Lesson 3 of 10
Objective: SWBAT classify quadrilaterals.
As students walk in the room, I hand them a list of terms and ask them to cut out each term. As they are cutting out the terms, I hand them the graphic organizer worksheet. When they finish cutting, students match terms with their definitions listed in the graphic organizer (G.CO.1). Each of the terms is associated with properties of quadrilaterals, which will be used later in the lesson. I ask the students to wait until we go over the terms before they glue them onto the graphic organizer. Students will create the graphic organizer showing the term, its definition and an example in the Mini-Lesson.
Teacher's Note: There are three sets of terms on each sheet. I cut the sheet into strips. I photocopy the first and second sheet of the graphic organizer back to back.
Before the students glue their terms from the Do Now, we go over the correct answers. I call on a different student for each term. After my students glue in their terms, they draw a diagram to show an example of the term in the left hand side of the inside of the Graphic Organizer. Students will refer back to this organizer in later lessons in this unit.
Teacher's Note: I have my students fold their sheet in half using a hot dog (vertical) fold with the blank Term side on top. Then they glue the terms to the front of the graphic organizer in the position that corresponds to the definition in the inside.
As students are drawing their examples, I hand out the sheets needed for the activity.
For this activity, students work in pairs. Before the lesson, I cut out the Quadrilateral Cards and put them in an envelope. Each pair gets one envelope of cards. I also give each student a set of Mini Quadrilateral Cards (whole sheet) to glue into their notebook and reference in later lessons and the activity sheet.
On the sheet, there is a self-guided activity where students sort quadrilaterals into piles based on their properties. Students identify the type of quadrilateral and draw an example (MP6). As they figure out the properties, they can label the quadrilaterals on their mini-quadrilateral card sheet. This activity leads towards common core standard (G.CO.11).
After about 12 minutes, we go over the chart as a class. I call on different groups of students to give their answers.
At the end of today's lesson, I ask my students to use their ideas from today's lesson (and the last two) to write an in-your-own-words definition for each type of quadrilateral in their notebooks. For example, "A rectangle is a parallelogram with four right angles."