Subject: Math/Quadrilaterals

Teacher: Shelby Snyder

Time: 1:15 2:20

Date: 4/10/15

Standard(s):
PA Core: Mathematics
CC.2.3.5.A.2: Classify two-dimensional figures into categories based on an understanding of
their properties.
Objectives:
As a result of this lesson, students will be able to:
Identify and classify quadrilaterals based upon their properties.
Materials:
Teacher Preparation
Whiteboard and markers
Promethean Board
Teacher-created ActivInspire Flipchart
Teacher-created Socrative quiz
enVision Math Grade 5 Topic 15 Teachers Edition
envision Math digital path (Pearson website)
Computer
Student (22)
o Writing implements
o Notebook paper
o Quadrilateral Flowchart
o Teacher-created Quadrilateral cut outs
o enVision Math Grade 5 text book
o enVision Math Grade 5 practice workbook
o Teaching Tool 38
Introduction/ Hook:
1. Review students homework from the previous night.
2. Have students fold a piece of notebook paper, first in half and then again in thirds to
make six boxes.
3. Have students label each box with quadrilateral, parallelogram, trapezoid, rectangle,
square, and rhombus. Ask students to work with a partner to write down all of the

properties they remember about each figure from the previous lesson in the appropriate
box.
4. Review the known properties as a whole group and have the students make the necessary
corrections on their own paper.
Development/Procedures:
1. Distribute one set of quadrilateral cut outs to each student.
2. Ask the students to hold up all of the figures with four sides. Ask the students to hold up
all of the quadrilaterals that have exactly one pair of parallel sides. Ask them to hold up
all of the quadrilaterals with two pairs of parallel sides. Have them hold up all of the
quadrilaterals that have four right angles. Have them hold up all of the quadrilaterals with
four equal sides. Guide students to see that some types of quadrilaterals share properties
with one another and that some types of quadrilaterals are special cases of another.
3. Using the envision Math digital path, show students the lesson 15-4 video. Discuss which
quadrilaterals are specials cases of another. Explain that we know this because of the
properties they share.
4. Using the Flipchart, show students a picture of a German Shepherd on the Promethean
board. Have students name the picture in as many different ways as possible (dog,
German Shepherd, mammal, animal, living thing, canine, etc.) Record their responses on
the whiteboard. Ask students to identify the characteristics of the dog that allow it to be
classified as each of those terms.
5. Create a flowchart on the whiteboard to represent the relationship between each
classification of the dog beginning with living things at the top and progressing to
German Shepherd at the bottom. With the help of volunteers add in some extra unrelated
categories of the dog to the flowchart. (For example, branch off of the term dog with
other breeds like Golden Retriever and Beagle and branch off of the term mammal with
names like cow, cat, pig, etc.) Use the flow chart to discuss how all dogs are mammals,
but not all mammals are dogs and all German Shepherds are dogs, but not all dogs are
German Shepherds, etc. for each classification.
6. Explain that polygons can be classified in the same way using a flowchart to represent
their similarities and differences.
7. Distribute one quadrilateral flowchart to each student. Together, fill in the flow chart with
the names of the quadrilaterals and their definitions. Ask for students to explain the
similarities and differences between each of the figures.
8. Using the Flipchart, have volunteers classify each of the polygons in as many ways as
possible by writing their responses on the whiteboard. Ask the students to identify the
property/properties they used to classify the figure. Have another volunteer circle the
most specific classification for each. Encourage students to use their flowchart as a
reference.
9. Complete the three guided practice questions on page 380 together as a whole group.

10. Have students complete the independent practice questions independently. Review the
answers as a whole group.
Closure:
1. Distribute Teaching Tool 38 to each student. Have students write the letters for all of the
figures that are trapezoids in the chart as well as the rest of the quadrilateral
classifications. Have students compare their answers with a partner. If there are
disagreements, ask students to try to convince each other that their answer is correct.
2. Have students take the Socrative quiz on their Chromebooks.
3. Have students complete the Practice 15-4 page for homework. Have students who
answered less than 8 out of the 10 questions correctly complete Reteaching 15-4 for
homework as well.
Accommodations:

Struggling students will be given extended wait time.

Struggling students will work with Mrs. Belnoski (teacher assistant) to complete the
independent practice questions.

Evaluations/Assessments:
1. Student responses during whole group instruction will be used to assess students
understanding of quadrilaterals.
2. Students homework will be reviewed the next day and used to assess their understanding
of quadrilaterals.
3. The Socrative quiz will be used to assess students ability to classify quadrilaterals.
4. Upon completion of topic 15, students will be given a summative assessment to assess
their understanding of the geometry concepts learned in topic 15.
Self-Evaluation: