- Use an example so that students understand symmetry in connection with trapezoids.
IV.AlternativeAssessment
- Collect student diagrams.
- Assess understanding based on labels and statements.
Kites
I.SectionObjectives
- Identify the relationship between diagonals in kites.
- Identify the relationship between opposite angles in kites.
II.MultipleIntelligences
- Write out the following notes on kites.
- No parallel sides.
- Two pairs of congruent sides adjacent to each other.
- Two vertex angles
- Two non- vertex angles that are congruent
- Diagonals are perpendicular
- Have students design a kite on a coordinate grid.
- They must prove it is a kite by providing proof that the diagonals are perpendicular, and that the non- vertex
angles are congruent. - They can do this through statements or by writing a proof with reasons.
- Finally, once their diagram has been approved, they can use it to design and decorate their own kite. Students
can use chart paper and colored pencils to do this. - Hang all work up in the class.
- Intelligences- linguistic, logical- mathematical, visual- spatial, bodily- kinesthetic, interpersonal, intraper-
sonal.
III.SpecialNeeds/Modifications
- Define adjacent.
- Define vertex angles.
- Define non- vertex angles.
- Walk through each proof.
- Explain each “Reason” in the proof.
IV.AlternativeAssessment
- Approve all students kite diagrams before students design their final kite.
- Be sure that the points have been successfully proven.
4.6. Quadrilateral