## Quadrilateral Diagrams.docx.doc.pdf - Section 1: Independent Problem Solving (continued)

# Problem Solving with Quadrilaterals, Part 2

Lesson 4 of 5

## Objective: Students will be able to continue to work at their own pace, solving numeric and algebraic problems with quadrilaterals.

Student began work on Quadrilateral Practice in the previous lesson, working within groups and at their own pace. When the students enter the room on this day, they are instructed to continue working on this problem set. I remind them to compare and discuss their answers with the students in their group. Different groups will be at different places in the problem set, but this should not pose a problem.

When students complete the Quadrilateral Practice problem set, I plan to give them Quadrilateral Practice 2. This set continues with algebraic quadrilateral problems, but also includes a variety of types of questions that require students to apply their knowledge of different shapes and their features. Students must identify diagrams of different quadrilaterals. Including this task spirals back to earlier concepts and it helps students to make connections. I have found that my students can often complete problems when given a diagram, but are less successful when they must create their own diagrams. I will provide them with practice with this skill in the next problem set, Quadrilateral Practice 3, which we will use in tomorrow's lesson.

I have also included in this lesson a handout entitled Quadrilateral Diagrams. I provide this handout to students who are struggling with the numeric and algebraic problems. I find that support with marking diagrams correctly helps these students to be more successful setting up equations. I often work directly with students in groups, reviewing Quadrilateral Diagrams. As we explore this resource I ask students to look at their Family Tree of Quadrilaterals and use colored pencil to mark the most salient features on each diagram of the quadrilaterals. My goal is to enable my students to use these diagrams when they return to problem solving on Quadrilateral Practice 2.

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As the end of the period approaches, I will ask my students to stop wrap up their work on the Problem Sets. As they finish up their current work, I will distribute a Ticket out the Door for them to complete. I ask the students to choose any two quadrilaterals, sketch a diagram for each, and then compare and contrast the two.

For homework, I ask that my students continue to work on their problem sets. I encourage students to have made a good amount of progress on Quadrilateral Practice 2 before tomorrow's class begins. My ambiguity is deliberate. During the lesson I have set personal goals with individual students.

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