different
shapes
and
the
different
attributes
that
each
one
of
them
share.
The
shapes
might
all
have
4
sides,
but
each
has
a
unique
shape
to
it.
Think
about
you
and
another
person.
You
both
might
be
a
girl
or
a
boy
with
a
nose
and
a
head
and
feet,
but
you
have
different
color
eyes
or
different
hair.
That
what
makes
you
special!
So
we
are
going
to
look
at
some
of
the
similarities
and
differences
of
each
of
the
quadrilaterals.
I
have
a
video
that
I
want
to
show
you
all.
Its
going
to
show
you
the
quadrilaterals
that
you
are
going
to
be
learning
about
today.
Please
pay
close
attention
because
you
are
going
to
want
to
remember
this
information
for
the
end
of
class!
The
teacher
shows
the
students
the
video
clip
from
Pinterest.
https://www.pinterest.com/pin/180284791311723267/
After
the
video
ends
the
teacher
will
move
into
teaching
the
shapes
discussed
in
the
video.
Learning
Design:
I.
Teaching:
I
dont
know
about
yall,
but
that
video
was
super
cool
and
really
helped
me
understand
more
what
quadrilaterals
are!
We
are
going
to
talk
about
what
they
talked
about
in
the
video,
just
in
a
little
more
depth.
I
have
some
shapes
for
you
all
to
use
as
we
do
this
lesson,
but
before
I
pass
them
out
I
have
a
few
instructions.
I
need
all
eyes
on
me
please.
I
am
going
to
pass
out
some
of
these
pattern
blocks
to
each
group.
You
are
going
to
want
the
red,
orange,
blue,
and
green
blocks.
Look
up
here
and
see
which
ones
I
have.
The
teacher
turns
on
the
document
camera
and
shows
the
students
the
pieces
that
she
has.
These
are
the
ones
that
we
are
going
to
be
using
today.
That
is
all
you
need.
Do
you
all
understand?
This
is
a
privilege
and
is
going
to
help
us
learn
more,
so
please
do
not
take
advantage
of
this.
You
all
should
have
your
own
blocks
so
that
you
can
move
them
around
and
compare
them.
I
want
you
to
use
them
only
when
I
ask
you,
they
are
not
for
bending
or
playing
with.
Everyone
nod
your
head
quietly
if
you
understand.
Great.
The
teacher
passes
out
the
pattern
block
bags
as
she
continues
talking.
Dont
stat
using
these
yet
please.
The
quadrilateral
shapes
that
we
are
going
to
be
learning
about
today
are
rectangles,
rhombuses,
parallelograms,
trapezoids,
and
squares.
What
is
a
quadrilateral
again?
A
shape
with
four
sides,
good!
First,
we
are
going
to
look
at
rectangles.
Looking
at
the
shapes
that
I
have
up
here,
what
do
you
think
are
the
best
blocks
to
form
a
rectangle?
The
orange
ones
look
good
to
me
too.
Should
we
use
one
or
two?
Two!
Good.
The
teacher
builds
a
rectangle
with
the
blocks
on
a
mini
white
board
under
the
document
camera
for
the
students
to
see.
She
labels
it
rectangle.
You
all
can
make
this
shape
with
the
blocks
that
you
have
at
your
desk.
I
should
only
see
orange
blocks
at
this
time.
What
are
some
things
that
you
all
notice
about
this
shape?
The
teacher
gives
time
for
students
to
respond
and
writes
down
their
responses
if
they
are
correct.
A
rectangle
has
2
pairs
of
parallel
sides.
What
did
we
say
parallel
means?
They
never
touch!
We
said
that
there
are
2
pairs.
Where
are
those
pairs?
Student
K
can
you
come
show
me?
Student
K
comes
up
to
the
board
to
show
the
class
where
the
two
sets
of
parallel
lines
is.
Thank
you.
Can
everyone
point
to
those
on
your
own
blocks?
What
else
do
you
all
notice
about
these
lines?
Some
of
them
have
the
same
length,
great
observation!
Are
all
of
them
the
same
length?
No!
If
they
were
all
the
same
length,
who
knows
what
that
would
be?
A
square.
