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Date 11/30/14
LESSON DESCRIPTION:
Students will explore sorting and classifying quadrilaterals.
This lesson reflects unit on two-dimensional figures in grade 4. This lesson is
coming from lesson 10.4 of the Go Math textbook.
Common Core State Standards in CC. 4. G. 2
Classify two dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize
right triangles as a category, and identify right triangles.
OBJECTIVE(S):
Students will be able to

MATERIALS/TECHNOLOGY:
-

Smartboard
Group worksheet (with 6 small shape cutouts)
Math journals
Enrichment worksheet
Tape

PREREQUISITES:
This lesson is part of Chapter 10, Two-Dimensional Figures in the Geometry
unit of grade 4. It is a precursor into finding and drawing line symmetry.
Students have thus far identified line segments, rays and angles, classified
triangles and identified parallel and perpendicular lines.

MANAGEMENT/STRUCTURE:
The lesson will begin with a whole group investigation of shapes presented
by the teacher. The students will then work in their small groups to discuss
the shapes presented on the board and how to organize them in a diagram.
The groups will go up to the board and present/explain their arrangement.
The class will finish that activity with a whole group discussion about what
they found and go over a few examples using the diagram. The students will
then work in small groups to classify quadrilaterals together, without
teacher direction. The teacher will walk around the room and help any
struggling students, but will encourage the students to help each other and
discuss their findings with one another. The class will discuss the worksheet
in whole group and then the students will independently write in their math
journals.
LESSON PROCEDURE:
1.Introduction:
The lesson will begin by the teacher presenting the class with 4 different
shapes on the Smartboard. The students will investigate the shapes and
decide which ones are quadrilaterals. Of the four shapes, only one of them
will be a quadrilateral. The other three shapes will not be classified as
quadrilateral because one is a triangle, one has curved side and the other is
an open figure. This will lead the teacher to discuss the properties of a
2.Body of lesson/Key Questions:
The teacher will have pre-made papers cut in the shape of each common
quadrilateral, with the name of the shape and its characteristics. The
teacher will tape each shape on the board so the students can see all the
common quadrilaterals lined up. The teacher will have the students work in
groups to talk about the shapes being presented and investigate any
similarities between the figures. She will tell the students that these figures
form a tree-diagram based on their characteristics and for them to explore
this idea with their group. Each group will be called to the board to present
how they would arrange the shapes in their diagram. The teacher will have
made branches on the board already, so the students just need to place the
taped shapes in the order they think it goes. While presenting their
arrangement, the students will explain why they chose to organize the
shapes that way. If the students dont see the correct way, than the teacher
will present the class with the order. The teacher will explain the diagram
and explain how one shape can be classified in more than one way. The
teacher will present several shapes and ask the students to classify the
figure in as many ways as possible using the diagram displayed on the
board.
3.Conclusion:
The students will than go back to their groups and work on a worksheet

6 paper figures and a venn diagram sheet. The students will classify each
shape by deciding which venn diagram circle the shape belongs in and
writing the name of the shape in the appropriate bubble. On the bottom of
the sheet the students will paste each figure and classify the figure as many
ways as possible. The class will discuss the worksheet in a whole group
discussion. To end the lesson, the teacher will present the class with a few
riddles: I have 2 pairs of parallel sides and 4 sides of equal length. Who am
I? and I am a rectangle. I have 2 pairs of parallel sides, 2 pairs of sides of
equal length and I cant find my angles. Do you know the name of my
angles and how many I should have?
The students will copy each riddle and discuss how to answer them in their
math journals. They should explain how they got their answer and how they
know its right.
ASSESSMENT/EVALUATION:
The teacher will use the students responses in their math journals and their
participation during group work to assess their understanding of the lesson.

ENRICHMENT/EXTENSION:
The students who finish writing in their math journals early and need more
enrichment will be given a worksheet to complete independently.