Lesson plan (quadrilaterals)

1. 1. Leyte Normal University A Detailed Lesson Plan in Grade 7-Mathematics May 13 , 2015 Ariel L.
Bicar Mr. Ronald Mocorro Marry Jon M. Diamante Instructor, Math 125 Ruby Rose Ann B.
Panganod Students, Math 125 I. Objectives: Given several activities, the students should be able
to do the following with at least 80 percent proficiency: a. Define a quadrilateral b. Name and
identify different kinds of quadrilaterals c. Compare and describe different kinds of
quadrilaterals d. Draw the different kinds of quadrilaterals II. Content and Materials a. Subject
Matter: Quadrilaterals and its Properties b. References: 1.) Davison, et. al, Pre- Algebra Course
3, pp. 245-345. 2.) Glencoe McGraw Hill, Algebra and its Applications, pp. 305- 310 3.)
http://www.edu.com/quadrilaterals c. Materials: Cartolina with Pictures for the “4 pics 1 word”,
bag of quadrilaterals, cardboard shaped into quadrilaterals, Fact and Bluff Card, d. Values:
Cooperation e. Method/Strategy: Discovery Method/ STAD (Students - Team Achievement
Divisions) III. Procedure A. Review Good morning class! How are you feeling today? That’s nice!
Do you still remember our lesson about parallel and perpendicular lines? Well, let me see if you
really remember. We will have a game. Do you know “4 pics, 1 word?” Good. I have here 4
pictures, and you are going to identify what word is being represented by the pictures. Whoever
gets the correct answer will receive a prize. Understood? Good morning Ms._________! Good!
Yes maam! Yes maam! Yes maam!

2. 2. First pictures. A A R N C L U E L P P I L D What is this? Yes Nikka? Very good Nikka. The word
that these pictures shows is PARALLEL. Here is your prize. Second Pictures. M N I R U E R G B S C
H K T Now, Who can guess the word? Yes, Geraldine? Very good Geraldine. Let’s move to the
next pictures. Parallel. The word is “Right”.

3. 3. Third Pictures N T A P P O L S C E K C G O Who can guess? Yes Dexter? That’s right! So we will
have our last picture. Fourth pictures. P U L R C N I P D S R A E E Now, who can guess? Yes
Jessie? Very good Jessie. It seems that you really know what are parallel lines and perpendicular
lines. Again, What are parallel lines, Joana? Correct! How about Perpendicular lines? Dynah?
Very well said Dynah. The word is ANGLE. The word is Perpendicular. Parallel lines are lines that
do not meet or intersect. Perpendicular lines are lines that intersects and form a right angle.

4. 4. B. Motivation (Look at me) Now, I will divide you into 7 groups. This will be Group 1, …, Group
7. Form a circle now. We will have an activity entitled, “Look at me”. I will give each group a
shape, and what you are going to do is to describe the shape, for example, how many corners
does it has, how many sides, what kind of lines is it made of, and you will report it to the class. I
will give you a cartolina and a pentelpen and you are going to write here your descriptions and
paste it on the board. But reminder, be careful not to show to the other group the shape you
are holding, because, we are going to use it to the next activity. I will give you 3 minutes to do
the activity. Understood? (I distribute the shapes to my students) After 3 minutes. Okay, we will
start with group 1. Very Good Group 1. (Up to Group 7) C. Exploration and Discovery Very good!
Now, among the descriptions, what have you noticed? Christine? Very Good. What do we call a
polygon that has 4 sides and 4 corners, Philip? Very good Philip. (I will paste to the board the
more formal definition of a quadrilateral.) A quadrilateral is a geometric figure that has four
sides and four corners. Does the shape you are holding have 4 sides? Does it have 4 angles? So
the shapes you are holding now are quadrilaterals, and the descriptions you put here on the
 board are its properties. I have here a mystery bag, and inside this are quadrilaterals. Each group
will choose their representative, who will be the one to pick the quadrilateral that will fit to the
property that I will give. So here, you will be using your sense of touch. And the group who
wrote the description that I will read will be the one to identify if the answer of the other group
is correct. Understood? So now, we will start with group six. Pick the quadrilateral which has 4
right angles. Yes maam. Group 1: This shape has 2 pairs of parallel sides, 4 right angles, and 4
equal sides. All shapes has 4 sides and 4 corners. A polygon that has 4 sides and 4 corners is a
quadrilateral. Yes it has. Yes it has. Yes maam. ( The representative of group six will pick the
rectangle)

