Activities 1
This activity is a two part activity. Activity 1a is for the students to know the different types of quadrilaterals. Activity 1b is for them to know the hierarchy of quadrilaterals
Materials/Resources:
Foldable, color pencils, markers, ruler, paper, and scissors
Activity 1a
1. Give each student a copy of quadrilaterals and dot paper.
2. Have the students use dot paper to draw and label the different quadrilaterals.
3.Have the students answer the following questions:
- Which quadrilateral(s) have all four sides congruent?
- Which quadrilateral(s) have two pairs of parallel sides?
- Which quadrilateral(s) have all angles congruent?
- Which quadrilateral(s) have one pair of parallel sides?
4. Have the students find examples of quadrilaterals in the classroom.
Activity 1b
1. Give each student a sheet of paper.
2. Have the students fold a sheet of paper in half like a hotdog.
3. Have the students write the five types of quadrilaterals on the outside (leave space between each quadrilateral).
4. Have the students describe the characteristics of each quadrilateral on the inside that correspond to the quadrilateral on the outside.
5. Have the students use their drawings and foldables from the above activity.
6. Ask the students to describe the difference between a parallelogram and a trapezoid. Notice that there is an interesting relationship between parallelograms and trapezoids: if you cut a parallelogram by a line through the center, the two halves will be trapezoids, congruent to each other by a rotation of 180 o around the center of the parallelogram (In some exceptional cases, the halves will again be parallelograms, or triangles). Conversely, if you take a trapezoid and rotate it by 180 o around the midpoint of one of its non-parallel sides, you will create a parallelogram of which the trapezoid is half. Your students might enjoy this.
7. Have the students note that the trapezoid has exactly one pair of parallel sides and a parallelogram has two pairs of parallel sides. The only relationship that they have is that they both have four sides. This means that parallelograms and trapezoids are both quadrilaterals, but do not share other characteristics.
8. Have the students compare the rhombus, square, and rectangle. Ask the students what are the similarities.
9. Explain to students that a rhombus, square, and rectangle are four sided polygons with two pairs of parallel sides. Therefore they are both quadrilaterals and parallelograms.
10. Using the shapes, show the students the relationships among the square, rhombus, and rectangle. A square has four right angles and four congruent sides; a rhombus has four congruent sides; and a rectangle has four right angles. Then explain that a square is always a rhombus and a rectangle. A square is always a rhombus because they both have four congruent sides and a rhombus is a square only when the rhombus has four right angles. A square is always a rectangle because it has four right angles and a rectangle is only a square if it has four congruent sides. Have the students write the relationships in their math notebook.
11.Have the students complete an online activity-www.math.com-Polygons and Quadrilaterals Workout.
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