final proj
DESCRIPTION
Lesson on Special QuadsTRANSCRIPT
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LESSON PLANTopic : Geometry
Aim: What are the properties of Special Quadrilaterals?
Grade Level : 910
Rationale : In a world where technology is part of our students' every day life, integrating technology in their learning is just a natural progression. This 2day lesson is designed to make learning the properties of quadrilaterals, which is a popular topic on the state Regents, a meaningful and interactive experience with the use of technology. Students will be engaged in cooperative and discovery learning and play the role of active participants during the entire lesson. Research shows that students who are exposed to an environment where their visual, auditory and kinesthetic senses are stimulated, and who are made the masters of their own learning, have more success retaining and understanding information.
Students will be able to :
Recognize Special Quadrilaterals based on their shapes. Determine the properties of Special Quadrilaterals based on their sides, angles and diagonals. Establish the existing relationships between Specials Quadrilaterals.
Materials/Technological Tools
• Interactive Smart Board• Sound files and Video files• Senteo Response System • Geometer’s Sketchpad• Internet• Computer Lab• eBoard• Worksheets• Pencils
Motivation: As the students walk in, I will be greeting at the door and handing them their individual Senteo clicker. As usual, “Let’s Get it Started” will be playing on the Smart Board speakers and the Senteo title page displayed. Shortly after, they will begin answering the real world multiplechoice questions displayed on the next six Smart notebook pages with their Senteo clickers.
Roles: Students will be active participants while the teacher is a monitoring guide.
Preassessment: Students will answer six questions where they will have to use their prior knowledge to recognize the Special Quadrilaterals from the real life images presented to them. Their result will be immediately display on the Smart Board after the last question, thus giving them instant feedback.
Development: Students will then be counted off from 1 to 6 and assigned a single quadrilateral based on their number. They will then open their assigned GSP file found on the shared drive, and construct, investigate and report the properties of their figure. On the 2 nd day, they will group according to their numbers and share their findings. Each group will go on the Smart Board and each member will demonstrate and fill in a property for their assigned quadrilateral while their classmates are actively listening and taking notes.
Postassessment: Students will use the Senteo Response System again to answer a series of 8 questions assessing their knowledge and understanding of the detailed properties and relationships that were just presented to them. For Homework, students will access the teacher’s eBoard (iNote) to write a letter to a friend detailing the key points of the lesson according them.
Alternate PostAssessment (if presentations extend to the bell): For Homework Students will access the teacher’s eBoard (iNotes) to answer a series of 8 questions assessing their knowledge and understanding of the detailed properties and relationships that were just presented to them. They will have a deadline to submit their entries. The teacher will then log on to their eBoard and retrieve their answers.
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1 Which image is a quadrilateral?
A B C D
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2 The view of the roof of this house reveals the shape of a
A SquareB RhombusC CircleD Parallelogram
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3 This iPhone in the video below is in the shape of a
A TrapezoidB SquareC RectangleD Parallelogram
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4 The flying kite is closest to the shape of a
A RectangleB TrapezoidC SquareD Rhombus
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5 The monopoly board below is in the shape of a
A TrapezoidB SquareC ParallelogramD Rectangle
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6 The sides of this building are in the shape of a
A TrapezoidB SquareC ParallelogramD Rectangle
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PROPERTIES OF ALL QUADRILATERALS
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PROPERTIES OF A PARALLELOGRAM
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PROPERTIES OF A RECTANGLE
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PROPERTIES OF A RHOMBUS
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PROPERTIES OF A SQUARE
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PROPERTIES OF A TRAPEZOID
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PROPERTIES OF AN ISOSCELES TRAPEZOID
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CAN YOU SOLVE THIS PUZZLE?Figure goes here
Quadrilaterals Parallelogram
Isosceles Trapezoid TrapezoidRhombus
Rectangle
Square
Figure goes here
Figure goes here
Figure goes here
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Figure goes here
Figure goes here
Based on the properties we just learned, slide each quadrilateral to its appropriate spot on the diagram above
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1 A quadrilateral has a diagonals that are congruent but not perpendicular. The quadrilateral contains no right angles. The quadrilateral could be:
A an isosceles trapezoidB a rectangleC a rhombusD a square
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2 Which one of the following quadrilaterals has only one pair of parallel sides?
A trapezoidB rectangleC rhombusD parallelogram
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3 What is the sum of the interior angles of a quadrilateral?
A 540 degreesB 720 degreesC 360 degreesD 180 degrees
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4 Which statement is not always true about a parallelogram?
A The opposite sides are congruentB The opposite angles are congruentC The diagonals are congruentD The opposite sides are parallel
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5 Which one of the following quadrilaterals must have congruent diagonals?
A rectangleB rhombusC trapezoidD parallelogram
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6 In isosceles trapezoid ABCD, AD = BC. What is m<A + m<C?
A 360 degreesB 45 degreesC 90 degreesD 180 degrees
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7 If the diagonals of a parallelogram are perpendicular but not congruent, then the parallelogram is
A an isosceles trapezoidB a rhombusC a squareD a rectangle
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8 Which one of the following statements is true?
A Every trapezoid is a parallelogramB Every square is a rhombusC Every rhombus is a squareD Every parallelogram is a rectangle
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HW: Go to Mr. Samedy's eBoard. Click on the iNotes tab and open the yellow note. The deadline for submission is 8:30pm.
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HW: Go to Mr. Samedy's eBoard. Click on the iNotes tab, open the blue note and complete the posted questions about the properties of SpecialQuadrilaterals. The deadline for submission is 8:30pm.