Geometry Lesson 8-1 the Pythagorean Theorem and Its Converse

Geometry Lessons 6-4 Special Parallelograms 6-5 Trapezoids and Kites

Eligible Content

M11.C.1.2.2 Identify and/or use properties of Quadrilaterals

This lesson was designed as a hands-on discovery of properties of special parallelograms (Rectangles and Squares) and non-parallelograms (Trapezoids and Kites). Four packets in total representing a rectangle, square, trapezoid and kite were each a different color. This color selection allowed the teacher to quickly see how groups were progressing. The students were asked to only take the next color after they finished the previous packet. The packets required the students to measure with a ruler and protractor and to draw conclusions and make generalizations about each quadrilateral.

The pairs were to sit together at tables and were provided a protractor, and ruler.

Two class periods were set aside for this activity.

Day 1 Students were heterogeneously paired strong/weak based on the previous chapter’s test and informal performance assessment from the beginning of this chapter. The strong students were given a red slip of paper and the weak students a green. They were then able to choose their partner as long as a red worked with a green.

The pairs worked at their own pace while the teacher circulates the classroom and assists when needed. At the end of the first day all pairs have completed the first 2 of four packets, and two pairs have finished all four packets.

Day 2 All students were given a checkpoint quiz to determine their understanding of what they have learned so far. This was especially needed to make sure the students who had finished early truly understood what they were expected to get out of the discovery. The checkpoint was immediately corrected by the Ed Intern and the 4 students who were finished the packets demonstrated that they knew the information. They were then sent to a table for the four of them to work on an extension problem (p. 343 ex. 1 and quick check). The remainder of the checkpoints were used to create new pairs for the last part of class. New strong/weak pairs were created to complete the day’s exit ticket, which was a table that summarized the properties of the 7 types of quadrilaterals.

All students were given practice problems for homework.

Reflection

By collecting the exit ticket, we were able to see that all students were very close to getting 100% correct. The four students who finished the packets early were very much on-task and engrossed in their special assignment. The teacher spent most of his time with the groups that were the most needy and was able to give them the extra support they needed. The other groups were able to move along at their own pace without feeling held back or pushed too quickly.