Reflection: Developing a Conceptual Understanding Presenting Special Quadrilaterals - Section 4: Wrapping it All Up


In thinking back on the lesson, one thing I was happy with was my decision to make line symmetry and rotational symmetry an explicit part of the discussion as a way of making sense of why certain special quadrilaterals have certain properties.  For example, we can see that a rectangle has all equal angles and opposite sides congruent because it has two lines of symmetry; we can see that a parallelogram has opposite angles congruent and opposite sides congruent because it has 180 degrees of rotational symmetry.


While I thought this was a productive discussion that pushed students to make sense of the patterns they noticed, I wonder how the conversation would have changed if I had facilitated the discussion by asking questions rather than posing insights.  For example, had I asked a fairly open-ended question like, “what does symmetry have to do with the properties of special quadrilaterals?” I might have been able to elicit students’ thinking in a more authentic way. 

  Keeping On with the Transformations Lens
  Developing a Conceptual Understanding: Keeping On with the Transformations Lens
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Presenting Special Quadrilaterals

Unit 2: Introducing Geometry
Lesson 5 of 8

Objective: Students will be able to state the properties and the precise definition for a given special quadrilateral.

Big Idea: Through small group presentations, students will make connections between all the special quadrilaterals, noticing that some special quadrilaterals share the same properties and seeing that some special quadrilaterals have more "requirements" than others.

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2 teachers like this lesson
Math, Geometry, deductive reasoning, definition, basic properties
  85 minutes
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