5. 5. Group 2, is she correct? Very good. (Until all the groups were finished) Okay. Very Good. It
seems that you really understand the properties of these quadrilaterals. D. Abstraction and
Organization Class, do you want to listen to a story? Okay. Yesterday, I was invited by a king to
visit his palace. (I will paste a drawing of a palace). The name of the king is King Quadrilateral,
but he is so sad. He forget the names of his sons and grandsons. He asked for our help. He wants
us to identify the name of his sons and grandsons by describing each to us. Can we help him? So
to make things easier, I will give each group pictures of his sons and grandsons. After I described
his sons and grandsons, what are you going to do is to raise the picture that I am describing. I
will count 1 to 3, and on the third count, all of you will raise the picture. Each group who will get
the correct answer will receive one point. After every description, I will ask questions and the
group who can answer will receive another point. Understood? (I will distribute the
quadrilaterals to the students) For his first son, he said, that it has two pairs of parallel sides.
Who is he? 1,2, 3, everybody raise your answers! Very good. Everybody gets the correct answer.
Now, what do we call a quadrilateral that has two pairs of parallel sides? Valeriana? That’s
correct. So the first son of King Quadrilateral is Parallelogram. Yes maam. Yes maam! Yes maam!
Yes maam! (The groups will raise their answers) A quadrilateral that has two pairs of parallel
sides is a parallelogram. Quadrilateral ? ? ? ? ? ? ? ?

6. 6. Is a parallelogram a quadrilateral? Why? Yes, Dennis? Very good! (I will paste the formal
definition of the parallelogram on the board) A parallelogram is a quadrilateral in which pair of
opposite sides are parallel. (The activity continues until the hierarchy is finished.) After the
activity, Very good class. Now we already know the names of these quadrilaterals, its properties
and its relationships. Lets take a look at your scores. Group 1 IIII – IIII – III Group 2 IIII – IIII – I
Group 3 IIII – IIII - IIII Group 4 IIII – IIII - IIII Group 5 IIII – IIII - III Group 6 IIII – IIII – I Group 7 IIII –
IIII - II E. Fixing Skills (Is it a fact or a bluff?) Our next activity is entitled, “Is it a fact or a Bluff?”. I
will give to you a card, with the word “FACT” written on one side and “BLUFF” written on the
other side. I will read the statement twice, and if you think the statement is true, you will raise
“Fact” and if its not, you will raise, “Bluff”. I will give you 3 seconds to think and A parallelogram
is a quadrilateral because it has 4 sides. Quadrilateral Parallelogram ? ? ? ? ? ? Quadrilateral
Parallelogram Rectangle Square Rhombus Trapezoid Isosceles Trapezoid Kite FACT BLUFF

