Reflection: Flexibility What Makes a Shape? Analyzing and Script Writing - Section 3: Closing


Each of the bat houses were built with the same shapes, so comparing the attribute descriptions was a good review for each person.  Some of the students used the same terms to describe their quadrilaterals, which verified their work and thinking.

Others wrote different ideas, which caused a healthy debate over why different terms were used or not used.  This is where the natural work of revision and critiquing came into play with the day's task.

As your students learn to communicate and assess each other's work, this strategy of "checking in" creates a real world opportunity for the students.  When they meet, they begin to check their own work, but naturally begin to ask questions about why their work may be different.  

And remember, you can't rush this type of discussion so try to find ways to organize these pivotal discussions so that you have adequate time for discussion.

  Critiquing Others
  Flexibility: Critiquing Others
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What Makes a Shape? Analyzing and Script Writing

Unit 11: Going Batty Over Measurement and Geometry
Lesson 12 of 14

Objective: Students will be able to define quadrilaterals according to their attributes and communicate this learning using the application ShowMe.

Big Idea: Students will use the bat houses we built as examples of various quadrilaterals.

  Print Lesson
Math, angles, Geometry, Measurement and Methods, quadrilaterals, rhombus, rectangle, squares, rectilinear shape, trapezoid, Critical Area, shapes
  45 minutes
quadrilateral chart
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