We
will
get
to
that
one
later.
Looking
at
the
shapes
on
your
desk,
point
to
two
of
the
lines
that
have
the
same
length.
The
teacher
observes
the
students.
Is
there
another
pair?
Good!
Point
to
those
too.
So
a
rectangle
has
2
sets
of
parallel
lines
and
2
sides
that
have
equal
length.
Last
thing
I
want
you
all
to
know
about
a
rectangle
is
that
it
has
4
right
angles.
Who
remembers
what
a
right
angle
is?
It
is
90
degrees,
or
straight
down.
Everyone
stick
out
your
arm
in
front
of
you.
Do
not
touch
anyone
around
you.
You
can
do
this
without
messing
with
other
people.
Now
I
want
you
to
bend
your
arm
like
this.
The
teacher
demonstrates.
The
students
follow
the
teachers
lead.
This
is
a
90degree
angle.
Do
you
see
how
it
goes
straight
down?
How
many
right
angles
do
rectangles
have?
Lets
count
them.
1234!
They
have
four
90degree
angles.
Good
job.
Okay
so
we
have
mastered
one
quadrilateral
shape.
Lets
put
our
orange
cubes
back
for
now
and
get
out
the
red
block.
You
only
need
one.
The
teacher
gives
students
a
moment
to
get
situated.
She
puts
the
same
shape
under
the
document
camera
for
students
to
see.
This
shape
is
called
a
trapezoid.
Can
you
all
say
that
with
me?
Trapezoid.
The
teacher
labels
the
shape
on
the
mini
white
board.
Looking
at
this
trapezoid,
do
you
all
notice
any
of
the
same
characteristics
that
the
rectangle
had?
Think
of
what
we
just
talked
about
parallel
lines,
angles,
and
equal
sides.
The
teacher
gives
the
students
a
moment
to
think
and
share
their
answers.
Good
observations,
friends!
It
has
four
sides,
thats
right.
When
a
shape
has
four
sides,
what
do
we
call
it?
A
quadrilateral.
Does
this
trapezoid
have
any
parallel
sides?
Student
D
will
you
come
show
me
where
they
are?
While
she
comes
up
here,
everyone
point
to
your
own
block
and
show
me.
The
teacher
observes
and
then
makes
a
note
on
the
mini
white
board
of
the
parallel
lines.
Good
job.
Is
that
the
only
pair
of
parallel
lines?
Youre
right,
it
is.
Why
arent
the
other
two
sides
parallel?
Teacher
calls
on
student
to
respond.
Great
job.
What
about
angles?
Does
this
trapezoid
have
any
right/
90degree
angles?
Why
not?
Teacher
gives
time
for
students
to
respond.
Are
there
any
sides
that
are
equal
in
length?
The
two
on
either
side?
Good.
So
this
trapezoid
has
1
pair
of
parallel
sides
and
1
pair
of
equal
sides,
but
no
right
angles!
Lets
keep
track
of
this.
The
teacher
writes
down
on
chart
paper
the
qualities
of
the
quadrilaterals
they
have
done
so
far.
We
have
a
rectangle
with
2
pairs
of
parallel
sides,
4
right
angles,
and
2
pairs
of
equal
sides.
Then
we
have
a
trapezoid
with
1
pair
of
parallel
sides,
0
right
angles,
and
1
pair
of
equal
sides.
Whew!
Do
you
all
think
we
can
keep
going?
Lets
do
it!
Please
put
the
trapezoid
back
in
the
bag
and
get
out
a
blue
diamond.
Teacher
gives
students
a
moment
to
get
situated.
The
teacher
puts
the
shape
under
the
document
camera
on
the
mini
whiteboard
for
the
students
to
see.
This
is
what
we
call
a
rhombus.
Can
everyone
say
that
with
me?
Rhombus.
The
teacher
labels
the
shape
on
the
board.
Can
anyone
roll
their
rs
when
you
say
it?
Haha
okay
everyone
please
be
quiet
and
bring
your
attention
back
to
the
screen.
This
rhombus
falls
under
the
same
category
as
the
other
trapezoid
and
rectangle
because
it
is
a
what?
