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U n t er r i ch t spl a n
Id e nt if y ing Quad ril at e ral s Ad vanc e d
Altersgruppe: 5 t h Gr ade
Mathematics Syllabus Primary : 4 .G.R S .1, 5 .F M - G.R S .1,
5 .G.P R T .1, 5 .G.P R T .2
Online-Ressourcen: C l assi f yi ng P o l ygo ns I I I
Opening
T eacher
present s
St udent s
play
Act ivit y
8
12
12
10
5
min
min
min
min
min
ZIE L E :
E x pe r i e nc e classification
P r ac t i c e describing polygons
L e ar n to describe convex and concave polygons
De v e l o p geometry skills
Ope ni ng | 8 min
Display the following quadrilaterals:
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Closing
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Ask: Which quadrilateral is different from the others?
Responses may vary, but students should be encouraged to
realize that one of the quadrilaterals is a parallelogram, and the
other three are trapezoids.
Display the following quadrilaterals:
Ask: Which quadrilateral is different from the others?
Responses may vary, but students should be encouraged to
recognize that one of the quadrilaterals is c o nc av e (
), and
the other three are c o nv e x .
Display the following pentagons:
Ask: Which pentagon is different from the others?
Responses may vary. Some students may recognize that there is
one r e gul ar pentagon and three irregular. Others may notice that
there is one concave pentagon and three convex.
Display the following hexagons:
Ask: Which hexagon is different from the others?
Responses may vary. Some students may recognize that there is
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Responses may vary. Some students may recognize that there is
one r e gul ar hexagon and three irregular. Others may notice that
there is one concave hexagon and three convex.
Define the following terms:
R e g u la r p o ly g o n – a polygon where all the angles are equal and all the
sides have the same length
R e f le x a n g le – an angle that is greater than 180 degrees but less than 360
degrees
C o n v e x p o ly g o n – a polygon where no internal angle is greater than 180
degrees
C o n c a v e p o ly g o n – a polygon where at least one internal angle is greater
than 180 degrees
T e ac he r pr e se nt s Gue ss W hat - I de nt i f yi ng Quadr i l at e r al s
| 12 min
Present Matific ’s episode Gue ss W hat ! - I de nt i f yi ng
Quadr i l at e r al s to the class, using the projector.
The goal of the episode is to describe polygons by their sides and angles.
E x a m p le :
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Click on the “Quadrilateral Hierarchy” on the right side of the
screen.
A sk: Is a trapezoid a parallelogram? Why or why not?
No, a trapezoid is not a parallelogram because trapezoids have
exactly one pair of parallel sides and parallelograms have two
pairs of parallel sides. Also, we can see in the diagram that
trapezoids and parallelograms are both subcategories within
quadrilaterals, but there is no overlap between trapezoids and
parallelograms.
A sk: In which categories does a rhombus belong?
A rhombus is a parallelogram and a quadrilateral.
A sk: In which categories does a square belong?
A square is a rectangle, a rhombus, a parallelogram, and a
quadrilateral.
Continue to review the hierarchy as necessary to ensure that the
students understand how to read it.
Close the “Quadrilateral Hierarchy” by clicking on it.
A sk: Which shape should we choose?
Click on the shape that the students indicate.
A question will appear over the monster’s head. Read the question
to the students.
Students should answer based on the chosen shape. If they have
difficulty detecting the features of the chosen shape, you can
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move and rotate the shape so that it sits on the grid lines.
Click on
or
, as the students indicate.
If the answer is correct, the monster will swallow the shapes it has
eliminated as your shape and then ask another question.
If the answer is incorrect, the monster will look down, and the question will
wiggle.
The monster will continue to ask questions until it can identify the
chosen shape.
Click on the
to proceed.
The episode will ask you to pick a shape a total of three times.
S t ude nt s pl ay Gue ss W hat - I de nt i f yi ng Quadr i l at e r al s | 12
min
Have the students play Gue ss W hat ! - I de nt i f yi ng
Quadr i l at e r al s on their personal devices. Circulate, answering
questions as necessary.
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A c t i v i t y | 10 min
Display a regular hexagon.
Have the students work in groups of four. Ask them to draw as many
concave hexagons as they can. Can they draw a hexagon with more
than one reflex angle?
Possible responses:
Display a regular octagon.
Ask the students to draw as many concave octagons as they can.
Can they draw an octagon with more than one reflex angle?
Possible responses:
If there is time, students can draw concave heptagons or nonagons.
Collect drawings when the students are done, to display later.
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C l o si ng | 5 min
Distribute a small piece of paper. Have students draw polygons
based on the following specifications.
1. Draw one quadrilateral with all equal sides and all equal angles (a regular
quadrilateral).
2. Draw a parallelogram that is not a rhombus.
3. Draw a quadrilateral with two right angles that is not a rectangle.
Collect the papers to review to ensure that all students’ responses
are valid.
Possible responses:
1.
2.
3.
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