# Lesson Planning of The Quadrilaterals Family

## Students` Learning Outcomes

• Recognize the kinds of quadrilaterals (Square, Rectangle, Parallelogram, Rhombus, Trapezium and kite).

Information for Teachers

• A closed figure with four sides and sum of its all interior angles is 3600

Square:

• All sides are of the same length.

• Opposite sides are parallel
• There are four right angles
• Diagonals are equal.

Parallelogram:

• Opposite sides are parallel.
• Opposite sides are of same length.
• Consecutive angles are supplementary (their sum is equal to 1800)
• All quadrilaterals, except for trapezium and kite are considered parallelograms.

Rectangles:

• Opposite sides are of the same length and parallel.

• There are four right angles.
• Consecutive angles are supplementary.
• Diagonals are equal.

Rhombuses:

• Parallelogram with four equal sides and equal opposite angles.

• Opposite sides are parallel.
• Diagonals are not equal.

Trapezium:

• Have only two parallel sides (one pair)

Kite:

• Have two pairs of equal (adjacent) sides.

• Each angles is less than 1800)
• Consult text book at all the steps wherever required.

Material / Resources

Writing board, chalk / maker, duster, one figure drawn on A4 paper. (One or two sets according to strength), scissor, geometry box, textbook

• Following pictures distribute among students and ask are these triangles.
• If they say “NO” then ask them why they said not and then introduce that Close-shape with four sides is known as quadrilateral.
• Introduce name of each of quadrilaterals with following figures i.e., square, rhombus, trapezoid, rectangle. However, don`t explain the properties of these.

Development

Activity 1

• Write names of all five quadrilaterals on board.
• Divide the class into 5 or 10 groups and give each group a sheet with one quadrilateral on it.
• Students need to name their quadrilateral, as specially as possible, and then cut it out.
• Use rulers and protractors to draw and measure diagonals and angles. Find as many relationships as possible between opposite sides, opposite angles, and diagonals.
• Relation between lengths of sides
• Relation between angles
• Find supplementary angles.
• Number of parallel pairs
• Ask each group to record its findings and write inside the shape.
• Invite one presenter in front of class and present the quadrilateral given to that group..
• Distribute a worksheet or draw the given table on board and then check mark each characteristic for reinforcement.
• Teacher leads students to recognize relationships between quadrilaterals and fill the table.
• Ask them to look for things similar to these quadrilaterals and write their names. This can be given as Home work as well.

• Wrap up the activity by drawing each figure on board and repeating its characteristics with whole class.

Sum up / Conclusion

• Quadrilateral just means “four sides” (quad means four, lateral means side).
• Any four-sided shape is a Quadrilateral.
• But the sides have to be straight, and it has to be 2-dimensional.

Properties:

• Four sides (or edges)
• The interior angles add up to 360 degrees.

Assessment

• Is it a square or a rhombus?
• Draw a Trapezoid on board and ask why it is not a Rhombus?
• (Students will have to decide after thinking about properties of both. Similarly you can give questions for any of two shapes.)
• Conduct a game in class “Pass Word”. One group will give clues to the other group and they have to find the figure.
• Prepare True / false questions, such as; every rectangle is a parallelogram. True / False
• Every square is a quadrilateral. True / False
• A rhombus is a kite also. True / False
• Involve the students in solving the exercise questions given at the end of the lesson of text book.