## 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.

Connection to Prior Knowledge: Students Understanding of Quadrilaterals

Unit 9: Shapes Within Shapes
Lesson 7 of 10

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

### Thomas Young

203 Lessons14 new

## 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.

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55 minutes

### Thomas Young

203 Lessons | 14 new

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