Name: Date:

Geometry Quad. Proof Review

Answer each of the following questions in groups. Each group will be selected to make a poster of two proofs
and present their solutions to the class.

(1) Given the quadrilateral ABCD with its vertices at A (3, -5), B (5, 1), C (1, 4), and D (-5, 1). Prove whether or
not ABCD is an isosceles trapezoid.

(2) Given: ABCD is a parallelogram, ∠ΧΒΕ ≅ ∠ΧΕΒ

Prove: AECD is an isosceles trapezoid
D C

A B E

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 1
(3) Given: ABCD is a parallelogram, ΑΕ ≅ ΧΦ
D C
Prove: ΕΧ ≅ ΦΑ
E

A B

(4) Given: ABCD is a parallelogram, ∆ Ε ⊥ΑΒ , ΧΦ⊥ΑΦ D C

Prove: DEFC is a rectangle

A E B F

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 2
(5) In parallelogram ABCD, AB = x + 4, DC = 3x – 36, and BC = 2x -16. Show that ABCD is a rhombus.

(6) In parallelogram ABCD, AE = 7x – 1, and EC = 5x +5. a.

a. Find AC.
b. If DB = 10x +10, find DB
c. What kind of parallelogram is ABCD? Why?

(7) The measures of angles A and B of parallelogram ABCD are in the ratio 2:7. Find the measure of angle A.

(8) In parallelogram ABCD, BC = 9y+10, AD = 6y + 40, AB = ½ y +50. Find BC, AD, AB, and DC.

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 3
(9) Prove that Quadrilateral ABCD with vertices, A (1, 1), B (3, -2), C (4, 1), D (2, 4) is a parallelogram.

(10) Prove that Quadrilateral ABCD, with vertices A (0, 0), B (5, 0), C (5, -6), D (0, -6) is a rectangle.

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 4
Lesson Title: Proof Me a Quadrilateral
Teacher Name: Ryan Bischof
Subject: Geometry Grade Level: 10th grade
Time Required (days; time/day): 2-3 Most work will be done outside class.
Topic: Quadrilateral Proof Review
Essential Question: How to determine if a quadrilateral is a square, rectangle, rhombus, etc. using the Geometry
proof.
Pre-requisites (Prior Knowledge):
• Triangle proof theorems and strategies.
• Quadrilateral proof theorems and strategies.
• Proof techniques.
• Graphing, distance formula, slope formula, and midpoint formula.
STAGE 1 - DESIRED RESULTS
A. Content Area Standard(s): (include complete standard, not just standard #)

NYS Standards of Mathematics:

• G.RP .2 Recognize and verify, where appropriate, geometric relationships of
perpendicularity, parallelism, congruence, and similarity, using algebraic strategies
• G.RP.9 Apply inductive reasoning in making and supporting mathematical conjectures
• G.RP.4 Provide correct mathematical arguments in response to other students’
conjectures, reasoning, and arguments
• G.G.41 Justify that some quadrilaterals are parallelograms, rhombuses, rectangles,
squares, or trapezoids

Retrieved from http://www.emsc.nysed.gov

Technology Standards:

Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and virtual
environments. Teachers:

a. Promote, support, and model creative and innovative thinking and inventiveness.

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and
resources.

c. Promote student reflection using collaborative tools to reveal and clarify students' conceptual
understanding and thinking, planning, and creative processes.

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and
others in face-to-face and virtual environments.

Retrieved from http://www.iste.org

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 5
B. Intended Learning Outcome Define what students will know and be able to do and at what level of mastery they
should be able to do it. NOTE: Add/subtract rows from below each column heading,
Student will know… Student will be able to…
Properties of a parallelogram. Prove each quadrilateral is a parallelogram, rectangle, rhombus,
or square using different proof methods.
Properties of a rectangle. Categorize the quadrilateral, given certain properties, using a
traditional geometry proof.
Properties of a rhombus. Using a coordinate proof and the distance, midpoint, and slope
formulas to categorize the given quadrilateral with given
properties.
Properties of a square.
Coordinate proof techniques.
Distance, midpoint, and slope formulas.
STAGE 2 - ASSESSMENT EVIDENCE
Students will demonstrate their learning/understanding in the following way(s):
A. Teacher-Created Assessments:
Pre-test: Post-test:
Teacher will create a survey on the class wiki review Students will work collaboratively in groups using goggle docs
concepts about quadrilateral proofs. Students will and prezi.
log on and vote for the correct answers. • Students will work in groups to solve three proofs using
For example: goggle docs to work out the proofs at home.
• Give one method to prove a quadrilateral is a • Each group will work collaboratively and input their
square. proofs into a class prezi on Quadrilateral proofs, created
• What can a I show in a coordinate proof to and reviewed by the teacher.
prove the quadrilateral is a rhombus? • One student will receive extra credit for polishing up the
• If I prove the quadrilateral has two pairs of prezi and creating the path for the presentation the
parallel sides, what is the quadrilateral? following day.
B. Performance Assessments: Students will be graded on their portion of the class prezi using a grading
rubric.
C. Other Assessments (e.g., Peer, Self): The project grade will also include a rubric for self-assessment and
peer assessment.
D. Assessment Adaptations:
STAGE 3 - LEARNING PLAN
A. Learning Activities
1. Instructional Strategies/Learning Activities:
(e.g., demonstration, discussion, small groups, role play, etc.)
Students will create their own Wordle for a single quadrilateral, using concepts and definitions from the Quadrilateral
Proofs Unit. Students will print them out overnight. Following day students will switch with a partner and figure out
which quadrilateral the Wordle is about.
2. Introducing the Lesson: (capturing students’ attention, activating students’ prior knowledge).
Students and teacher will work out a triangle proof together as review/activating their prior knowledge.
3. Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.) Complete the
following two columns, showing teacher activity in correspondence with student activity. Add/subtract rows as needed.