7. 7. after 3 seconds, everybody will raise their answers. Those group who will receive the correct
answer will receive one point to be added to your previous points. Understood? Okay. Lets
begin. Number one, A quadrilateral is a parallelogram. Again, a quadrilateral is a parallelogram.
Is it a fact or a bluff? Times up! Everybody, raise your answers. So it is a BLUFF. Very good.
Everybody gets the correct answer. The following statements will be read: 2. A trapezoid is a
 quadrilateral. 3. A square is a parallelogram. 4. A kite is a trapezoid. 5. A trapezoid is an isosceles
trapezoid. 6. A square is a rectangle. 7. A rectangle is a square. 8. A rhombus is a square. 9. A
square is a rhombus. 10. A rectangle is a parallelogram. Score board: Group 1 IIII – IIII - IIII – IIII
Group 2 IIII – IIII - IIII – IIII Group 3 IIII – IIII – IIII - IIII – II Group 4 IIII – IIII – IIII - IIII – I Group 5 IIII –
IIII - IIII – III Group 6 IIII – IIII - IIII – IIII Group 7 IIII – IIII - IIII – IIII F. Application For our next
activity, you are going to draw a scenario in which all the quadrilaterals are present. I will
provide the drawing materials, and I will give you 10 minutes to finish the task. Then, you are
going to paste your drawings on the board and discuss it to the class. The criteria will be:
Creativity – 5 points Relevance to the topic – 3 points Cleanliness – 2 points Total – 10 points
These points will be added to your previous points and whoever gets the highest point will
receive additional 5 points in the periodical exam. Understood? (After 10 minutes, the students
paste their drawings on the board and present it to the class) Score board: Group 1 IIII – IIII - IIII
– IIII + 8 = 28 Group 2 IIII – IIII - IIII – IIII + 9 = 28 Group 3 IIII – IIII – IIII - IIII – II + 9 = 31 Yes maam!
(Groups will raise their answers.) 2. FACT 3. FACT 4. BLUFF 5. BLUFF 6.FACT 7.BLUFF 8.BLUFF 9.
FACT 10. FACT Yes maam!

8. 8. Group 4 IIII – IIII – IIII - IIII – I + 8 = 29 Group 5 IIII – IIII - IIII – III + 9 = 27 Group 6 IIII – IIII - IIII –
IIII + 9 = 29 Group 7 IIII – IIII - IIII – IIII + 8 = 27 So the winner is Group 3! G. Evaluation Go back
now to your proper seats. Get ½ crosswise and answer the following. I will give you 10 minutes
to answer. A. Draw and describe the following: 1. Quadrilateral 2. Kite 3. Isosceles Trapezoid 4.
Trapezoid 5. Rectangle 6. Square 7. Parallelogram 8. Rhombus B. Identify if the statement is true
or false. Write “T” is the statement is true and “False” if the statement is false. 1. A rectangle is a
parallelogram. 2. A square is a rhombus. 3. A square is a parallelogram. 4. A square is a
quadrilateral 5. A rhombus is a square. 6. A square is a rectangle. 7. A rectangle is a square. 8. A
trapezoid is a quadrilateral. 9. A kite is a trapezoid. 10. A trapezoid is an isosceles trapezoid.
(After 10 minutes) Pass your paper now. 1, to the front, 2, to the front, 3, to the front 4, to the
front, 5. All papers in? VII. Assignment For your assignment, on your group, you will make a
jingle about what you have learned today. You are going to present it tomorrow. The jingle
should not be longer than 2 minutes. If you have it longer than 2 minutes, you will receive a
deduction. The criteria for your presentation is: Creativity 25% Originality 25% Content 25%
Choreography 25% 100% 1. T 2. T 3. T 4. T 5. False 6. T 7. False 8. T 9. False 10. False Yes maam!

9. 9. That’s all for today. Goodbye Class. Goodbye Ms. ____________!

Properties of quadrilaterals
There are several aspects to the investigation of the properties of quadrilaterals.

 Each of the special quadrilaterals possesses a unique set of properties. Students can 'discover' these if
they are given good activities and useful tools. They then need to retain the understanding of the
properties for future use.
 The descriptions of properties are loaded with geometrical terms and it is important that students
understand what these mean. Further elaboration can be found in The Language of Geometry.

At this stage of their mathematical development, most students view squares and rectangles as different
shapes, rather than seeing that a square is just a special rectangle (and a special rhombus).

Property match-up
This is a classroom activity in which students are required to match quadrilateral properties expressed in words
with the corresponding properties indicated on a diagram.

More...

Quadrilateral property quiz

In this classroom activity, students are given physical examples of quadrilaterals that they can fold and
measure. They then manipulate digital versions of the same quadrilaterals.

