Throughout this unit, students should begin to identify and describe the attributes of various quadrilaterals beyond the common characteristic. What makes a square a rectangle but a rectangle be a square? can’t FORMATIVE ASSESSMENT QUESTIONS/PROMPTS What part of the task was the hardest for you? How would you explain to your parents or guardians the difference between the quadrilaterals? Why should you know that different shapes can be in the same category? When would you use this information as an adult? DIFFERENTIATION Extension: Have students further investigate the difference between parallelograms and trapezoids. Then have them can write a riddle based on their findings. Intervention: Allow students to use other shapes with the quadrilaterals. * TECHNOLOGY CONNECTIONS Complete lesson on rectangles and parallelograms Shape Up Lesson from Illumination Name __________________________ Date ________________________ Quadrilateral Riddle Choose two quadrilaterals that are similar but have at least one difference. The first three lines of the riddle refer to one quadrilateral and its attributes. The last two lines of the riddle refer to the second quadrilateral and its attribute(s) that make it different from the first quadrilateral. Use specific math vocabulary to describe the attributes. If I were a _________________________________________________
Throughout this unit, students should begin to identify and describe the attributes of various quadrilaterals beyond the common characteristic. What makes a square a rectangle but a rectangle can’t be a square? FORMATIVE ASSESSMENT QUESTIONS/PROMPTS What part of the task was the hardest for you? How would you explain to your parents or guardians the difference between the quadrilaterals? Why should you know that different shapes can be in the same category? When would you use this information as an adult? DIFFERENTIATION Extension: Have students further investigate the difference between parallelograms and trapezoids. Then have them can write a riddle based on their findings. Intervention: Allow students to use other shapes with the quadrilaterals. * TECHNOLOGY CONNECTIONS Complete lesson on rectangles and parallelograms Shape Up Lesson from Illumination Name __________________________ Date ________________________ Quadrilateral Riddle Choose two quadrilaterals that are similar but have at least one difference. The first three lines of the riddle refer to one quadrilateral and its attributes. The last two lines of the riddle refer to the second quadrilateral and its attribute(s) that make it different from the first quadrilateral. Use specific math vocabulary to describe the attributes. If I were a _________________________________________________
3rd-Math-Unit-4.docx