Sorting Quadrilaterals

Mathematics: Geometry

Sorting Quadrilaterals

By: Lauren Nixon

Lesson# 5 of 10

Time Allotted: 50 minutes

GOALS
1: Geometry

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (2.G.1Common Core Goals)

4: Literacy

Use words and phrases acquired through conversations, reading and being read to, and     responding to text, including using adjectives and adverbs to describe (e.g., When other           kids are happy that makes me happy).

 

OBJECTIVES

1.3    Following a lesson on rectangles and their attributes, students will be able to justify why a shape is or is not a rectangle by accurately describing a rectangle as a four-sided          shape with four right angles on their Is It a Rectangle? worksheet, 4 out of 4 times.

1.8   Following a lesson on right angles, student will be able to sort quadrilaterals by their number of right angles on a chart, 10 out of 11 times.

4.2    Following a lesson on the properties of quadrilaterals and rectangles, students will    be able to use the vocabulary: sides, angles, and right angles, to justify why or why not a       shape is a rectangle on their Is It a Rectangle? Worksheet, 4 out of 4 times.

PRE-REQUISIT KNOWLEDGE

            Students will need to be familiar with what an angle and side is of a shape. Student will also need the basic knowledge of the geometry vocabulary: polygon, quadrilateral, and square.

MATERIALS

• Shape Cards (A,D, E, F,G,H,K,M,N,P, and Q)
• Sentence strips
• Sorting chart
• Large sorting chart for class
• Enlarged shape cards for class chart
• Square Corners: greater, less, square corner worksheet
• Square Corners: circle the right angle on the shape

 Procedure

Time	PROCEDURE:  Teacher does…	PROCEDURE:  Students do…
5 min.	A. Anticipatory Set The instructor passes out a set of Shape Cards and one tile per student at their table spots. “Look at your shapes with four sides. What do you notice about these shapes?” The instructor draws the students’ attention to the angles by having the students look at shape A and point to the place where two sides of the polygon come together. The instructor reviews the vocabulary word angle and mentions that it is sometimes called a corner. The teacher asks how many angles Shape A has and what they notice about the angles of the shape. The teacher explains that the angles of Shape A have a special name and asks if anyone knows what that is.	A. Anticipatory Set Students look at their shapes and make observations.
15 min.	B. Teaching The teacher has the students look at the square tiles that were handed out. The instructor directs the students to feel the corners and asks, “What do you notice about the angles, or corners, of the square tile?” The instructor explains that sometimes people use the term square corner to refer to a right angle. The teacher has the students stand up and model a right angle with their arms. The teacher shows how the square tile can fit into the corner, or right angle, of card A. The teacher then has the students look at Shape N, and asks them if Shape N has right angles, and how they can tell. The instructor discusses with the students the two different types of angles shape N has. One being an obtuse and the other an acute angle. The teacher then has the students demonstrate an acute and obtuse angle with their arms. The teacher lastly has the class look at Shape Q and asks if it has right angles.	B. Teaching Students look at Shape A and make observations about its angles. Students make a right angle with their arms. The students look at their square tile and place it in the corner of Shape card A, to see if they match. Students look at Shape N to see if the shape has right angles. Students make obtuse and acute angles with their arms. The students try and fit the square tile to Shape N’s angle to see that they are not right angles. Students look at Shape Q and use their tile to see if it has right angles.
15 min.	C. Group Application The teacher then directs the students to sort all the shapes into two groups, one that says, “4 sides and 4 right angles” and the other that says “4 sides, but not 4 right angles” The instructor brings the class together to create a class chart. Shape Cards A and N have already been discussed so they can be sorted. The teacher selects a student to share their answer by pulling a Popsicle stick and asking the student to choose a four sided shape and say which category it goes under. The teacher explains that all the shapes in the first column are rectangles because they have four sides and four right angles. The instructor writes rectangles under the heading on the classroom chart. The teacher then tells that students that  all of the shapes are called quadrilaterals because they all have four sides, and writes Quadrilaterals as the heading for the chart.	C. Group Application Students work with table group partner to sort their Shape Cards
15 min.	D. Individual Application The instructor explains the Is It A Rectangle? worksheet. While the students work on their Is It A Rectangle? worksheet, the teacher answers any questions and works with students individually.	D. Individual Application Students work on their Is It A Rectangle? worksheet. Students that get done early will work on the Square corners worksheet.
2 min.	E. Closure The instructor explains that they will be working on finding the area of different sized rectangles in the next lesson.	E .Closure The class listens to what they will be learning in the following lessons.

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