- As a class decide if the group was successful in proving their statement.
- Intelligences- linguistic, logical- mathematical, visual- spatial, interpersonal
III.SpecialNeeds/Modifications
- List characteristics of a parallelogram on the board.
- Quadrilateral with two pairs of parallel sides.
- Opposite sides are congruent.
- Opposite angles are congruent.
- Consecutive angles are supplementary.
- Diagonals bisect each other.
- Be sure that students understand how to find each characteristic in a diagram.
- Walk through each proof.
- Explain each “Reason” as it is covered. This will require students to review previously learned information.
IV.AlternativeAssessment
- Students will provide the assessment in this lesson when they decide whether each group has successfully
proven their statement.
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.MultipleIntelligences
- Break down the information in this lesson to provide students with the following notes on rectangles and
rhombi. - Rectangle
- Demonstrate diagonals are congruent using the distance formula
- Provide students with an example on the overhead that they can they figure out on grid paper using the distance
formula. You can even divide the class in half. Ask one half of the class to work on one diagram and the other
half of the class to work on another diagram. - Rhombi
- Diagonals are perpendicular bisectors of each other.
- Diagonals bisect the interior angles.
- Define a biconditional statement as a conditional statement that also has a true converse. “if and only if”
- In pairs, have students write a biconditional statement for a rectangle and a biconditional statement for a
rhombus. - Allow time for students to share their statements.
- The class decides whether it is true biconditional statement or not.
- If not, provide counterexamples.
- Intelligences- linguistic, logical- mathematical, visual- spatial, interpersonal
III.SpecialNeeds/Modifications
4.6. Quadrilateral