It
starts
with
a
q
quadrilateral!
This
one
looks
a
little
different
though.
Everyone
look
at
your
shape.
Look
and
see
if
you
can
find
any
parallel
lines
here.
Teacher
gives
students
a
minute
to
observe.
What
do
you
all
think?
2
pairs?!
Oh
my!
Who
wants
to
come
up
here
and
show
me?
The
teacher
picks
two
students
to
come
up
and
identify
the
parallel
lines.
Point
to
the
parallel
lines
on
your
own
shape
on
your
desk.
Do
you
all
see
them?
It
looks
a
little
different
that
the
rectangles
parallel
lines,
but
they
are
there!
Why
are
they
parallel
again
boys
and
girls?
Because
they
go
on
and
on
and
dont
connect.
Good.
Do
you
all
see
any
right
angles?
I
dont
either.
So
that
is
important
to
note.
What
other
shape
doesnt
have
any
right
angles?
A
trapezoid!
What
about
its
sides
are
any
of
the
rhombus
sides
equal?
Dont
blurt
out
your
answer
please.
Look
at
your
shape
and
raise
your
hand
if
you
think
you
know
the
answer.
The
teacher
calls
on
a
student
to
respond.
Youre
right!
ALL
four
sides
are
equal
in
length.
Wow!
Have
we
seen
one
like
that
before?
I
dont
think
that
we
have
either.
The
rectangle
had
what?
2
pairs
of
equal
sides,
but
all
of
them
werent
the
same,
were
they?
No.
Lets
write
this
down
on
our
chart
and
keep
building
on
our
brains
with
these
quadrilaterals.
The
teacher
writes
down
on
the
chart
paper
that
a
rhombus
has
2
pairs
of
parallel
lines,
0
right
angles,
and
4
equal
sides
and
then
moves
on
to
the
last
quadrilateral.
Okay
we
are
on
our
last
quadrilateral
for
today.
You
all
can
keep
out
the
blue
block;
I
just
need
you
to
get
out
one
more.
Teacher
waits
until
the
students
have
the
block
out.
She
demonstrates
the
shape
underneath
the
document
camera.
I
want
you
all
to
put
your
blocks
to
look
like
this.
Can
you
all
see?
Let
me
see
your
shapes?
The
teacher
looks
around
and
observes
students
shapes.
Looking
good.
This
is
called
a
parallelogram.
Everyone
say
that
with
me!
Parallelogram.
The
teacher
labels
the
shape
on
the
white
board
under
the
document
camera.
Is
there
a
word
in
there
that
looks
familiar?
Parallel!
Good.
If
parallel
is
in
the
name,
do
you
think
it
will
have
parallel
sides?
Lets
look
at
it
and
see.
Everyone
look
at
your
parallelograms
on
your
desk.
Point
to
any
pairs
of
parallel
lines
if
you
see
them.
The
teacher
gives
students
a
moment
to
do
so.
Okay
Student
B
and
E
will
you
come
up
and
show
me
where
the
parallel
lines
are?
The
students
come
up
and
show
the
teacher
and
she
labels
them
on
the
board.
Great
job.
Does
everyone
see
these.
So
there
are
2
pairs
of
parallel
lines
just
like
what
other
quadrilaterals,
boys
and
girls?
The
teacher
points
to
the
chart
for
support.
A
rectangle
and
Rhombus!
Good
job.
Are
there
any
right
angles
in
this
parallelogram?
No
there
is
not!
Good
job.
What
about
equal
sides?
Are
there
any
sides
that
are
equal?
There
are
2
sides,
good!
Can
I
see
everyone
point
to
the
equal
sides?
The
teacher
observes
students
to
see
if
they
are
pointing
correctly.
Great.
There
are
2
pairs
of
equal
sides
just
like
a
rectangle!
The
teacher
labels
and
classifies
the
attributes
of
a
parallelogram
on
the
chart
paper
with
the
other
quadrilaterals.
A
parallelogram
and
rectangle
have
the
same
attributes,
do
you
notice
that,
class?
That
is
very
interesting.
Since
they
have
the
same
qualities,
does
that
mean
that
they
are
exactly
the
same?
