Jennifer Serafin Graduated Difficulty Lesson Plan Geometry: Quadrilateral Investigation Third Grade CCGPS:

Edited 4/29

MCC3.G.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.

TAG Standards: HOTS 2. The student responds to questions with supporting information that reflects in-depth knowledge of a topic. Enduring Understandings: For students to build on and develop their knowledge of quadrilaterals by investigating, comparing and contrasting, and applying to a new situation. Students should demonstrate proficiency for entering in at the level they choose. Students are instructed to begin where it is just right not too easy, and not too hard. Strive for the next level! Students will identify quadrilaterals. Students will categorize and classify quadrilaterals according to multiple attributes. Students will extend their learning by further investigating polygons and creating rules to categorize on their own. Vocabulary: polygon, quadrilateral, rhombus, square, rectangle, parallelogram, trapezoid, investigate, compare, contrast, attributes Procedure: Hook: What does it take to get to school in the morning? (have students brainstorm necessary steps: wake-up, change out of PJs, brush teeth, eat breakfast, get on the school bus, etc.) Now ask students the sequence. Some things are variable but others must take place in a proper order. What would happen if you didnt, for example, change out of PJs before you got on the bus? In the same way, our learning builds and progresses. We have to know how to run and how to handle a ball to effectively play soccer. The same idea applies to school work! Clearly explain expectations and procedures to class: Expectation: All students meet phases 1 and 2. Green group can work on phase three collaboratively. Pink group can prove mastery with Ms. Serafin and should begin where they feel ready and expect to progress to phase 4 by the weeks end. When you have successfully completed your phase (checked with Ms. Serafin, a partner, or the laminated answer keys), move to the next phase. You should feel challenged working there.

(Beginners) Phase 1: Using the tanagram cards and Ziplocs with polygons in them, touch, observe, and investigate each polygon. Identify all polygons. Determine if the polygon is a quadrilateral or not. Ex: triangle, not a quadrilateral Parallelogram, it is a quadrilateral (Approaching) Phase 2: Using the tanagram cards, identify all of the polygons shown. If it is a quadrilateral, what kind of quadrilateral is it? How do you know? Use mathematical vocabulary to discuss the specific attributes of each quadrilateral. Ex: Yes it is a quadrilateral because it has four sides. I know that it is a rectangle

because it has 4 sides, 2 sets of parallel sides, and the sides make 90 angles. (Mastery) Phase 3: Using your knowledge of quadrilaterals, you will compare and contrast the attributes of the quadrilaterals. Use a Venn diagram for each comparison and your Geometry Glossary to remind yourself of all of the attributes of each quadrilateral in case you forget. Remember to examine the sides and angles of each quadrilateral. -See coordinating handouts (Extending Knowledge) Phase 4: Think about what you know about polygons and quadrilaterals. Use your words: Evaluate and Debate: Youve entered the Great Geometry Debate! Argue why you believe the quadrilateral you have chosen is the most useful, unique, or any other attribute you prefer. Clearly present what you know about quadrilaterals and what makes the one you chose the best. You may create a visual to correspond. It may be drawn or computer-generated. You may also present your argument using a visual aid such as PowerPoint or Prezi. You need to have three talking points and a convincing argument. Use your hands or artistic skills: Create: Create an illustration or build a 3-D model using the polygon shapes to create a map of a city, house, or playground (anything that you choose). You are encouraged to be creative! Generate your own: With permission, you may present a project choice to Ms. Serafin that demonstrates your knowledge of quadrilaterals and uses Higher Order Thinking Skills. Closing: Students will summarize in their math journals what stage they entered and what they learned today using mathematical vocabulary. Students will share how to identify quadrilaterals and how to use attributes to categorize them using I can statements.

Name: Attributes of Quadrilaterals: Use mathematical vocabulary! What are the attributes of shapes? Number of Sides Parallel lines Numbers of Sets of lines Angles

What makes that shape special or different from other shapes? How are a rectangle and a square related? How are they different?

How are a rectangle and a parallelogram related? How are they different?

How are a rhombus and a square related? How are they different?

How are a trapezoid and a rectangle related? How are they different?

Make up your own: _________________________ and ________________________

Get crazy and compare and contrast three: ________________________, ________________________ and ______________________________.

Using the following quadrilaterals, organize and classify the shapes based on attributes that you decide. Explain why you organized the shapes in that way. Quadrilateral Trapezoid Parallelogram Rhombus Square Rectangle

Polygons: ______________________________________________________________________ Rule: _________________________________________________________________________ Explanation: ____________________________________________________________________ ______________________________________________________________________________

Polygons: ______________________________________________________________________ Rule: _________________________________________________________________________ Explanation: ____________________________________________________________________ ______________________________________________________________________________

Polygons: ______________________________________________________________________ Rule: _________________________________________________________________________ Explanation: ____________________________________________________________________ ______________________________________________________________________________

Name: _________________________#: _______ Date:_________________

Comparing and Contrasting Quadrilaterals

1. Use the Venn Diagram to classify the following polygons. Triangle Square
Has 4 sides

Quadrilateral

Rectangle

Rhombus

Trapezoid

Has at least 1 right angle

2. Use the Venn Diagram to classify the following polygons. Square Trapezoid Rectangle Rhombus

Has at least 1 obtuse angle

Has at least 1 acute angle

3. Use the Venn Diagram to classify the following polygons. Triangle Square Rectangle Rhombus Parallelogram

Opposite sides are the same length

4. Use the Venn Diagram to classify the following polygons. Parallelogram Rectangle
Has 4 or more sides

Square Triangle

Hexagon

Rhombus

Pentagon

Has an obtuse angle

Make your own: