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


o   All sides are of the same length.

o   Opposite sides are parallel.

o   There are four right angles.

o   Diagonals are equal.


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.


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.


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.


o   Has only two parallel sides (one pair)


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


  • 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.


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.
  • Ask them to find answer of following questions:


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.


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



  • “Name that Quadrilateral”


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.

Follow up

  • Tick the appropriate box according to the given pictures below.


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