Its
kind
of
a
trick
question
No
they
are
not
the
same.
They
are
still
2
different
kinds
of
quadrilaterals.
It
is
important
to
know
that.
Lets
review
this
chart
together
about
the
attributes
of
the
quadrilaterals
that
we
have
talked
about
today
before
we
move
on
and
you
show
me
what
youve
learned.
The
teacher
refers
to
the
chart
paper
and
goes
over
with
the
students
the
attributes
of
each
shape
and
how
they
are
similar
and
different.
She
will
then
transition
into
practice
and
assessment.
II.
Opportunity
for
Practice:
The
class
will
be
given
pretzel
sticks,
marshmallows,
and
a
piece
of
paper
with
the
names
of
the
quadrilaterals
on
it.
They
will
each
have
their
own
set
of
materials
but
will
be
able
to
talk
with
their
table
groups.
The
students
will
be
asked
to
build
the
quadrilateral
and
classify
the
attributes
of
each
quadrilateral
by
writing
on
the
side
of
the
paper.
The
teacher
will
give
the
students
instructions
and
then
the
teacher
will
walk
around,
observing
the
students
working.
Now
that
you
all
have
learned
so
much,
you
are
going
to
practice
it
with
marshmallows
and
pretzels!
I
have
the
materials
and
am
going
to
pass
them
out
as
I
give
instructions.
I
need
everyone
to
look
at
me
right
now.
I
am
going
to
put
the
materials
at
the
top
of
your
desk.
You
are
not
to
touch
them
until
I
tell
you
to
begin
working.
You
also
may
not
eat
any
of
it
until
we
are
done.
If
I
see
anyone
breaking
the
rules,
you
all
can
just
draw
the
shape
on
the
piece
of
paper
instead
of
using
these
materials.
The
teacher
begins
passing
out
the
materials.
On
the
sheet
of
paper
that
I
am
passing
out
I
have
the
names
of
the
quadrilaterals
that
we
talked
about
today.
You
are
going
to
build
that
shape
in
the
spot
on
the
page
and
then
write
in
pencil
next
to
it
the
attributes
that
we
talked
about
and
wrote
on
that
chart
paper.
I
really
really
want
you
all
to
try
and
do
this
without
looking
at
the
chart
paper.
If
you
need
to
use
it
at
the
very
end,
I
may
let
you,
but
work
together
with
your
table
group
to
get
the
attributes
without
looking
at
it.
If
you
know
it,
help
your
friends,
okay?
Does
anyone
have
any
questions
about
this?
It
is
pretty
simple
and
shouldnt
take
you
very
long.
I
will
give
you
all
10
minutes
to
work
on
this
before
I
have
you
do
a
worksheet
to
show
me
what
youve
learned.
This
is
helping
you
for
the
worksheet
I
will
be
giving
you,
so
take
advantage
of
it
and
pay
attention,
okay?
I
will
be
walking
around
to
make
sure
that
you
all
are
following
directions
and
to
answer
any
questions
if
you
have
any.
You
all
may
take
your
materials
and
begin
working.
The
teacher
walks
around
and
monitors
the
students
work.
After
about
10
minutes
she
will
collect
the
materials
and
transition
into
the
assessment
portion.
III.
Assessment:
The
teacher
will
evaluate
the
students
knowledge
by
giving
them
worksheet
where
they
have
to
identify
attributes
and
label
quadrilaterals.
They
will
need
a
pencil
and
will
be
asked
to
check
the
correct
response.
When
they
are
finished
the
teacher
will
collect
the
sheets
and
assess
how
they
did.
Now
it
is
time
for
you
all
to
show
me
what
youve
learned!
What
have
we
learned
about
today
boys
and
girls?
Quadrilaterals!
You
all
are
going
to
keep
working
on
this
over
time,
so
dont
feel
bad
if
you
still
dont
fully
understand.
Today
was
just
an
intro.
I
still
want
you
to
try
your
best
on
this
worksheet.
In
order
to
do
that
you
are
going
to
have
to
read
the
questions
very
carefully.
The
teacher
shows
the
students
the
worksheet
and
draws
their
attention
to
it
as
she
explains
what
they
will
be
doing.
