##
* *Reflection: Student Ownership
Calling All Quads - Section 3: Student Presentations

In a this lesson, students were required to present a short in-class project about a quadrilateral which we were studying (i.e. a rhombus, isosceles trapezoid, rectangle, or square). The entire class did a great job presenting their quadrilateral and each small group seemed very enthusiastic about their shape. After our presentations, Trae, one of my creative, animated students asked, “Can we make a video about our shape?” To be perfectly honest, not just Trae but my entire class had been asking to create a second video after a very successful project we completed earlier in the year on Triangle Proofs.

I asked for a day to think about this, and the next class, surveyed the class to see who would be interested in extending out short project into a full-blown video project. Opinions varied. Some students passionately voiced their desire to plan, shoot and create a video featuring real-world examples of their quadrilateral, while other students felt uncomfortable being in the spotlight. So, we all compromised. Students were given the choice to create a video or a poster of their quad.

Naturally, I worried about losing precious, precious time by completing this additional project. However, while looking over our unit schedule, I realized since we had a review day planned, the videos and poster presentations could be a natural way to have students articulate their learning, critique the work of others and also actively engage in a review. I am going post a second reflection with examples from this student work and also feedback from on my class on these quickly put together video and poster projects.

*Extending Presentations to a Project*

*Student Ownership: Extending Presentations to a Project*

# Calling All Quads

Lesson 5 of 8

## Objective: SWBAT identify key characteristics of quadrilaterals like squares, rhombi, rectangles, kites, trapezoids and isosceles trapezoids.

#### Do Now

*10 min*

I have students pair-up with a partner to explain how they can determine if four coordinate points form a parallelogram. This is a great Do Now to share out with the entire class as it gives students an opportunity to see a variety of approached to completing this proof as well as a chance to critique each others' reasoning (MP3).

This Do Now links well with the homework from the previous lesson, Proving Parallelograms. Although the expectations for completing the Do Now are different then the homework, students may want to use this homework assignment to guide them through the Do Now.

#### Resources

*expand content*

#### Student Presentations

*20 min*

Students can use the Quads Presentation hand-out to fill in the information from other groups as they present on each shape. You can post the handout on the board and ask presenters to fill in the information as they present - or - assign each person in the group a role. One person could be the speaker, another the writer, another the person who answers any questions, etc. Depending on how involved and excited your students are this presentation process may take 15-25 minutes.

#### Resources

*expand content*

#### Start Class Notes

*20 min*

Depending on how much time is left in class, you can begin students notes work with students. This lesson will lead directly into the next day's class, Calling All Quads Again, so you should not expect to finish the entire lesson today.

In the beginning vocabulary section, how to prove each special quadrilateral, you can give students the opportunity to brainstorm together to fill in these sections. If time remains, students can work on the pair-share activity, which asks students to prove for coordinate points form a rhombus **and not a rectangle**. This is a complicated problem which asks students to pull together many concepts from this unit and persevere through a challenging task (MP1).

The last part of student notes, the Activity-Homework, could also become homework, if desired.

*expand content*

Common core is defining a trapezoid as a quadrilateral with AT LEAST one pair of parallel sides.

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- UNIT 1: Introduction to Geometry: Points, Lines, Planes, and Angles
- UNIT 2: Line-sanity!
- UNIT 3: Transformers and Transformations
- UNIT 4: Tremendous Triangles
- UNIT 5: Three Triangle Topics
- UNIT 6: Pretty Polygons
- UNIT 7: MidTerm Materials
- UNIT 8: Circles
- UNIT 9: 3-D Shapes and Volume
- UNIT 10: Sweet Similar Shapes
- UNIT 11: Trig Trickery
- UNIT 12: Finally Finals