Design for Learning

Instructor: Molly Brown

Grade Level: 5th grade

Standards Connection: 25. [5.G.3] Understand that attributes belonging to a category of twodimensional figures also belong to all subcategories of that category.
Learning Objective(s): When given a worksheet, students will classify quadrilaterals based on
vertices, lengths of sides, and angles, and correctly identify 4 of 5 to be considered proficient.
Learning Objective(s) stated in kid-friendly language: Today, we will be naming and
classifying different kinds of quadrilaterals.
Evaluation of Learning Students will be given a worksheet with five questions. #1 define and
draw a rectangle, #2 define and draw a rhombus, #3 draw a regular polygon, #4 A rectangle had
4 sides parallel so it must be a quadrilateral. True or false?, #5 Use what you know about the
attributes of a rectangle to explain why a rectangle is not a square. Students who correctly
answer 4 out of 5 questions will be considered proficient.
Engagement: Okay boys and girls let's get started today with our find the goof problem. The
dimensions of a flag are 2 1/3' x 1.25' what is the area of this flag? The wrong answer is on the
board. Okay let's see where our fifth grader made a mistake. Melia will you please turn over the
sand timer and work for two minutes to see where our fifth-grade friend made a mistake.
Remember you need to write two good sentences explaining how our student messed up and
explain your thinking. The students work to see where they made a mistake and work to get the
correct answer. Okay times up. Raise your hand if you want to share your answer. The teacher
calls on a student who has their hand raised. Okay Sam, what did you get? The student responds.
How did you get that answer? Walk us through your thinking. The student responds. Good start,
Sam. Cameron, what can you add to her answer? What do you think our student did wrong? The
student responds. Good thinking. Valencia, where in the problem did our student make a mistake?
What did he do wrong to get his answer? Correct. He started out using the wrong operation. If I
was reading this problem, and I saw the word area, I would start thinking about what I know
about area. What is the formula to find the area of a 2-D shape? Raise your hand if you can tell
me. The teacher calls on a student who has their hand raised. Malia what is the formula to find
the dimensions of the area of a 2-D shape? That's correct length times width. So what should our
student have done? How could he have started this problem? The teacher calls on a student.
Dennis what do you think? Right he should have multiplied the two lengths. So what is our
correct answer? The teacher calls on the student. What do you think Armando? The student

responds. Good! Did anyone else get that answer? Thumbs up if you got the correct answer. I'm
going to be coming around to see that everyone has completed our find the goof. The teacher
walks around the classroom. Now that we've got our math muscles all warmed up we are going
to talk about shapes.
Learning Design:
I. Teaching: Lets write the learning target for today together. Who can tell me what two words
our learning target start with? Perez what two words? The student responds: I can. Correct I
can. And today are learning target is I can sort various quadrilaterals. I can identify how special
quadrilaterals are related to each other. Let's all copy that down and your math journals. Give
me a thumbs up if you can tell me what a quadrilateral is. I know you've heard that word before
right? The teacher uses equity sticks to draw a name. Okay, Francis. Can you tell us what a
quadrilateral is? The student responds. You're exactly right. A quadrilateral is a four sided
shape. Does anyone know quad means? The teacher calls on a student. Do you know what quad
means? Quad means four. So you can remember that a quadrilateral is a shape with four sides.
They're all different kinds of quadrilaterals. I'm going to put three up here for you guys to look
at. The teacher puts a rhombus a rectangle and a square on the Elmo. Now these are all
quadrilaterals but they're all different. They all have different properties. Raise your hand if you
know what the word properties means. The teacher calls on a student. What do you think the
word properties means? The student responds. Right a property is something that can describe
an object or shape. So I want you guys to look at these shapes on the board and talk to a
neighbor about how they are alike and how they are different. After time is up we're going to
share thoughts okay? The teacher turned over the sand timer and the students discuss. Okay our
timer is up. If you would like to share something that you talked about with your partner raise
your hand. Mark what did you and your partner discuss? How are these quadrilaterals
different? The student responds. Great thinking!! Let's hear from another group. The teacher
calls on another student to share what they discussed. After the student responds, the teacher says
great thinking you guys. Let's talk about how these quadrilaterals are different. How are they all
three different? What properties are different among these three shapes? The teacher draws a
name and calls on a student. Okay Perez tell us what you and your partner discussed. How are
the shapes different? The student responds. I love how you all are thinking and working together
today! We are going to discuss the different properties of each kind of quadrilateral. We are
going to use this chart to help us organize the information. The teacher passes out the
quadrilateral chart. Lets look at this chart together. Frances, what is the first category in our
chart? The student reads: only 1 pair of sides parallel. Good. Raise your hand if you can tell me
what parallel means. The teacher calls on a student. Correct. Lines that do not touch. Whats our
next category? The teacher calls on another student. The student reads: both pairs of sides
parallel. So both sides have parallel lines. Perez, read our next property. The student reads: 4
right angels. Perez, what letter does a right angle look like? The students responds: L. Correct. A
right angle looks like a capital L. Our last property says: 4 equal sides. What does that mean,
Valencia? The students responds. Youre right. That means that all sides are the same length.

