##
* *Reflection: Connection to Prior Knowledge
Introducing Quadrilaterals - Section 2: Introducing and Finding Quadrilaterals

Starting this part of the lesson with a review of a previous concept (triangles) allows students to refresh their learning and then connect with the idea of quadrilaterals having 4 sides. Their is also a connection to the shapes of many of the pattern blocks that we have used in the previous lessons.

I find it beneficial for students to each have their own set of Power Polygons so they can work with their own thinking and then compare it with their peers (as they are sorting). By having each student hold a a quadrilateral and checking it to the definition, the students are noticing not only their shape but the shapes of each classmate. This way they are seeing a variety of examples and developing their concept of a quadrilateral.

CCSS require that students "Construct viable arguments and critique the reasoning of others" (**CCSS.Math.Practice.MP3**). In this activity the students are making an statement and defending their thinking and others are critiquing it agains the definition. The Standards also ask students to distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (CCSS.Math.Content.1.G.A.1). Starting to notice these attributes of 2-D shapes will prepare the students to better identify 3-D blocks in future lessons.

*Students Understanding of Quadrilaterals*

*Connection to Prior Knowledge: Students Understanding of Quadrilaterals*

# Introducing Quadrilaterals

Lesson 7 of 10

## Objective: SWBAT identify the characteristics of triangles and quadrilaterals.

### Thomas Young

## Big Idea: A big word for a big idea! After being introduced to the term quadrilateral, the students will learn the characteristics of them and have an opportunity to create various quadrilaterals.

#### Warm Up

*5 min*

Pair the students up into teams of two (a team of three if you have an odd amount). The objective is that the students are working on their complements of 10. I give each team a 0-9 die and ask them to sit knee to knee with their partner. The first person rolls the die and states the number he/she rolled. The second person states the number needed to make 10. If the partners are unsure of the answer, they can use 10 connecting cubes to check their work. Then they switch roles. The idea is that they are working on fact fluency with their compliments of 10. Click here to see this activity in action.

**If students are fluent with their compliments of 10, they can work on compliments of 20 with a 0-19 die.

This warm up is not connected to the rest of the lesson but rather another opportunity to offer continued practice with year long number and operation skills that the students need to have in place by the end of the year.

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**Advanced preparation: Create a poster that defines the term quadrilateral and has example of different quadrilaterals (see section resource for an example titled Quadrilateral Poster).

I take out the Power Polygons, that were introduced in the previous lesson (again you will need to order these for your classroom), and give each student a set. I quickly review the characteristics of a triangle and ask students to each find a triangle from their shapes.

*I then ask them to check with a neighbor to see if each person found a triangle. I ask if they re all the same shape? Do they all have the same characteristics?*

The point is that you want students to realize that all triangles have three sides and vertices but they can be different sizes and shapes.

*Now we're going to look at a different type of shape called a quadrilateral. DOes anyone know what a quadrilateral is?*

I then show the students the quadrilateral poster and explain that it is a shape with four sides, all straight sides, and all of the sides meet at their endpoints.

** There are many shapes that are quadrilaterals. Who can think of some of the shapes that we have worked with that fit our definition?** I take responses form the class and check each suggestion with the definition.

I then ask the students to do the following: Please sort your Power Polygons by those that are quadrilaterals and those that are not. Then I want you to check each shape to make sure that it fits the definition of a quadrilateral.

Once that is done, I will ask the students to pull out two different quadrilaterals from their pile of shapes. *How are the two shapes the same? How are they different?*

Finish up with a focus on a quadrilateral having 4 vertices.

#### Resources

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#### Center Time

*30 min*

The students will have an opportunity to engage themselves in three different learning opportunities during center time.

1. Triangles and Quadrilaterals on Array Paper: The students circle three dots for triangle vertices and four dots for quadrilateral vertices. For a more detailed description, please refer back to yesterdays lesson, in the center time section.

2. Creating Geoboard Triangles: Click here for a description from the previous lesson. Look under the center time section.

3. Power Polygons: Click here for a description from the previous lesson. Look under the center time section.

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#### Extra Practice

*5 min*

Continuing to build on Number and Operations skills, I will roll a two digit number (using a 10's and 1's die) and state the number. The students will write down the number that comes just after. I will then do a few rounds of that and then switch it to the number that comes just before. Watch the video titled *Supplies* to see the supplies you will need for the game.

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing

- LESSON 1: Student, Student, What Do You See?
- LESSON 2: Same But Different
- LESSON 3: Quick Flashes With Shapes
- LESSON 4: Well That's Different!
- LESSON 5: Filling Shadows With More and Less
- LESSON 6: Sorting Shapes
- LESSON 7: Introducing Quadrilaterals
- LESSON 8: Looking at the Similarities and Differences
- LESSON 9: Assessment of Triangles
- LESSON 10: Assessing Unit Concepts