ND Curriculum Initiative

Subject & Standards

Understandings & Goals

Enduring Understanding: I want students to understand the relationships among the different quadrilaterals: Parallelogram, Rhombus, Rectangle, and Square. I also want students to be aware and able to recall several of the properties for each special quadrilateral. Goal(s): The student identifies, defines and employs the properties of quadrilaterals, parallelograms, rhombuses, rectangles, and squares. The student visualizes and draws geometric figures.

Questions Answered

Essential questions: How is a parallelogram related to a rhombus, rectangle, and square? How is a rhombus related to a parallelogram, rectangle, and square? How is a rectangle related to a parallelogram, rhombus, and square? How is a square related to a parallelogram, rhombus, and rectangle?Objectives: The student will understand, explain, and use in problem-solving the relationship of the quadrilaterals: parallelogram, rhombus, rectangle, and square.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? This content area is easily assessed through true/false questions. For a statement to be true, it must always be true. The following list contains true statements. A square is a rhombus. A square is a parallelogram. A square is a rectangle. A square is a quadrilateral. A rectangle is a parallelogram. A rectangle is a quadrilateral. A rhombus is a parallelogram. A parallelogram is a quadrilateral. In a parallelogram both pairs of opposite sides are congruent and parallel. In a parallelogram diagonals bisect each other. In a parallelogram consecutive angles are supplementary. A rectangle possesses all the properties of a parallelogram and has all right angles. In a rectangle, diagonals are congruent. A rhombus possesses all the properties of a parallelogram. In a rhombus, all sides are congruent. In a rhombus, diagonals bisect each other. In a rhombus, diagonals meet at right angles. In a rhombus, intersecting diagonals divide the rhombus into 4 congruent triangles. A square possesses all the properties of parallelograms, rhombuses, and rectangles. In a square, diagonals for four congruent isosceles triangles. What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? Using the statements above, are perfect prompts to check for student understanding. Examples: Is a square always a rectangle? Ans. Yes Is a rectangle always a square? Ans. No. What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? Students will decide on a concrete project to display at least one property. For example: find the center of a room, a bulletin board, a piece of art paper. I will have available materials in the classroom, but will allow students to come up with their own methods of accomplishing the task. Available materials (string) What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? I will have students create a document in a publishing program, showing the properties of quadrilaterals, parallelograms, rhombuses, rectangles, and squares. Through each activity, I will observe and listen for key ideas that may evolve during the process of accomplishing the tasks.

Instructional Strategies

Project based teaching and learning strategy will help promote higher-order thinking. The students will decide how to organize and present the information in a way that is understandable to others. Each group will also be assigned to come up with an activity to make the information more clear. (For example: Finding the center of a room, a piece of paper,..) The students have control over their own project and assignment. Having to take the information and organize it and self-direct their own projects creates a better understanding than having the notes delivered to them to memorize.