# TAMU NSF GK-12 HOME - DOC

Document Sample

```					                           Name the Quadrilateral!

Summary:
In this lesson, students will be presented with information about the details of
quadrilaterals. Using this information given in the power point the students will each
construct a flow chart of the classification of the quadrilaterals. Once the students have
finished their flow chart, they will move on to the worksheet, which enable the teacher to
assess their knowledge.

Subject:

   Math: 7.6 Geometric Vocabulary

   Upper Bound: 8th
   Lower Bound: 6th

Time Required: 1 hour

Activity Team/Group Size: individual work

Materials:

Reusable Activity Cost Per Group [in dollars]: no cost

Expendable Activity Cost Per Group [in dollars]: no cost

Learning Objectives:

   Make distinct definitions of what parallelograms, kites, rectangles, squares,
rhombi, and trapezoids are.
   Determine which shapes are and are not quadrilaterals, given examples.
   Designate the best name for a given quadrilateral, given examples.
   Construct a flow chart.

Lesson Introduction / Motivation:
As an introduction, perhaps the teacher could present the students with the quadrilateral
puzzle shown in the picture above. This up puzzle can be found on the internet to order or

Lesson Plan:

   To begin the lesson, present the students with the Power Point, explaining the
   Next hand out the worksheet provided.
   Next ask the students to construct of flow chart of the quadrilaterals on the back
out their worksheet.
   Once the students have completed their flowcharts, ask them to complete the front
of the worksheet, which will close out the lesson.

Lesson Closure:
As a follow up of this lesson, the teacher should go into classifying three dimensional
solid shapes or coordinate geometry.

Assessment:
To assess the students the teacher should compare the student’s answers with the

Background and Concepts for Teachers:

   shape classification
   triangular properties
Lesson Scaling:

If the teacher wanted to make this activity simpler, they could provide an outline for the
quadrilateral flowchart. If the teacher wanted to make this activity more challenging they
could ask higher order, open ended questions like question numbers 2 and 3 in the
worksheet.

References:

   www.cimt.plymouth.ac.uk/projects/mepres/book8/bk8i1/bk8_1i3.htm

Keywords:

   concave
   square
   convex
   rhombus
   rectangle
   kite
   dart
   parallelogram
   trapezoid

Authors:
Teacher Mentor Name: ___
Date Submitted: November 19th, 2007
Date Last Edited: ___

E-mail to ljohnson@cvm.tamu.edu
Please include the title of the lesson, whether you are a teacher, resident scientist or
college faculty and what grade you used it for.