During: Provide students with quadrilateral shape cards and explain to them that we are going to play My students that as they do this activity, they should think about “Guess Rule.” Remind attributes that all quadrilaterals have as well as the attributes that only some quadrilaterals have. Model with students with the pairs of congruent In your pairs or groups of 3, one rule, “2 sides.” student will think of a rule to sort the quadrilaterals by. The person who came up with the rule puts two quadrilaterals out that meet the rule, and one quadrilateral in a separate pile that does not meet the rule. Other students then place quadrilaterals either in the pile that meets the rule or the pile that meet the rule. The student who came up with the rule can tell them whether doesn’t each shape is correctly placed, but should not give any more details. At any point, students can guess the rule. This activity gets repeated with students taking turns thinking of the rule. After: As a whole class, have students lead the class through a few rounds using some of the rules that they came up with. At the end of each round, ask questions about what common attributes each shape has that meets the rule. Evaluation: Draw a venn diagram and label the least one obtuse and least one pair of circles: “At angle” “At parallel Have students determine which shapes go in each circle. sides.” Quadrilateral Shape Cards Lesson10, Sorting Quadrilateral, Guess My Rule (Part 2) Cluster: Emphasized Standards for Mathematical Draw and identify lines and angles, and Practice: classify shapes by properties of their lines and MP 3: Reason abstractly and quantitatively. angles. MP 6: Attend to precision. Standards: 4.G.2, 4.MD.5 Mathematical Goal: Words that you should hear students using The student will explore different types of in mathematical conversations: quadrilaterals. Acute, Congruent, Obtuse, Parallel, Perpendicular, Right
During: Provide students with quadrilateral shape cards and explain to them that we are going to play “Guess My Rule.” Remind students that as they do this activity, they should think about attributes that all quadrilaterals have as well as the attributes that only some quadrilaterals have. Model with students with the rule, “2 pairs of congruent sides.” In your pairs or groups of 3, one student will think of a rule to sort the quadrilaterals by. The person who came up with the rule puts two quadrilaterals out that meet the rule, and one quadrilateral in a separate pile that does not meet the rule. Other students then place quadrilaterals either in the pile that meets the rule or the pile that doesn’t meet the rule. The student who came up with the rule can tell them whether each shape is correctly placed, but should not give any more details. At any point, students can guess the rule. This activity gets repeated with students taking turns thinking of the rule. After: As a whole class, have students lead the class through a few rounds using some of the rules that they came up with. At the end of each round, ask questions about what common attributes each shape has that meets the rule. Evaluation: Draw a venn diagram and label the circles: “At least one obtuse angle” and “At least one pair of parallel sides.” Have students determine which shapes go in each circle. Quadrilateral Shape Cards Lesson10, Sorting Quadrilateral, Guess My Rule (Part 2) Cluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Standards: 4.G.2, 4.MD.5 Emphasized Standards for Mathematical Practice: MP 3: Reason abstractly and quantitatively. MP 6: Attend to precision. Mathematical Goal: The student will explore different types of quadrilaterals. Words that you should hear students using in mathematical conversations: Acute, Congruent, Obtuse, Parallel, Perpendicular, Right
4th_grade_geometry_unit.docx