Lesson Title: Quadrilateral Classification- Identifying and organizing quadrilaterals by their attributes.

Grade Level: 3rd Grade Assessment: The students will be instructed to choose one of the shapes they just learned and draw an object they have seen in their life that is the same shape. Once they have drawn the picture they will have to list the attributes of that object and if it is a quadrilateral. This will be used as a ticket out the door and will be used to assess the students knowledge on the topic. The teacher will also use observation to see if the students are listing the correct attributes that were discussed during the lesson. The teacher will keep a record of which attributes the students seem to be having trouble identifying. Alignment: PDE SAS: M3.C.1.1.1: Name/identify/describe geometric shapes in two dimensions (circle, square, rectangle, triangle, pentagon, hexagon, octagon). Common Core: CCSS.MATH.CONTENT.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Vocabulary: Quadrilateral, Classifies, Attributes, Side, Circle, Square, Rectangle, Triangle, Pentagon, Hexagon, Octagon Objectives: Students will be able to correctly identify four out of the seven quadrilaterals. Students will be able to identify three attributes for all seven quadrilaterals with less than three errors. Essential Questions: What is a quadrilateral? What are some attributes of quadrilaterals? Duration: 40 minutes Materials: - Chart paper - The Greedy Triangle by Alexis Jones - Large cut out shapes (circle, square, rectangle, triangle, pentagon, hexagon) - Plain white paper - Pencils - Highlighters Suggested Instructional Strategies Scaffolding: The teacher will first model the process of identifying the name and attributes of an object and then allow the student to practice this concept individually. Modeling: The teacher will demonstrate how to record and highlight the attributes on a quadrilateral. Skill/Concept: The student will use the knowledge they learned during the lesson and prior knowledge they have on the topic. They will use the list of attributes on the chart paper to identify the attributes in each shape.

Explicit Instruction: The teacher will keep the students focused on identifying attributes on specific quadrilaterals and identifying the quadrilaterals in a real life setting. This will be done in a structured environment to promote learning. This will involve guided practice and modeling skills. Instructional Procedure: Before (5 minutes): The students will be asked essential questions on quadrilaterals to identify their prior knowledge on this topic. The teacher will ask the student to identify shapes that they think would be classified as quadrilaterals. During (25 minutes): 1. The book - The Greedy Triangle by Alexis Jones will be read to the class, stopping periodically to ask questions to keep the students involved and listening. 2. After reading the book the students will discuss what shapes were mentioned in the book and if they are considered quadrilaterals. 3. The teacher will teach the students what an attribute is and how these attributes differ among different quadrilaterals. 4. The teacher will define what a quadrilateral is and what attributes a shape must have to be considered a quadrilateral. 5. The teacher will hang up a piece of chart paper in front of the classroom, as a class they will determine a simplified definition for the words quadrilateral and attributes so the class can easily remember what they are. 6. The teacher will then list the different shapes that can be considered quadrilaterals. 7. On another sheet of chart paper the teacher will draw shapes that are not considered quadrilaterals and list their attributes for the class to see. 8. The teacher will identify and highlight the attributes on the first quadrilateral and explain each attribute while identifying it. 9. As a class the students will identify and highlight the attributes in the rest of the quadrilaterals. 10. The teacher will pass out a worksheet with eight boxes on them. In each box will be three lines. On the first line the student will list the name of the object, on the second and third line they will list attributes about the object. 11. The teacher will keep the list on the board for the students to reference during the activity. Before starting the assignment the teacher will do the first shape with them. 12. On the board the teacher will draw a circle and list its attributes and if it would be considered a quadrilateral or not. The next part the student will have to do is find an object in the room that is a circle and either sketch a picture of it just list the name of the object. 13. The students will complete the same steps for the next six shapes. After (10 minutes): The students will be instructed to record one of the shapes that were discussed in class and identify it. One the student has chosen a shape they will draw it and list the attributes of it. They will also determine if the shape is a quadrilateral by the attributes they found. The paper that they are completing will be used as a ticket out the door.

Accommodations: If there is a student in the classroom who has a disability and their fine motor skills are affected the lesson can be changed to accommodate them. Instead of the students drawing each shape the teacher can provide them with a sheet of all the shapes already drawn on it. Along with the shapes the attributes can also be listed for the student to reference during the lesson. While completing the activity the student can be paired up with another partner and work together to find objects around the room. If the student has trouble writing they can identify the object and verbally explain the attributes and have their partner write them on the paper. To complete the ticket out the door the student can verbally list the shape and the attributes for the teacher to determine if the student understood the lesson and the information being taught.

Name _____________________________________ Date ________________________

Name of the object _______________________________ _____________________________________________________ _____________________________________________________

Name of the object _______________________________ _____________________________________________________ _____________________________________________________

Name of the object _______________________________ _____________________________________________________ _____________________________________________________

Name of the object _______________________________ _____________________________________________________ _____________________________________________________

Name of the object _______________________________ _____________________________________________________ _____________________________________________________

Name of the object _______________________________ _____________________________________________________ _____________________________________________________

Name of the object _______________________________ _____________________________________________________ _____________________________________________________

Name of the object _______________________________ _____________________________________________________ _____________________________________________________

Ticket out the Door

Name of the object ___________________________ List two attributes of that object ___________________________________________ ___________________________________________

Is this object a quadrilateral? Yes No (circle one)

Draw a picture of a real life object that resembles the geometric shape you chose