First,
I
want
you
all
to
label
what
shape
it
is.
We
have
talked
about
each
of
these
today,
so
try
to
remember
your
best!
Then
you
are
going
to
look
at
the
questions
down
here.
You
are
going
to
check
the
correct
box
for
each
shape.
Again,
you
really
have
to
read
the
question
and
think
about
this
as
you
answer.
This
work
should
be
done
on
your
own.
You
all
will
have
10
minutes
to
do
this.
I
do
not
want
to
see
anyone
looking
around.
Your
eyes
should
be
on
your
own
paper.
No
one
needs
to
be
getting
out
of
their
seat
either.
Please
work
diligently
on
this
so
we
can
move
onto
the
next
thing.
Student
J
will
you
help
me
pass
these
out?
Once
you
get
it
you
may
start
working
on
it.
When
you
are
finished
you
may
either
read
or
make
a
shape
out
of
the
quadrilateral
blocks
that
we
used
earlier.
If
you
want
to
do
that,
please
raise
your
hand
and
I
will
bring
you
some.
Does
anyone
have
any
questions
before
we
begin?
The
teacher
answers
any
questions
if
needed
and
gives
shapes
to
students
when
they
are
done.
IV.
Closure:
For
closure
the
teacher
will
read
If
You
Were
a
Quadrilateral
by
Molly
Blaisdell
to
the
students.
The
teacher
will
ask
the
students
a
few
questions
at
the
end
of
the
book
before
they
move
onto
the
next
subject.
Materials
and
Resources:
Mini
White
board
(for
under
doc
camera)
Dry
erase
marker
Promethean
Board
Document
Camera
Video
clip

https://www.pinterest.com/pin/180284791311723267/
Assessment
worksheet
Pretzel
sticks
Marshmallows
Plain
white
paper
with
quadrilateral
labels
Pencils
Pattern
blocks
Chart
Paper
If
You
Were
a
Quadrilateral
by
Molly
Blaisdell
Differentiation
Strategies
(including
plans
for
individual
learners):
Students
who
score
less
than
an
80%
will
be
considered
in
the
red
range
and
need
further
support.
The
teacher
can
have
the
student
play
math
games
and
work
with
them
on
differentiating
the
different
attributes
by
working
with
the
blocks.
Students
who
are
in
the
green
range
can
be
given
more
challenging
practice.
They
can
be
given
other
quadrilateral
shapes
and
have
to
determine
the
attributes
and
if
they
are
similar
or
different
to
those
that
were
learned
in
class.
The
students
could
also
do
a
shape
sort
and
have
to
categorize
each
attribute
and
quadrilateral.
Data
Analysis:
There
were
only
5
out
of
17
students
that
scored
an
80%
or
higher
on
this
assessment.
As
I
looked
over
their
papers
I
came
to
the
conclusion
that
the
assessment
was
confusing
to
them.
I
think
one
of
the
things
that
confused
them
was
the
pairs
aspect
of
it.
I
taught
about
pairs
in
the
lesson
and
made
sure
to
clarify
it
many
times,
but
even
in
the
lesson
they
did
not
seem
to
understand
what
pairs
meant.
Most
students
got
the
right
angle
question
correct,
but
the
first
two
questions
and
the
last
one
on
each
section
there
were
a
variety
of
answers.
I
think
that
a
better
assessment
would
have
been
to
give
them
a
shape
and
label
the
parallel
sides,
right
angles,
and
equal
sides.
It
would
have
been
easier
for
them
to
understand
and
I
believe
that
they
would
have
been
able
to
do
this.
I
formatively
assessed
the
students
throughout
the
lesson
and
many
of
them
seemed
to
understand
the
concept
of
the
lesson.
My
teaching
and
assessment
aligned,
content
wise,
but
as
far
as
appropriate
levels
and
understanding
it
was
too
difficult.
I
even
had
a
hard
time
understanding
what
the
right
answer
was.
I
review
with
them
at
the
end
and
the
teacher
said
that
this
was
a
great
foundational
lesson
on
quadrilaterals
that
she
plans
on
building
on.
