Design for Learning Instructor: Ms.

Vines Grade Level/ Cooperating Teacher: 5th Grade/ Cook Lesson Title: Quadrilaterals 11.3 Date: March 6, 2014 Curriculum Area: Math Estimated Time: 60 minutes Standards Connection: CCRS Standard [CC.5.G.4]: Classify two-dimensional figures into categories based on their properties. Learning Objective(s): The students will classify and compare properties of quadrilaterals with 72% accuracy. Evaluation of Learning Objective(s): The students will be evaluated based on their homework in the math workbook. Students who receive a score of 8 out of 11 will be considered competent in the skill. They will be required to classify the quadrilateral in as many ways as possible. They will also be expected to answer word problems and demonstrate a basic-knowledge of quadrilaterals. Kid Friendly Objective: Today, we are going to learn to classify and compare quadrilaterals then we will complete some practice problems. Engagement:

Today we are going to learn to classify and compare quadrilaterals then we will complete some practice problems, but first, you need to know makes a shape a quadrilateral. A quadrilateral is a polygon with four sides. It does not matter what a polygon looks like, if it has four sides, it is always considered a quadrilateral. To explain this further, we are going to listen to this song about quadrilaterals. Teacher plays Namin Quads Rap: http://youtu.be/IO8S9TVyRo. That was just a short introduction to the different types of quadrilaterals there are. Today we are going to learn about the types of Quadrilaterals and then we will classify them.
Learning Design: I. Teaching:

To begin, I need you all to take out your Math books and turn to page 449. Students take out their math books and turn the page. When you have turned to the correct page, I want you to look at me. Students look at the teacher when they have turned to the correct page. Great, I think everyone has turned to the page in the book no, so lets get started. First, lets talk about what we already know. We learned on Tuesday and during centers yesterday that a quadrilateral has how many sides? Students should answer 4. Yes, four! How many angles does a quadrilateral have? Students answer 4. Exactly, this is because the number of sides and the number of angles are the same. I would like you to look in your book at the different types of quadrilaterals there are. When you find them raise your hand. Student 1, what is one type of quadrilateral? Student 1 answers parallelogram. Very good! Student 2, what is another type of quadrilateral? Student 2 answers rectangle. Excellent. Student 3, what is another type of quadrilateral? Student 3 answers rhombus. Great! Student 4, what is another type of quadrilateral? Student 4

answers square. Yes, and student 5, please tell me the last type of quadrilateral. Student 5 answers trapezoid. Great job you guys, lets go over a parallelogram. A parallelogram has opposite sides that are congruent and parallel. Teacher and students fill in the blank in the book. For this reason, it is called a parallelogram. Do you all remember learning about parallel lines? Students answer yes. Good! I want you to point to the parallel lines in the picture. Students should point to both sets of parallel lines. Now, the next few quadrilaterals are all types of parallelograms. That means they have parallel lines but they do not look like the first parallelogram listed here. First, lets talk about the rectangle. A rectangle has 4 right angles and 4 pairs of perpendicular lines. Teacher and students fill in the blank in the book. Do you remember what perpendicular means? Students should answer yes. Show me with your arms what perpendicular lines look like. Students should make a cross with their arms. Very good. Where are the perpendicular lines on the page? Students point to the four corners of the drawing. I see you all are doing a great job finding the perpendicular lines. Now, rhombuses are parallelograms with 4 congruent sides. Teacher and student fill in the blank in the book. A rhombus really looks like a taller parallelogram or a slanted rectangle. Moving on down the page, a square is a parallelogram that has four congruent sides and four congruent angles. Teacher and student fill in the blank in the book. The sides and angles of a square are all the same length. Now, the last shape listed is not a parallelogram. It is just a quadrilateral called a trapezoid. It is not considered a parallelogram because it only has one set of parallel lines, the other set of lines are intersecting, but not perpendicular. Teacher and students fill in the blank in the book. Now we are going to complete each sentence with always, sometimes, or never. 1. Is a rhombus always, sometimes, or never a square? Students answer sometimes. Yes, sometimes because it has four congruent sides and so do squares. 2. A parallelogram is always, sometimes, or never a rectangle? Students answer sometimes. Yes, a parallelogram can be a rectangle, but it also can be other things like rhombuss or squares. 3. A rhombus is always, sometimes, or never a parallelogram? Students should answer always. Yes! It is always a parallelogram, but a parallelogram is only sometimes a rhombus. Does that make sense? Students answer yes. 4. A trapezoid is always, sometimes, or never a parallelogram? Students answer never. Never, a trapezoid is not a parallelogram, it is a quadrilateral. 5. A square is always, sometimes or never a rhombus? Students answer always. A square is always a rhombus because a square has the same characteristics as a rhombus which is 4 congruent sides. Now, lets turn the page to 451. We are using the quadrilateral to the right as our guide for answering the questions. When someone wants to identify a specific shape in math they will call it by its vertices like they do in the picture for Quadrilateral ABCD. So, if we were to measure the sides would we find any of them congruent? Someone raise your hand to tell me the answer. Students raise hands. Student 5, is it congruent? Student 5 says yes. Yes, how did you know they were congruent? Student 5 answers that they knew because of the matching dashes on the shape. Very

