# Lesson Plan of Quarilaterals

## Students` Learning Outcomes

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

Information for Teachers

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

Square:

o   All sides are of the same length.

o   Opposite sides are parallel.

o   There are four right angles.

o   Diagonals are equal.

Parallelogram:

o   Opposite sides are parallel.

o   Opposite sides are of same length.

o   Consecutive angles are supplementary (Their sum is equal to 1800)

o   All quadrilaterals, except for trapezium and kite are considered parallelograms.

Rectangles:

o   Opposite sides are of the same length and parallel.

o   There are four right angles.

o   Consecutive angles are supplementary.

o   Diagonals are equal.

Rhombuses:

o   Parallelogram with four equal sides and equal opposite angles.

o   Opposite sides are parallel.

o   Consecutive angles are supplementary.

o   Diagonals are not equal.

Trapezium:

o   Has only two parallel sides (one pair)

Kite:

o   Has two pairs of equal (adjacent) sides

o   Each angle is less than 1800

• Consult text book at all the steps wherever required.

Material / Resources

Writing board, chalk / marker, duster, one figure drawn on A4 paper, one or two sets according to strength, scissor, geometry box, textbook

Introduction

• Following pictures distribute among students and ask are these triangles?
• If they say “no” then ask them why they said no! 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, and 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.

o   Relation between lengths of sides.

o   Relation between angles.

o   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 homework 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 to be straight and it has to be 2-dimensional.

Properties:

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

Assessment

Q1: Is it a square or a rhombus?

Q2: 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.

Q3: Prepare True / False questions. For example;

o   Every rectangle is a parallelogram.      (True / false)

o   Every square is a quadrilateral.            (True / false)

o   A Rhombus is a kite also                      (True / false)

• Involve the students in solving the exercise questions given at the end of the lesson of textbook.

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