Those are the properties we are going to look for each quadrilateral. Our first one is a
parallelogram. The teacher puts a parallelogram on the elmo. Lets look at the sides. Do you see
one or two pairs of parallel sides? The teacher calls on a student. What do you think, James?
Why do you think it has two pairs? The student responds. Awesome job! Youre right. A
parallelogram has two pairs of parallel lines. What about right angles? Does anyone see the
capital L right angle? The students respond. Yall are right. Parallelograms do not have right
angles. Now, are these four sides the same length or different lengths? The teacher calls on a
student. What do you think? Right, these are all not the same length. Lets look at our next shape.
The teacher projects a trapezoid. Lets look at the properties of this trapezoid. First, parallel
lines. Mark, do you see one pair or two pairs of parallel sides? The student responds. Right we
have one pair here. Does anyone see any right angles? The class says no. Ok, what about the
lengths of the sides. Are they the same? What do you think Sam? The student responds. Youre
right. They are different lengths. You all are doing great! I want you to work on classifying a
rectangle on your own. Ill be coming around to make sure you all are staying on task. The class
works to classify a rectangle. After a minute, the teacher calls on a student to share how they
classified the rectangle. The class works on the rhombus and the square on their own, sharing
their answers aloud.
II. Opportunity for Practice: The teacher passes out the quadrilateral family tree worksheet. This
is a quadrilateral family tree. Where have you seen a family tree before? The teacher calls on a
student. OK, Dennis has seen a family tree in social studies. Sometimes they are in books or
other things. What information do they usually have in them? The teacher calls on a student.
What do you think Kahlea? The student responds. Right they tell about relationships in families.
Well this family tree shows how different kinds of quadrilaterals are related. Lets look at the first
one together. The teacher puts a worksheet under the elmo. So our first shape at the top is
already filled in for us, so we just need to write a definition. What is the simplest way we can
define a quadrilateral? The teacher calls on a student. What do you think Jonny? Good thinking.
A shape with four sides. Lets write that in the blank. Did everyone get that copied down? Great!
I want you guys to work on this on your own and well go over it together. After students have
completed the family tree, the teacher will go over it with the class. The teacher puts a blank
family tree under the Elmo. Ok, what did you write in the first shape? The teacher draws an
equity stick and calls on a student to share their answer. Good job, Sam. What did you write for
the definition? The student responds.
III. Assessment: Great job on your family trees! You all did awesome. Now, you all have an
assessment. This is similar to what we have been practicing. You will define and draw some
quadrilaterals and then answer two questions. Remember, this is to be completed on your own.
We want to see what you know! The teacher will pass out the assessment.
IV. Closure: After students have finished the assessment, the teacher will collect the papers. Miss
Pritchard will call a small group to the table for intervention. You all did great today. Now we are
going to work on some review for tests next week. We are going to play scoot again. Get out your
math journal and a pencil. Remember, youll only have a few minute sat each table before you
have to move on to the next question. Does anyone have any questions?

Materials and Resources:

Differentiation Strategies:
Students in need of enrichment will work in pairs to answer the question: Can a trapezoid have
four obtuse angles? Students will write two sentences to answer the questions and visually
explain their answer. Students who need re-teaching will work in a small group with the teacher
and use pattern blocks to count sides and vertices and compare and sort different quadrilaterals.