I. Curricular Framework

Concept:

Properties

Essential Question:

How are the properties of quadrilaterals unique to that geometric form?

Bridge:

Sufficiency Visual

Content:

Conditions for Quadrilaterals

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To connect the students to experiences in their own lives where something has been necessary or sufficient.

Activity: Each student explains to their neighbor what it means when someone tells them that it is necessary for them to do something, and what it means when someone tells them that what they have done is sufficient. They should give an example to support their reasoning.

Assessment: Student participation.

2. Attend: Attending to the Connection

Objective: To analyze student's thoughts from previous activity.

Activity: Each pair shares what they think with the whole class.

Assessment: Student's attention and participation.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To clarify the idea of sufficiency.

Activity: Each pair creates a visual portraying sufficiency.

Assessment: Individual contributions to the visual; quality of the visual.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Identify sufficient conditions for rectangles, rhombuses, and squares.

Activity: The teacher presents/proves the sufficient conditions for rectangles, rhombuses, and squares. The students work practice problems.

Assessment: The students' attention and ability to work the problems.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Strengthen students' understanding of sufficient conditions.

Activity: Students create riddles using sufficient conditions. Each student draws from a cup the name of a shape written on a piece of paper (either a rectangle, a rhombus, or a square). The student then creates a riddle about the shape they have drawn using sufficient conditions (i.e., I am equal but not always right. What am I?). Each student reads their riddle to the class while the remaining students attempt to answer the riddle correctly. Students use a computer program to construct the special quadrilaterals by using the sufficient conditions. They complete a worksheet over the computer activity.

Assessment: Accuracy of the riddle and participation in the activity. Completion and accuracy of the computer worksheet.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Personalize what the students have learned about the properties of rectangles, rhombuses, and squares.

Activity: Students choose one of the following: ï Create a collage of items that are rectangles, rhombuses and squares that represent who you are.

Write a short story, poem, or a skit emphasizing the necessary and sufficient conditions (properties) of rectangles, rhombuses, and squares (group or individual).

Survey the school, a home, a business, and a fast food place for all of the items that are made of either rectangles, rhombuses, and squares. Observe at least 50 items in each place. Record your findings in chart or graph form. Using your results answer the question, "What if rectangles, rhombuses, and squares did not exist?"

Create or build some object using at least one rectangle, square, and rhombus. (Group or individual)

Assessment: Effort and enthusiasm; possibly contribution to the group.

7. Refine: Refining the Extension

Objective: Analyze and refine projects.

Activity: Each individual or group identifies criteria for their project. Both the students and the teacher evaluate the project according to the criteria.

Assessment: Quality of the project; whether or not it meets the criteria set up.

8. Perform: Creative Manifestation of Material Learned

Objective: To share personal projects and enjoy each others.

Activity: Students present their projects to the class. Display the projects in the room.

Assessment: Enthusiasm of presentation; enjoyment of others' projects.

Assessment, Phase Five,Performance, Creative Use of Material Learned: