Flipped Classroom Lesson Plan

Brianna Straut
Type of Lesson: Flipped Classroom
Lesson Plan Title: How to Classify Quadrilaterals
Discipline/Topic:

Geometry-Quadrilaterals
Students will learn the definitions and attributes of the different quadrilaterals. Outside of the
classroom students will learn the basic definitions of quadrilaterals. In class students will take the
definitions of quadrilaterals and sort different shapes based on their definition.

Target Population: Fourth Grade

Grade Level: 4
Population Characteristics: The class consists of 20 students, 14 boys and 6 girls. There are 6
ESL students, 1 student with an IEP, and 2 students with 504s.
Lesson Groupings: Students will work independently and heterogeneous pairs.

Curriculum Links

4G. Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
4G2. Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right
triangles as a category, and identify right triangles.

Students will have previously learned the definitions of lines, parallel, intersecting, and
perpendicular. They will also have learned the different types of angles, acute, obtuse, and right.
Students will you their knowledge of lines and angles to help them when they are classifying
angles.
Students will have the prior knowledge that a quadrilateral has four sides, but will have little
knowledge of shapes like trapezoids, parallelograms, and rhombus. Students will learn about the
hierarchy of quadrilaterals as well. This will then lead to the next lesson where students will
explore
symmetry.

Objectives

Students will be able to

○ Identify a quadrilateral based on its attributes.
○ Classify quadrilaterals under multiple names based on its attributes.
○ Create/draw quadrilaterals when given specific requirements.

ISTE Educator Standards

1a. Set professional learning goals to explore and apply pedagogical approaches made possible by
technology and reflect on their effectiveness.
 2b. Advocate for equitable access to educational technology, digital content and learning
opportunities to meet the diverse needs of all students.
4b. Collaborate and co-learn with students to discover and use new digital resources and diagnose
and troubleshoot technology issues.
5a. Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards and use digital tools
and resources to maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.
6a. Foster a culture where students take ownership of their learning goals and outcomes in both
independent and group settings.
6b. Manage the use of technology and student learning strategies in digital platforms, virtual
environments, hands-on makerspaces or in the field.

ISTE Student Standards

1a. Students articulate and set personal learning goals, develop strategies leveraging technology to
achieve them and reflect on the learning process itself to improve learning outcomes.
5a. Students formulate problem definitions suited for technology-assisted methods such as data
analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5c. Students break problems into component parts, extract key information, and develop
descriptive
models to understand complex systems or facilitate problem-solving
6b. Students communicate complex ideas clearly and effectively by creating or using a variety of
digital objects such as visualizations, models or simulations.
7b. Students use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.

Materials and Timing- 2 days

Day 1:
Outside of the Classroom
● Flipped Quadrilateral Video
● Google Slides Quadrilateral Activity
In-class
● Chromebooks
● Kahoot
● Slide 5 of Google Slides Quadrilateral Activity
● Quadrilaterals Classification Poster
● Quadrilateral Checklist Activity
● Quadrilateral Building Project
Day 2:
Outside of Class
● Quadrilateral Real World Scavenger Hunt
● Quadrilateral Sort Game (Sheppard Software)
In-class
● Class share quadrilaterals
● Digital GeoBoard
● Quadrilaterals Connect Four
Scope and Sequence

Day 1:
Outside of the Classroom
● Students will be assigned the video on the Google Classroom. The video will just cover the basic
definitions of the quadrilaterals. (https://www.youtube.com/watch?v=_DGF3aV-HSw)
● The students will then complete the Quadrilaterals assignment through Google Slides.
(https://docs.google.com/presentation/d/1neSp0U1VxYWndIRxPk5y7tWpLGKnB26YKPwLTS1
62Zo/copy )
○ Slide 1: Sorting Quadrilaterals and Non-Quadrilaterals
○ Slide 2: Quadrilateral Definitions with Pictures identification
○ Slide 3: Placing Quadrilaterals on the Hierarchy
○ Slide 4: Drawing Quadrilaterals on the Hierarchy
○ Slide 5: Quadrilaterals Challenge* Optional Extension

