Exploring Properties of Quadrilaterals

Exploring Properties of Quadrilaterals                              

Grade Level: 7

Duration : 2 periods (1.5hrs)

Objectives

• Students will identify and understand the properties of quadrilaterals.
• Students will explore spatial reasoning skills through 2D shape observation, drawing, cutting, paper folding and measuring.
• Students will practice critical thinking and problem-solving
• To provide an immersive learning experience to students which caters to a diverse learning styles of students.

Material needed

• Sheets of paper
• Scissors
• rulers 
• markers/pencils
•  white board for demonstration 
•  sheets with print outs of quadrilaterals
•  Observation sheet          

LESSON PROCEDURE 

Introduction: 

1.    Begin by asking students what they know about quadrilaterals.

2.    Revise the concept of quadrilaterals and the definition that  they are polygons with four sides.

3.    Some basic properties of quadrilaterals would be discussed (e.g., sum of interior angles, opposite sides being parallel).

 Activity : Observing by cutting, measuring and paper folding.

Students would be distributed sheets of paper with different quadrilateral already drawn and an accompanying observation sheet.

Once the shapes are cut, students would be asked to observe the following: 

1. Sides of the cut shape

2. Angles of the cut shape

3. Diagonals of the cut shape

These can be observed by 

1. Measuring the sides by using a ruler

2. Measuring the angles by using a protractor

3. Measuring the diagonals by using a ruler

4. Equality of opposite sides or opposite angles can be determined by the folding the shapes also

Students would be guided  through the process of cutting, measuring and folding the shapes to create different types of quadrilaterals (e.g., squares, rectangles, parallelograms).

Students would be asked to identify and label the properties of each quadrilateral they create and note them on the observation sheet.

A few advanced properties like bisection of quadrilaterals and angles made by the diagonals with each other must also be pointed out to the students.

Facilitate a class discussion to compare and contrast the properties of the different quadrilaterals.

	Name of the figure _________________ Opposite sides are _________________ Adjacent sides are _________________ All angles are _____________________ Diagonals are ____________________ Diagonals bisect each other? Y/N_____ Each angle measures _______________ Interior angles are _________________ Sum of interior angles ______________ No. of lines of symmetry are __________
	Name of the figure _________________ Opposite sides are _________________ Adjacent sides are _________________ Each angle measures _______________ All angles are _____________________ Diagonals are ____________________ Diagonals bisect each other? Y/N_____ Interior angles are _________________ Sum of interior angles ______________ No. of lines of symmetry are __________
	Name of the figure _________________ Opposite sides are _________________ Adjacent sides are _________________ All angles are _____________________ Opposite angles are _______________ Diagonals are ____________________ Diagonals bisect each other? Y/N_____ Angles made by the diagonals with each other are ________________________ Interior angles are _________________ Sum of interior angles ______________ No. of lines of symmetry are __________
	Name of the figure _________________ Opposite sides are _________________ Adjacent sides are _________________ All angles are _____________________ Opposite angles are _______________ Angles made by the diagonals with each other are ________________________ Diagonals are ____________________ Diagonals bisect each other? Y/N_____ Interior angles are _________________ Sum of interior angles ______________ No. of lines of symmetry are __________
	Name of the figure _________________ Opposite sides are _________________ Adjacent sides are _________________ All angles are _____________________ Diagonals are ____________________ Diagonals bisect each other? Y/N_____ Interior angles are _________________ Sum of interior angles ______________ No. of lines of symmetry are __________
	Name of the figure _________________ Opposite sides are _________________ Adjacent sides are _________________ All angles are _____________________ Opposite angles are _______________ Angles made by the diagonals with each other are ________________________ Diagonals are ____________________ Diagonals bisect each other? Y/N_____ Interior angles are _________________ Sum of interior angles ______________ No. of lines of symmetry are __________
	Name of the figure _________________ Opposite sides are _________________ Adjacent sides are _________________ All angles are _____________________ Diagonals are ____________________ Diagonals bisect each other? Y/N_____ Sum of interior angles ______________ No. of lines of symmetry are __________

 

 A variety of teaching methodologies would be used:

1. Learning by doing or Experiential learning

2. Use of manipulatives

3. Visual learning

4. Discussion based learning

5. Inquiry based learning

6. Scaffolded learning