Geometry

1
Geometry

• Quadrilaterals

2
Part I - Direct Instruction

• What
• Why
• Explain/Model

3
Bellringer Instructions

• Show your work
• Use the answer key to check your answers

4
Bellringer
5
From Our Bellringer
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Optional What Activities

• KWL
• Discussion of standards/objectives/agenda
• Review activity from previous lessons

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Objectives and Goals ( The WHY)

• TSWBAT
• 1. understand the properties of quadrilaterals.
• 2. classify a quadrilateral.
• 3. connect quadrilaterals to algebra.
• TSWBAT-The student will be able to

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Properties of Quadrilaterals Chart

• Pick a shape from the bag in the middle of your
  table.
• Draw your shape above its name on your chart.
• Using the protractors/rulers at your desk to
  measure sides and angles and fill in the chart.
  You must write your measurements on your drawing.

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Part 2 (Corners)

• Each shape should go to their appropriate corner.
• Within your groups, come to an agreement so that
  all charts are the same.
• When you are done, return to your home seats.

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What Have We Accomplished?

• Summarize the Property Relationships
• Identify the minimum criteria for each
  quadrilateral

11
Optional Explain/Model Activities

• Notes
• Venn Diagram
• Power Point
• Demonstrations
• Think Alouds

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Part II - Guided Practice

• Support/Corrective Feedback
• Perfect Practice

13
Guided Practice

• Classify in as many ways as possible.
• 1. 2. 3.
• 4. 5. 6.

14
From Our Bellringer
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Explain/Model

• Use the slope and length of the shapes sides and
  diagonals to classify the quadrilateral

16
Guided Practice

• Determine the most precise name for quadrilateral
  ABCD with vertices A(-3, 3), B(2, 4), C(3, -1),
  D(-2, -2).

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Connection to Algebra Standards

• Supporting benchmarks from algebra are considered
  fair game.
• Computing with distance formula
• Calculating slope
• Identifying parallel and perpendicular lines.

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Explain/Model

• Use properties of quadrilaterals to solve for the
  variable.

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Explain/Model
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Work
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Guided Practice

• Find the values of the
• variable for the rhombus.
• Then find the length of
• the sides.

22
Instructional Strategies

• What have we done today?
• Developed quality definitions
• Analyzed geometric properties
• Used manipulative materials
• Worked in cooperative groups

23
Studying the Standards

• Deeper understanding?
• Change future teaching?

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Part III - Higher Order Thinking

• Self Monitor/ Application
• Introspection/ Learning Processes Reflection

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Classroom Extension

• Vectors and Resultant Vectors
• Building Design and Construction
• Landscaping Design
• Art and Interior Design