She
encouraged
me
that
sometimes
lessons
and
assessments
dont
always
go
as
planned,
but
that
is
where
you
get
to
grow
and
make
changes
in
instruction.
Next
time
I
want
to
be
less
afraid
of
changing
the
assessment
if
I
feel
it
wont
represent
their
understanding
well
even
if
it
was
planned.
As
I
was
passing
out
the
papers
I
thought
that
about
assessing
their
learning
in
a
different
way,
but
I
had
already
printed
and
planned
this
so
I
just
stuck
with
it.
I
learned
a
lot
from
it
and
know
where
to
improve
next
time.
Reflection:
Other
than
a
number
talk,
I
have
never
taught
an
explicit
math
lesson
like
this.
When
my
teacher
suggested
that
I
teach
a
math
lesson
I
was
very
nervous
and
chose
to
teach
it
as
practice
lesson
where
no
one
observed
it.
I
am
glad
that
I
did,
because
there
are
a
lot
of
things
that
I
would
change
about
the
lesson.
First,
there
was
a
good
bit
of
technical
difficulties.
It
took
a
few
minutes
to
figure
out
what
device
I
wanted
to
use
and
how
to
use
it.
I
had
initially
planned
to
use
the
document
camera
and
write
on
the
mini
white
board
underneath
that,
but
I
ended
up
moving
and
writing
on
the
Smart
Board
and
having
the
students
come
up
and
draw
examples
of
what
I
was
asking.
The
board
was
not
calibrated
and
sometimes
the
students
would
come
up
and
draw
or
label
the
wrong
thing.
I
eventually
just
moved
to
writing
on
the
chart
paper
that
I
had
made
before
hand.
(Example
attached).
Another
issue
was
having
the
students
come
to
the
board.
A
lot
of
the
lesson
just
had
to
do
with
identifying
qualities
of
quadrilaterals
so
I
thought
it
would
be
interactive
and
fun
for
students
to
have
the
opportunity
to
show
me.
There
were
only
a
select
few
students
that
would
raise
their
hands
and
sometimes
they
would
come
up
and
give
the
wrong
answer.
I
turned
it
into
a
number
talk
by
asking
if
there
were
any
other
answers
that
people
had
and
we
would
change
it,
but
next
time
I
would
have
the
students
tell
me
the
answer
from
their
desk
before
they
came
up.
I
used
Popsicle
sticks
with
their
numbers
on
it
to
call
on
some
students
and
that
didnt
go
too
well
either.
Each
student
had
shapes
at
his
or
her
desk
and
at
first
I
thought
it
was
a
good
idea,
but
I
think
it
would
have
been
more
helpful
to
have
them
drawing
the
shapes
and
labeling
them
on
a
sheet
of
paper
instead.
It
also
might
have
been
a
good
idea
to
let
them
play
around
with
their
shapes
before
I
began
teaching
so
that
they
werent
as
tempted
to
play
with
them
during
my
instruction.
The
students
were
responsive,
but
Ive
been
trying
to
think
of
ways
that
I
could
have
made
this
more
interactive.
I
think
it
would
have
been
fun
for
the
students
to
make
the
shapes
with
their
bodies
and
identify
qualities
of
them
by
doing
that.
It
also
might
have
been
more
beneficial
if
they
had
sat
on
the
carpet
and
used
clipboards
to
write
instead
of
sitting
at
their
desks.
Lastly,
I
should
have
simplified
my
language
when
teaching
this
lesson.
I
used
pairs
to
explain
the
sets
of
parallel
lines
and
equal
sides
and
I
think
it
really
confused
them.
I
used
the
term
pairs
because
it
was
used
in
their
assessment,
but
it
was
obvious
from
the
results
that
that
was
not
the
best
representation
of
what
they
knew.
At
the
end
I
asked
them
questions
and
most
of
them
seemed
confident
in
the
information
we
talked
about.
I
did
not
feel
very
confident
about
how
this
lesson
went,
but
the
students
said
that
they
enjoyed
it.
I
hope
that
it
was
a
good
foundational
lesson
for
the
teacher
and
that
she
can
build
on
what
was
talked
about
in
class
today.
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