In-class
● To assess students and begin the lesson, the class will play a Kahoot. The students will be asked
10 questions about the definitions of quadrilaterals that they learned about the night before. This
will help the teacher check for understanding before beginning the lesson. Any students struggling
with the concepts will review the definitions in a mini-lesson.
(https://play.kahoot.it/#/k/ab529017-6c2c-47e9-b873-39427cb9cece)
● Together the class will create an anchor chart of the hierarchy of Quadrilaterals. For example:
Students will understand that rectangles are also parallelogram (both have two pairs of opposite
parallel sides), however a parallelogram is not a rectangle (it does not have right angles)
● The students will complete slide 5 of the Quadrilateral Google Assignment
● Once students are correctly sorted to True/False Statement, they will complete the Quadrilateral
Checklist Carousel. Multiple Quadrilaterals will be placed around the room and numbers. Students
will check off as many quadrilaterals as possible that apply. They will check their work and
explain their thinking with partners once they are finished.
● *Optional Extension* Quadrilateral Building Project-Students will search online for buildings
around the world that has aspects of quadrilaterals built into its’ architecture. Students will create a
Google Drawing with written explanation that will be shared with the class at a later date.

Day 2:
Outside of Class
● Students will be asked to find examples of at least 4 different quadrilaterals in their everyday life.
● They will pick two of their pictures and post them to the Classroom Padlet. In their post they will
be required to have two pictures, correctly identify the different ways the shape can be classified,
and an explanation supporting their claims.
● *Optional- Quadrilateral Sort Game (Sheppard Software)
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/QuadShapesShoot.htm
In-class
● Students will be given the opportunity to share their padlet posts. Students will critique their own
and their classmates explanations.
● The rest of the class time students will be split between two activities. Both activities were
adopted from: http://www.collaborativelearning.org/quadrilateralsc4.pdf
○ Digital GeoBoard: https://www.mathlearningcenter.org/resources/apps/geoboard
■ There are options for use of this application on an iPad. For this lesson students
will create the shapes on the Chromebook. Students will take screenshots and
 compile them in a document that will then be turned in for grading. Students will
be asked to create as many different quadrilaterals as possible.

○ Quadrilaterals Connect Four

■ Students will play in teams of 2. On the team’s turn a player will select a shape.
They will cover one of the aspects of their shape onto the game board. The first
team to get four in a row, in any direction, wins that round! The teams will play
best out of 3 and then challenge another group.

Evaluation of Students

Objective 1 2 3

Identify a quadrilateral Students were able to Students were able to Students were able to
based on its attributes. correctly answer 3 or correctly answer 7 or correctly answer 9 or
less questions on the less questions on the more questions on the
Kahoot. Kahoot. Kahoot.

Classify quadrilaterals Students checklist had Students checklist had a Students checklist had
under multiple names many errors, but few errors. They are almost no errors. They
based on its attributes. identified the main able to identify the main are able to identify the
quadrilateral a shape quadrilateral a shape main quadrilateral a
would be classified as. would be classified and shape would be
some other applicable classified and many
quadrilaterals. other applicable
quadrilaterals.

Create/draw Students were able to Students were able to Students were able to
quadrilaterals when create 5 or less create 7 or less create 10 or less
 given specific quadrilaterals. Their quadrilaterals. Their quadrilaterals. Their
requirements screenshots were screenshots were screenshots were
supported by little to no supported by some supported by
explanation. explanation. explanation.

Total _____/12

Comments

Evaluation of the lesson:

If the lesson is successful students will not only be able to identify the different types of quadrilateral,
they will also be able to classify and create their own quadrilaterals based on specific attributes. The
student level of understanding will be assessed majorly through their creation on the Geoboards and their
Real Life Pictures as well. Using the Kahoot will allow me to assess my students in a creative and
efficient way. This formative assessment will help me to determine which students need more small group
instruction or those who may need more enrichment with this topic. Finding real life examples will ensure
that students are able to apply why they have learned, not just reiterate definitions. This lesson will be the
bridge between lines and angles and symmetry. Completing more concrete tasks outside of the classroom,
such as the Google Slide Activity, will allow for more exploration and creativity with the Geoboards. The
connect four game is a fun and motivating was to reinforce concepts learned over the two day period.