Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 32949
Quadrilateral Quest
In this lesson, students categorize shapes by comparing and analyzing the attributes of quadrilaterals. Students use shared attributes to establish
categories.
Subject(s): Mathematics
Grade Level(s): 3
Intended Audience: Educators
Instructional Time: 1 Hour(s) 30 Minute(s)
Freely Available: Yes
Keywords: rhombus, trapezoid, parallelogram, quadrilateral, parallel, rectangle, square, right angle, polygon
Instructional Design Framework(s): Direct Instruction
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Handout 1and 2 Key (r3) new.docx
Handouts 1 and 2 new.docx
Summative Assessment Quadrilateral Quest.docx
Prior Knowledge Formative Assessment.docx
Prior Knowledge Key Formative Assessment.docx
Grid Paper centimeters 16x16 Dynamic Graph paper.docx
Summative Assessment Key Quadrilateral Quest (r).docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
identify and use attributes of quadrilaterals for categorizing purposes.
use mathematical vocabulary to communicate their understanding of quadrilaterals.
Prior Knowledge: What prior knowledge should students have for this lesson?
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes. (MAFS.2G.1.1)
Students typically enter third grade able to identify several shapes and use appropriate vocabulary to identify and compare shapes according to their attributes, such
as the number and length of sides, and the number of vertices.
Prior to learning about the attributes of quadrilaterals, students should be able to recognize the general shape of a square and a rectangle.
Students should also be able to recognize basic geometric figures such as triangles, trapezoids, pentagons, and hexagons.
They should also be able to recall information about angles, particularly right angles, and parallel lines.
Guiding Questions: What are the guiding questions for this lesson?
1. What are some attributes of a shape?
page 1 of 4 2. What attributes do all quadrilaterals share?
3. How can the number of sides or angles help us classify quadrilaterals?
4. How can right angles and side lengths help us to classify quadrilaterals?
5. How can you use attributes to compare and contrast quadrilaterals?
6. How can you create different types of quadrilaterals?
7. Is a square a rectangle? Why or why not?
8. Are all rectangles also rhombuses? Why or why not?
9. Name a shape that could be called by other names. Provide an alternate name for the shape and describe why one name is more specific than another.
Teaching Phase: How will the teacher present the concept or skill to students?
1. Activate prior knowledge with the following questions:
1. Raise your hand if you see a quadrilateral in the room.
Displaying an art poster, if available, might illustrate more varieties of quadrilaterals for the students to view and identify. (Sample responses, probably
mostly rectangles: shape of window, bulletin board, paper, poster, etc.)
2. Respond to all answers with, "What makes your shape a quadrilateral?"
3. Remind students of the meaning of attributes with examples, such features such as parallel sides, sides with the same length, right angles, etc. "Does your
shape have any other names?" (If they have chosen a rectangle; Yes: quadrilateral, parallelogram, and rectangle)
4. If students identify a square, ask if it has other names. (rectangle, rhombus, quadrilateral, parallelogram)
2. Assign partners. Provide each student with a copy of Handout 1: Quadrilaterals (from the Uploaded Files Section), scissors, and a pencil.
3. Display a copy of the handout. Tell students, "Identify and record as many attributes and names as you can for each figure in the picture. Begin with writing the
attributes and names for Figure A in its box, and then we will look at it together."
4. Give students think time and then ask them to share with their partner.
5. Next ask volunteers to share an attribute. Tell students to write the attribute and write it yourself in the box to model the task. (Possible responses: straight sides,
opposite sides are parallel, side lengths are equal, 4 right angles) Ask for names. (rectangle, rhombus, quadrilateral, parallelogram, square) After each response,
ask, "How did you decide?"
6. The handout has an assortment of quadrilaterals pictured. Direct students to work together and to use what they already know about geometry in order to follow
the same procedure for the other figures. Ask if there are any questions. Based on the needs of your class, you could do more figures all together, if students need
more guidance before working with their partner. Provide adequate time and encourage early finishers to look back at each figure to see if there is any attribute or
name they might have missed and could add to their list.
7. After students have had sufficient time, consider each Figure B - I and, using students' oral responses, list each figure's attributes and names within its box.
8. Ask students to look at their handout to see if there is one word/s that would describe every figure. (quadrilateral; 4 sides, all have straight sides, all sides
connected)
9. Provide think time and ask students to share their ideas with their partners. Call on students for answers, leading to the category Quadrilaterals.
10. At the top of a display board write Quadrilaterals - 4 connected straight sides and place the handout under this heading, since all figures belong to this category.
11. Next ask if there is a name that describes some of the figures, but not all of the figures, in other words, subcategories. Ask partners to share their ideas. Call on
students to answer. Explore one response at a time and ask students to explain their reasoning with every response. Also ask if any student could add to the other
student's response.
12. Post a heading for each subcategory, such as Parallelograms below the Quadrilateral shapes and post the applicable shapes (parallelograms) underneath the
heading.
Sample responses:
Parallelograms: Figures A, B, D, E, I; 4-sided shapes where both pairs of opposite sides are parallel. Put this sub-category heading under the group of
quadrilaterals and post cut-outs of figures A, B, D, E, I.
Rectangles: Figures A, B, E; parallelogram with 4 right angles. Put this sub-category heading under the group of parallelograms and post cut-outs of figures A,
B, E.
Squares: Figures A, B; same length 4-sided shapes, 4 right angles, rhombus, rectangle, parallelogram. Put this heading under the group of rectangles and post
cut-outs of figures A and B underneath.
