- Exchange papers with a peer. Each peer needs to use the distance formula to test out whether the figure that
they have been given is a parallelogram or not. - Allow time for sharing.
- Intelligences- linguistic, logical- mathematical, visual- spatial, bodily- kinesthetic, interpersonal, intraper-
sonal.
III.SpecialNeeds/Modifications
- Review the meaning of congruent.
- List out the following description of a parallelogram. Request that the students copy this information down in
their notebooks. - Parallelogram
- Quadrilateral with 2 pairs of parallel sides.
- Opposite sides are congruent.
- Opposite angles are congruent.
- Consecutive angles are supplementary.
- Diagonals bisect each other.
- Walk through each step of filling in the proofs.
- Provide a review of each “Reason” as it is presented.
IV.AlternativeAssessment
- Listen to the student sharing and assess whether students understand what makes a parallelogram a parallelo-
gram. - Allow time for questions.
Proving Quadrilaterals are Parallelograms
I.SectionObjectives
- Prove a quadrilateral is a parallelogram given congruent opposite sides.
- Prove a quadrilateral is a parallelogram given congruent opposite angles.
- Prove a quadrilateral is a parallelogram given that the diagonals bisect each other.
- Prove a quadrilateral is a parallelogram if one pair of sides is both congruent and parallel.
II.MultipleIntelligences
- To differentiate this lesson, begin by going through the material in the lesson and stop when you get to the
diagram in Example 4. - Divide students into five groups.
- Each group is going to use this diagram to PROVE that the figure is a parallelogram.
- Each group is assigned a characteristic of a parallelogram to prove. Explain that they will also need to prove
the converse of each statement. - Group 1- quadrilateral with two pairs of parallel sides.
- Group 2- opposite sides are congruent
- Group 3- opposite angles are congruent
- Group 4- consecutive angles are supplementary
- Group 5- Diagonals bisect each other.
- When finished, have students present their work.
Chapter 4. Geometry TE - Differentiated Instruction