Teacher activity (The teacher is doing….) Student activity (The student is doing…)
1. Pair students up with their Wordles and have the 1. Students will create their Wordles as homework from the
students decipher which quadrilateral their partners night before.
Wordle depicted.
2. Group pairs of students into groups of four by 2. Students will exchange Wordles and determine which
combining the pairs with different Wordle quadrilateral their partner chose.
© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 6
quadrilaterals.
3. Each group will be given all the proofs, but will 3. Students will be given the proof questions and given four
only be asked to complete four of the proofs. proofs to work on and solve.
Number of proofs may vary by the number of groups.
4. Students will be walked through how to make a 4. During class or at home, students will work in Google docs to
google doc and will be given the invite for the class represent their proofs digitally.
prezi (which they will have used already).
5. As students work, the teacher will aid students 5. Students will take their collaborative proofs from their
with google docs and prezi if needed. respective google docs and import them into prezi and add it to
the class prezi. Each group will add two proofs to the prezi.
6. Teacher will monitor the prezi overnight and make 6. Students will present their part of the prezi to the class for
sure the students are not having any issues through evaluation.
the class wiki. The teacher will also make sure the
path works smoothly on the prezi.
7. Teacher will evaluate the presentations the 7. Students will fill out a self-assessment and peer assessment.
following day.
B. Adaptations to the Instructional Sequence to Differentiate:
If needed, demonstrations with google docs and prezi.
Pairing students of high achievement with students who struggle.
C. Discussion and Assessment of Learning: (Pointing out to students how what they are learning is related to the
driving question; assessing students’ learning as a result of the lesson)
We will think and discuss different places or instances where you might use quadrilaterals and the “proof thinking”
strategy.
D. Closure:
1. Overall Closure Plans: The students will present their section of the class prezi and take outlines of the proofs
they did not complete during the presentations and review them for the following day.
2. Extensions for Early Finishers: Students who finish early will be asked to help groups who may be struggling.
Alternatively, students who finish early may be given an extra intensive proof for extra credit if presented.
3. Alternate strategies for struggling students or those who learn differently:
Already established procedures such as the wiki, Edmodo, or their group members will be used.
E. Procedures: (both already established procedures to be used, and procedures to be taught for this lesson)
Google docs, Prezi, Edmodo, the class wiki, and their fellow group members.
LESSON DEVELOPMENT RESOURCES
A. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)
Computer lab with smart board.
B. Parent/Community Resources:
C. Contact Information: School Email, Phone

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 7
 Student Sample Work

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 8
© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 9
Example Student Prezi with one proof: http://prezi.com/ebp9pabyh84c/student-example-for-retro-project/

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe) 10
 11
Name: Assignment: Teacher: Group Name: Date: Overall
Rating:
20 Points: 10 Points: 10 Points: 5 Points: 5 Points:

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe)
Overall Overall Peer
Self-Rating: Rating:
Each proof was complete and free from errors. Each No typographical Presentation was complete and
proof was thoroughly completed and proved in a logical errors and attention free of errors. Questions were
Rubrics

fashion. Correct notation and wording was used for to detail. Prezi set up answered when applicable.
each proof. Mathematically sound. in logical order. Each member played a role in
the presentation.
Comments:
 12
Name: Date: Teacher: Assignment: Group
Name:
Self-Evaluation Comments:

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe)
Strengths:
Weaknesses:
Collaborative Process:
Suggestions to improve activity:
Check one of the following scores below. Be honest, it will be
compared to your group members rating of you!
0 1 2 3 4 5
 13
Name: Date: Teacher: Assignment: Group
Name:
Peer-Evaluation Comments: (Check one of the following scores for each

© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe)
group member below. Be honest, it will be compared to your self-
evaluation!)
Comments:
Group Member 1: 0 1 2 3 4 5
Group Member 2: 0 1 2 3 4 5
Group Member 3: 0 1 2 3 4 5
Group Member 4: 0 1 2 3 4 5