Rhombuses: Figures A, B, I; 4-sided shapes, parallelogram, all sides of equal length
Trapezoids: Figures G, H; 4- sided shapes, one pair of sides is parallel
Include a category of "Quadrilaterals that are not (squares, parallelograms, or whatever shape of interest)"
13. Next, provide each student with a copy of Handout 2: Polygons.
14. Ask students to work with their partner and write the attributes of each figure in its box. Based on your class's needs you could do one or more as a whole class
first. Allow students time for discussion and recording of answers. After students have had sufficient time, ask if there is an attribute that applies to all of the
figures. (Students might state that all sides are connected and straight. (true)
15. Ask, "Is there a statement we could make about the number of sides?" If no student says that they are not quadrilaterals, ask if any have 4 sides.
16. "Are any of the figures quadrilaterals?" (no)
17. In a separate section on a display board or chart paper, post Not Quadrilaterals - no 4-sided polygons and place the entire Handout 2 under the heading. If your
students need more practice, ask for figures that are Not Triangles - no 3-sided polygons, following the procedure above. Post these figures under the heading, Not
Triangles - no 3-sided polygons.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Distribute paper and an index card to each student. Grid paper (from Uploaded Files Section) and the index card may be helpful for drawing equal or unequal side
lengths and right angles.
2. Ask students to think about the Subcategory of Parallelograms.
3. Ask students to draw a quadrilateral that is not a parallelogram.
4. Ask students to confer with their partners.
5. On chart paper, write the heading "Quadrilaterals that are not parallelograms."
6. Call on one or more students to show their drawn figure and explain why it is not a parallelogram.
7. Ask them to cut out the figure and place it under the heading.
8. Try to have a variety of figures. If more examples are needed, draw one or more examples yourself to display after asking the question, "Does this belong?" Display
a counter example, a parallelogram, for students to see. "Does this belong?" (no)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
page 2 of 4 lesson?
1. Ask students to draw a quadrilateral that is not a rhombus.
2. On another piece of chart paper, write the heading "Quadrilaterals, but Not Rhombuses."
3. Call on one or more students to show their drawn figure and explain why it is not a rhombus.
4. Ask them to cut out the figure and place it under the heading.
5. Try to have a variety of figures on display, drawing some yourself, if needed. Show a rhombus, so students will see a counter-example; and the answer to, "Does it
belong?" will be no.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Facilitate a review of the lesson, including but not limited to the following questions:
What are some of the attributes we look at to categorize shapes? (some responses: number of sides, types of angles, parallel sides, etc.)
If we had several separate groups, such as a group of rectangles, a group of parallelograms, a group of trapezoids; what is an example of a category where we
could combine several groups together that would fit under this category? (Possible response: separate groups of rectangles, parallelograms, trapezoids would all
fit under the category of quadrilaterals. Students may suggest other categories, such as rectangles, squares, and rhombuses under parallelograms.)
Administer the Summative Assessment when students are ready.
Summative Assessment
When students are ready, administer the Summative Assessment (from the Attachments section), a straight edge, a pencil, and an index card (for making right
angles).
Use students' drawings and explanations along with performance during class to determine who needs remediation in categorizing quadrilateral shapes.
Formative Assessment
Formative Assessment for Prior Knowledge:
1. A day or more before teaching the lesson administer the attached Formative Assessment (from the Uploaded Files Section).
2. This task will provide the teacher with an opportunity to evaluate students' readiness to participate in the lesson.
3. Students who are unsuccessful with this task will need remediation and/or extra support during the lesson.
4. During the lesson observe and listen to responses to evaluate what students know and are able to do.
5. Use this information to accelerate or slow the pace and to determine students' needs for accommodations, extra practice, or extensions.
Feedback to Students
Throughout the lesson observe students' work, listen, and be mindful of misconceptions. Ask leading questions to probe students' thinking, uncover misconceptions,
collect observational data, and provide guidance. Encourage students to revise their work.
During class discussions, elicit students' thinking with questions and oral feedback to help students further their conceptual understanding and improve their
performance on the next task.
When partners share, students will be able to compare their answers and collaborate toward both having correct responses that they can justify.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Provide a visible word wall of the necessary vocabulary to assist with word recognition and spelling.
Assist English Language Learners who have difficulty with any vocabulary in the lesson with definitions or translations.
Gather struggling students into a small group, give them pattern blocks, and have them sort the blocks according to shapes. Next ask if any of these groups have
something in common. Accept all reasonable answers. Ask if there are groups where each shape has exactly 4 sides. Ask students to name the shape of each 4sided group. Tell the students that these groups are all quadrilaterals and could be combined into one category of quadrilaterals. "The initial groups would be
subcategories of the larger group of quadrilaterals, all 4-sided shapes."
Extensions: Students could complete the NCTM task Trying Out Tangrams from the lesson plan "Trying Out Tangrams: Applying Knowledge of Geometry
Vocabulary."
Special Materials Needed:
Students:
Copy of the Prior Knowledge Formative Assessment worksheet
Copy of Handout 1 and 2
Index Cards (used to compare and draw angles and side lengths) one per student
Grid paper (or plain paper, based on the needs of your class)
Copy of the Summative Assessment
Teacher:
Art poster with examples of quadrilaterals (optional)
Keys
Chart paper
Preparing category headings on a strip of paper for use during the lesson may be a time saver.
A document camera and projector would be useful, but is not required.
Multiple cut-outs of the shapes from the Handouts to post for display
Further Recommendations:
In Grade 4, students will "Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of
angles of a specified size. Recognize right triangles as a category, and identify right triangles. " MAFS.4.G.1.2.
page 3 of 4 Additional Information/Instructions
By Author/Submitter
This resource is likely to support student engagement in the following Mathematical Practices:
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others, when students defend their choice of attributes and categories.
MAFS.K12.MP.7.1 Look for and make use of structure by identifying attributes of quadrilaterals and categorizing them accordingly.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.3.G.1.1:
Description
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g.,
having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not
belong to any of these subcategories.
page 4 of 4