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U n t er r i ch t spl a n
Cl as s if y ing Quad ril at e ral s
Altersgruppe: 4 t h Gr ade , 5 t h Gr ade
Texas - TEKS: G3 .6.GM .B
Riverside USD Scope and Sequence: 5 .G.3 [5 .6]
Oklahoma Academic Standards Mathematics: 4 .GM .1.2, 5 .GM .1.1,
5 .GM .1.2
Virginia - Mathematics Standards of Learning (2009): 3 .14 , 4 .12a,
4 .12b, 6.13
Common Core: 5 .G.B .3
Mathematics Florida Standards (MAFS): 5 .G.2.3
Alaska: 2.G.1, 6.G.1
Minnesota: 4 .3 .1.2
Fairfax County Public Schools Program of Studies: 3 .14 .a.2,
4 .12.a.1, 4 .12.a.2, 4 .12.b.1, 6.13 .a.1, 6.13 .a.2
Nebraska Mathematics Standards: M A .5 .3 .1.c
South Carolina: 2.G.1, 6.GM .1
Indiana: 3 .G.2, 4 .G.5 , 5 .G.2
Georgia Standards of Excellence: M GS E 5 .G.3
Virginia - Mathematics Standards of Learning (2016): 3 .12.a,
3 .12.b, 3 .12.c , 4 .12
Online-Ressourcen: P o l yGo l f
Opening
T eacher
present s
St udent s
play
Act ivit y
Closing
8
10
10
14
5
min
min
min
min
min
ZIE L E :
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E x pe r i e nc e classification
P r ac t i c e identifying quadrilaterals
L e ar n which quadrilaterals have more than one label
De v e l o p geometry skills
Ope ni ng | 8 min
Present the students with the following assignment: List the names
of as many quadrilaterals as you can. Describe them in words.
Students should write their answers in their notebooks.
After the students have finished writing, share.
S ay: Name some quadrilaterals.
Possible responses include: squares, rectangles,
parallelograms, rhombuses, kites, and trapezoids.
As the students give their responses, write them on the board.
S ay: Define each quadrilateral.
Write the definitions on the board. Encourage the students to be
as specific as possible. Students should write in their notebooks
any information they do not already have written down.
Parallelogram – a quadrilateral with two pairs of parallel sides
Rectangle – a quadrilateral with four right angles
Rhombus – a parallelogram with four equal sides
Square – a quadrilateral with four right angles and four equal
sides
Kite – a quadrilateral with two pairs of equal adjacent sides
Trapezoid – a quadrilateral with exactly one pair of parallel
sides
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T e ac he r pr e se nt s P o l yGo l f – C l assi f yi ng Quadr i l at e r al s |
10 min
Present Matific ’s episode P o l yGo l f - C l assi f yi ng
Quadr i l at e r al s to the class, using the projector.
The goal of the episode is to classify quadrilaterals.
E x a m p le :
S ay: Today we are going to identify different quadrilaterals. Before
we begin, we need to define an asymme t r i c q uadr i l at e r al . What
is an asymmetric quadrilateral?
An asymmetric quadrilateral is a quadrilateral where no line of
symmetry can be drawn.
A sk: What is a line of symmetry?
A line of symmetry is a line that divides a figure into two
congruent halves, each the mirror image of the other.
S ay: Now let’s begin the episode. Please read the instruction.
Students should read the instruction from the bottom of the
screen.
A sk: How do we identify that quadrilateral?
Students should describe its characteristics.
S ay: Identify the quadrilateral that we should click on.
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Click on the quadrilateral that the students identify.
If the answer is correct, stars will appear, and the episode will proceed
to a new quadrilateral.
If the answer is incorrect, a small “X” will appear, the instructions will
wiggle, and a new quadrilateral will fall from the top of the screen.
A sk: If the episode asks for a parallelogram, must we click on a
shape that is similar to
?
No. Rectangles, rhombuses, and squares are all special types of
parallelograms. We could click on those, too.
A sk: If the episode asks for a rectangle, must we click on a shape
that is similar to
?
No. We could also click on a square. Squares are a special type of
rectangle.
S ay: We can identify a square as a special type of rectangle and a
special type of parallelogram. Into what other category does a
square fall?
A square is also a special type of rhombus.
Continue to ask the students which quadrilateral to click on as the
episode proceeds. Once the ball has rolled into the hole, the
episode will present two more games of golf.
S t ude nt s pl ay P o l yGo l f – C l assi f yi ng Quadr i l at e r al s | 10
min
Have the students play P o l yGo l f - C l assi 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 | 14 min
Distribute the following table. Ask the students to make a check
mark in each column that applies to the polygon on the left.
Review solutions. Discuss any questions the students may have.
Solutions:
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Distribute the following problems. Ask students to draw the mirror
image of the shape on the opposite side of the line of symmetry.
Circulate, checking students’ work.
A sk students to create their own symmetric drawing. They can
color it, if there is time.
Collect drawings when the students are done, to display later.
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C l o si ng | 5 min
A sk: True or False? A square is a rectangle.
True. All squares have two sets of parallel sides and four right
angles.
A sk: True or False? A rectangle is a square.
False. A rectangle does not have four equal sides.
A sk: True or False? A trapezoid is a parallelogram.
False. A trapezoid does not have two sets of parallel sides.
A sk: True or False? A trapezoid is a quadrilateral.
True. A trapezoid is a four-sided polygon.
A sk: True or False? A rhombus is a kite.
True. A rhombus has two pairs of equal adjacent sides.
A sk: True or False? A kite is a rhombus.
False. A kite does not have four equal sides.
A sk: True or False? A rectangle is a trapezoid.
False. A rectangle has more than one pair of parallel sides.
A sk: True or False? A rectangle is a parallelogram.
True. A rectangle has two pairs of parallel sides.
A sk: True or False? A quadrilateral is a parallelogram.
False. A quadrilateral does not have two pairs of parallel sides.
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