Lesson Nine:

Properties of Quadrilaterals

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Objective: Students will demonstrate an understanding of the properties of various quadrilaterals by placing the shapes into different categories. 

Grade: Three/ Four

Length of Lesson: 1 hour

GCO: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

Related SCOs:

·        4E9: sort quadrilaterals under property headings  

·        4E8: make generalisations about the angle, side length, and parallel side properties of various quadrilaterals 

Materials:

·        Cut outs of different quadrilaterals

·        Worksheet

Procedure:

·        Students will be asked to look at the cut-outs of the square, rectangle, rhombus, kite and parallelograms and place them into different categories based on the properties of the different shapes.

·        The students will complete the attached worksheet and sort the shapes based on the categories given.

·        The class will then participate in a class discussion on the different forms of quadrilaterals and how you can tell what category each shape should be put into.

·        Can a shape be put into more than one category?

Evaluation: The teacher can determine the level of student understanding by correcting the worksheet and listening to the comments made by students in the class discussion. 

Inclusion Strategies:

Hearing Impaired: Visual aids will be used for those students who are hearing impaired and handouts will be given with instructions for the lesson. The hearing impaired student will be paired with a non-hearing impaired classmate and class discussion points will be written on the chalkboard for all students to see.

Visually Impaired:  Visually impaired students will be paired with a student who is not visually impaired.  These students will be given the instructions orally.  These students will be able to know what is going on in the class discussions through hearing. The visually impaired student will also be provided with models of the shapes in question so that they can feel the shape and make judgements about the properties that they feel. They can tell their partner or the teacher their answers to the worksheet orally. The worksheet will be explained orally to the class at the beginning of the activity.

Students of English as a second language:  Students where English is a second language should be provided with lots of visual support, as with students with hearing impairment.