good, Student 5. Student 6, how many right angles does the quadrilateral have? Student 6 answers none. Exactly none, how would we know if there was a right angle in the shape? Student 6 answers that it would be indicated in the corner of the shape with a small square. Yes! You are all doing so great! Student 7, how many pairs of parallel lines do you see in the shape? Student 7 answers 2. Yes, so based on what we talked about with each shape earlier, what is our shape? Student 8 answers that it is a parallelogram. Yes! It is a parallelogram. Now, we are going to classify the shapes in as many ways as possible so we will need to ask ourselves the same questions as the ones listed above. Student 9, are there congruent sides in number 2? Student 9 answers yes. Okay, student 10, how many right angles do we have? Student 10 answers 4. Great! Student 11 how many parallel sides are in the shape? Student 11 answers 2. Yes, so in what ways can we classify this shape? Students answer that it is a quadrilateral, parallelogram and rectangle. Yes! Students and teacher write in the book. Now for number 3, lets see how we do on it. If it has one set of parallel sides, no right angles, and two congruent sides, what do you think it could be? Students answer quadrilateral and trapezoid. Yes! It is a quadrilateral and Trapezoid. Ok, now I want you to work out numbers 4 7 in the book on your own. Students begin working. Teacher walks around the room to assist students who need help, then goes to the board to begin working out the problems as well. When you have finished, check your answers on the board. Does anyone have any questions about this right now? Students answer.
II. Opportunity for Practice:

Now, I want you to turn your workbooks to page 223 and 224 and do the odd problems. When you finish, I have the answers written in my book, you may come to check them. Students begin working independently while the teacher goes from student to student checking their progress. The teacher will answer questions as the students have them and assist when needed.
Assessment:

III.

Your homework for tonight is to do the even numbers on your workbook pages. Make sure you know how to do all of this since it is new, tricky material.
Closure:

IV.

You have all done such a great job today! I am so proud of the way you have paid attention and followed directions throughout class. You have all made great effort! What did we learn about today? Students answer quadrilaterals. Is a rhombus a quadrilateral? Students answer yes. Is a square a rhombus? Students answer yes. Is a trapezoid a parallelogram? Students answer no. Great! I think you have successfully learned the material! You may put your homework in your binder and get ready for reading.

Content and Resources: Go Math! Textbook Chapter 11: Geometry and Volume Go Math! Workbook Chapter 11: Geometry and Volume YouTube: Namin Quads - http://youtu.be/IO-8S9TVyRo Namin Quads Lyrics Pencils Plans for Individual Learners and Differentiation Strategies: H Students will create and classify polygons using tangrams. L Students will complete practice problems with teachers help and guidance, and will play a quadrilateral identification game. Reflection: I feel good about the way that I taught this lesson. Mrs. Clay observed me teaching and felt that it went well also. I made sure to know the content very well, which can be a struggle with math, and I worked to plan everything in a way that was scaffolded and clear to the students. I followed the core text to teach and tried to create a logical flow for the students. Overall, I felt the lesson was effective. The kids were well-behaved and worked hard. My pitfall was getting confused about the difference between a rhombus and a square. This confusion caused confusion in my students. I did not give the information correctly the first time and caused panic in the classroom when I tried to correct myself. It was difficult to get the students back on track, but eventually I got them squared away and they were able to work on their practice work while I helped individuals that were still struggling. Tomorrow, I will clarify the difference between a rhombus and a square and make the connection clear to the students. It was a great lesson. I knew the content and I was well-prepared, but I will work to clarify and explain things better to the students tomorrow. Data Analysis: I was pleased with the knowledge the students demonstrated on their assessments. Data indicates that only one student will need to be retaught the material. I feel that the students have a basic understanding of the content, and will work harder during our review to correct the misconceptions the students had about the material.
14 12 10 8 6 4 2 0 11.3 11 10/11 9/11 8/11 7/11 6/11 5/11 4/11 3/11 2/11

Namin Quads

1, here comes the 2, to the 3, to the 4 Drawing quadrilaterals, can you tell me more Many different types-that's right, you can't ignore How many sides-go count them, there's four! Can't remember which like it's become a chore Use this song to help you, it'll make you sure Of the quad you see with number sides four Watch as your math grades begin to soar! Here comes the trap to the zoid, our 1st one Parallel pairs, it only has one The other pair of lines intersect, no fun Can't stop there, more to go, gotta run... On to the next quad, no we're not done Parallelogram is sure to make you stun Parallel pairs-two, both -- not just one Three types of p-grams under the sun. **(Chorus-repeat 8 times)** Everybody in the class namin' quads now Quads, here comes the p-to the grams, yes, three All sides equal and angles same degrees Of 90 each-that's a square, excuse me Two more to go, so no we're not home free. Rectangle next, like a square, you will see, Four right angles, all of the same degree Opp. Sides equal, but shhh here's the key All sides equal? No, they don't have to be! Last p-gram is a rhombus, now we Know all it's sides-equal, equal as can be Acute, right, obtuse- the angles we may see Look there closely, don't need a referee! What quad is that? No need to disagree Use this song to help and I can guarantee You'll remember it and jump in jubilee And impress who? That's right, Ms. V! **Repeat chorus 8 times**