More...

Quadrilateral flowchart puzzle

This is a challenging classroom activity in which students are required to represent the hierarchy of the special
quadrilaterals in a flowchart diagram.

More...

roperty match-up
Statements of the properties of quadrilaterals contain complex ideas. Students can find it challenging to decode
thefullmeaning of these statements.

Consider the following:

The diagonals bisect each other at right angles.

This statement of a property contains two elements: that each of the diagonals is halved (bisect) and that they
are perpendicular to each other.

You can download a comprehensive list of properties in Quadrilateral Properties which can then be used in
the Property Match-up: Student Worksheet. This activity contains a collection of diagrams which students then
have to match to the appropriate property. It illustrates that the use of the English language can be inefficient
compared with the diagrams and symbols used in plane geometry.
Quadrilateral property quiz
This activity gives students the opportunity to use concrete and dynamic representations of the shapes. Using
dynamic software, students can morph them into different versions of the same shape. They can see, for
example, that the diagonals of a rhombus are always perpendicular. They may also realise that it is possible to
morph a trapezium, for example, into a parallelogram, then a rectangle, then a square.

You can download a comprehensive list of properties in Quadrilateral Properties which can be used with
the Quadrilateral Properties Quiz.

At the completion of this activity, students will have a discovered a list of properties for each of the six special
quadrilaterals. The final page of the quiz enables students to summarise all their findings in a table that can be
retained for future use.

You might also find the Interactive Quadrilaterals page on the Maths is Fun website useful. Please note that the
US 'trapezoid' is equivalent to Australia's 'trapezium'.

Quadrilateral flowchart puzzle

The Quadrilateral Flowchart Puzzle is designed to help students overcome the confusion that can arise when
they learn that a square is also a rectangle—and a rhombus and a parallelogram and a kite and a trapezium.

Students cut out eight arrows, each labelled with a quadrilateral property, and seven different quadrilaterals.

The activity begins with a quadrilateral with no special properties. If that quadrilateral is then found to have one
pair of parallel sides, the quadrilateral can now be called a trapezium. This is indicated by connecting the
quadrilateral to the trapezium with one of the coloured arrows labelled 'one pair of parallel sides'. In the finished
flowchart, the quadrilateral is at the top and the square is at the bottom, because the square has the greatest
number of properties.

It may be helpful for students to have an idea of what the finished product will look like.

Learning Objectives
After this lesson, students will be able to:

 Define the term 'quadrilateral'

  Describe different quadrilaterals according to their attributes
 Identify quadrilaterals in the real world
 Create quadrilaterals

Length
 45 - 60 minutes

Curriculum 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.

Materials
 Copies of the Quadrilateral Lesson for Kids: Definition & Shapes text lesson, one for each
student
 A worksheet created using the lesson quiz, one for each student
 Quarter
 Quart container
 Colored construction paper
 Scissors
 Markers
 Rulers
 Pre-made examples (made from construction paper or poster board) of these shapes:
square, rhombus, rectangle, trapezoid, kite
 large baggies to keep shapes in

Instructions
 Show students a quarter. Ask them to discuss what they know about a quarter. Lead them (if
needed) to identify that there are four quarters in a dollar.
 Show students a quart container. Ask them to discuss what they know about a quart. Again,
if needed, lead them to identify that there are four quarts in a gallon.
 Write the words quarter and quart on the board. Ask:
o What do the words have in common?
o What number do each of these objects have in common?
 Now write the word 'quadrilateral' on the board. Have students discuss with each other what
this word might mean.
 Give each student a printed copy of the lesson Quadrilateral Lesson for Kids: Definition &
Shapes.
 Have students take turns reading aloud the sections 'What is a Quadrilateral?' and 'Beyond
Squares and Rectangles.' Ask:
o By using the words quart and quarter, did any of you determine that a quadrilateral
was a shape with four sides?
o What does parallel mean?