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### Lesson Objective

SWBAT identify characteristics and examples of quadrilaterals.

### Lesson Plan

 State Standard: 5.G.2 Standard Name: 3D Shapes Objective: SWBAT identify characteristics and examples of quadrilaterals. Essential Question: Where do you see quadrilaterals in the real world? Word Wall Words: 3D shapes, quadrilaterals Do Now: Determine Quadrilateral Characteristics. Divide the class into 5 (or 10) groups and give each group a sheet with one quadrilateral on it (see attachment). Students need to name their quadrilateral, as specifically as possible, and then cut it out. Use rulers and protractors to draw and measure diagonals and angles. Find as many relationships as possible between opposite sides, opposite angles, and diagonals. Instruct group with trapezoid to draw and find relationships with the median. Opening: These are examples of a new kind of shape we will be discussing today. What is one of the main things you find in common between all of your shapes? That’s right! They all have 4 sides, 4 angles, and 4 corners – these are called quadrilaterals. Direct Instruction: The name of quadrilateral helps me remember 4-sided because quad- means 4. Just like tri-3, quad is 4.   Recording Quadrilateral Characteristics. Distribute graphic organizers (see attachment). Students record each characteristic inside the quadrilaterals as the groups report their findings. Use Parallelogram Chart (see attachment) as a transparency to then check mark each characteristic as a reinforcement. Teacher leads students to recognize relationships between quadrilaterals. Guided Practice: Show students 6 more pictures and have them identify what type of transformation it is on their white boards using think, write, show (TWS) Independent Practice: Use the Powerpoint Jeopardy-type game attached, "Name that Quad", to review characteristics. Math Journal: Closing: Review examples of quadrilaterals. Center Options: In centers (unless you have class computers) use Geometer's Sketchpad, students construct a parallelogram, rectangle, rhombus and square. Students then use the measurement tool and completed graphic organizer to prove each quadrilateral by both definition and specific characteristic. Example: Students cannot use parallelogram characteristic to prove that a figure is a rectangle. Differentiation: Work in partners