazines to find examples and name quadrilaterals • Have students create shape riddles based on attributes of quadrilaterals. Trade with a partner to solve.

7. Literature for your Classroom Library