- Did the students get the job done?
- Did they prove that the quadrilateral is a parallelogram?
- If so, what did they do well?
- If not, what was missing?
- Provide students with feedback on their work.
Rhombi, Rectangles, and Squares
I.SectionObjectives
- Identify the relationship between the diagonals in a rectangle.
- Identify the relationship between the diagonals in a rhombus.
- Identify the relationship between the diagonals and opposite angles in a rhombus.
- Identify and explain biconditional statements.
II.Cross-curricular-DesignCollage
- In this activity, have the students work in groups of three.
- Each student is going to select one of the three quadrilaterals.
- Then they are going to create a collage about the quadrilateral that they have chosen.
- Included in the collage should be pictures of their shape out in the world.
- Have each group pick a theme for their collage.
- For example, sports or nature or furniture.
- Students can hunt through magazines for these pictures.
- On one of the pictures, they need to draw in the angles and diagonals of the figure.
- This is a way to demonstrate the characteristics of that figure.
- When finished, each group should have a complete description of all three types of quadrilaterals.
III.TechnologyIntegration
- Students can explore the properties of rectangles, squares and rhombi on the following website.
- http://www.mathsisfun.com/quadrilaterals.html
- This is a basic site, but since these are basic figures, the information should be review.
- There is also a place where they have interactive quadrilaterals and students can manipulate the size and
configuration of the quadrilateral.
IV.NotesonAssessment
- Assess the continuity of each design trio.
- Is there a consistent theme?
- Does each design show the characteristics of each quadrilateral?
- Provide students with feedback on their work.
Trapezoids
I.SectionObjectives
Chapter 3. Geometry TE - Enrichment