Name the Quadrilateral!
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.
Math: 7.6 Geometric Vocabulary
Target Grade: 7th
Upper Bound: 8th
Lower Bound: 6th
Time Required: 1 hour
Activity Team/Group Size: individual work
Name that Quadrilateral! worksheet
Reusable Activity Cost Per Group [in dollars]: no cost
Expendable Activity Cost Per Group [in dollars]: no cost
Make distinct definitions of what parallelograms, kites, rectangles, squares,
rhombi, and trapezoids are.
Sort and classify quadrilaterals.
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
simply made using four ropes and four rings. Details about this puzzle can be found at
To begin the lesson, present the students with the Power Point, explaining the
classification of quadrilaterals.
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.
As a follow up of this lesson, the teacher should go into classifying three dimensional
solid shapes or coordinate geometry.
To assess the students the teacher should compare the student’s answers with the
worksheet answer key.
Background and Concepts for Teachers:
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
Graduate Fellow Name: Altramese Roberts
Teacher Mentor Name: ___
Undergraduate Fellow Name: Samantha Edgington
Date Submitted: November 19th, 2007
Date Last Edited: ___
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