Fast 15 Math

Intervention
A TEACHER’S TOOLKIT OF
INSTRUCTIONAL MATERALS
GEOMETRY SAMPLER
FOR QUADRILATERALS

Tanya Yero Teaching

 TANYA YERO Teaching
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 TANYA YERO Teaching
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 Getting started:
UNDERSTANDING YOUR MATERIALS:
Your Fast 15 Math Intervention Toolkit consists of
different resources for you to use during small
group instruction.
INSTRUCTIONAL PLANS – these are your ready to
print lesson plans. They house your objectives,
essential questions, and common misconceptions.
Use these for guidance during your instruction. You
can also turn these lesson plans into admin.

INSTRUCTIONAL PROMPTS – this is your script of

questions to ask students during instruction. The
questions are scaffolded in ability and rigor. You
are covering both procedural and conceptual
understanding with these prompts.

HANDS ON MATS/ TEMPLATES – these are ready to

print activities designed to deepen understanding
and provide a hands on component to your
lesson. Some templates have prompts built in,
while others are designed for you to enter numbers
based on the ability of your student/ group.

© Tanya Yero Teaching

 Getting started:
WHEN DO I USE THESE RESOURCES?
The most basic level of intervention occurs when
you are with the whole class, but the most critical
steps of remediation take place in a more isolated
setting such as small group instruction or 1:1.

Use these resources when you need to provide

intervention to a struggling group or individual.
Before you can provide intervention, administer a
diagnostic assessment so you know the skills to
reteach.

Our Math Intervention Bundles have been used by

thousands of students and consist of ready to print
domain pre-tests and quick checks for each
standard.

If you’re just starting a new school year you can

use beginning of the year assessments to pinpoint
class needs and specific needs of individual
students. These free assessments have questions
that specifically target procedural and
conceptual understanding for each standard.
© Tanya Yero Teaching
 Getting started:
TIME/ SCHEDULE:
The #1 struggle with implementing intervention is time.
There is never enough time to accomplish everything
you want as it is, and adding another thing to your
schedule seems impossible. Allocate 10-15 minutes
each day for intervention, that’s it! In the past, I have
had students silent read for 10-15 minutes while I worked
with a small group or one student.

I use a schedule that provides intervention on a new

topic/standard for 4 days. Then I assess on Fridays. You
don’t want to assess too often, nor do you want to wait
too long. I find that most intervention plans last about 6
weeks before the team wants to meet and discuss
progress. With this schedule, you can collect 6 points of
data to share during those meetings.

WHAT MATERIALS SHOULD I PULL?

I keep mini whiteboards, Expo markers, and erasers at
my small group table at all times. I also store bins of
manipulatives near my table. USE MANIPULATIVES AS
OFTEN AS YOU CAN!!! Some activities provided in your
toolkit will require cutting in advance, so look at your
plans before implementation.

© Tanya Yero Teaching

 Fast 15 Math Intervention
Lesson Plan – Classifying Quadrilaterals
This sampler does not review a specific standard but instead reviews
classifying quadrilaterals for grades 3-5.

Lesson Objectives
Procedural Conceptual
Students will classify two- Students will sort shapes based
dimensional figures. on attributes of geometry and
their relationship between
Students will identify geometric other shapes.
attributes.
Students will describe
Students will name shapes similarities of shapes using
based on their attributes. creative thinking.

Essential Questions:
 How can shapes be sorted?
 How are quadrilaterals the same?
 How are quadrilaterals different?
 How can shapes be classified by their angles and sides?

Common Misconceptions:
 Students may not place more than two shapes in a group.
Reiterate to students that groups can have many members
as long as they have similar attributes.
 Students may not see the similarities among shapes.
 Students may not see the differences among shapes.
 Students may not understand that a shape could belong to
more than one group.

© Tanya Yero Teaching

 INSTRUCTIONAL PROMPTS
What are the names of the shapes below?
How are they alike? How are they different?

A
B C D

If a rectangle has 4 right angles and 4 sides,

does that mean it’s also a square?

How are trapezoids and parallelograms alike?

How are they different?

Frank says that a rhombus is always a square,

therefore a square is always a rhombus. Rhea
says that a square is always a rhombus and a
rhombus is not a square. Who is correct? Explain.

Draw a quadrilateral with no parallel sides.

True or false: a trapezoid cannot have a right

angle.
© Tanya Yero Teaching
 Circle the names that
THE MANY NAMES OF SHAPES classify each shape.

 Quadrilateral  Quadrilateral  Quadrilateral

 Trapezoid  Trapezoid  Trapezoid
 Parallelogram  Parallelogram  Parallelogram
 Rhombus  Rhombus  Rhombus
 Rectangle  Rectangle  Rectangle
 Square  Square  Square

 Quadrilateral  Quadrilateral  Quadrilateral

 Trapezoid  Trapezoid  Trapezoid
 Parallelogram  Parallelogram  Parallelogram
 Rhombus  Rhombus  Rhombus
 Rectangle  Rectangle  Rectangle
 Square  Square  Square

 Quadrilateral  Quadrilateral  Quadrilateral

 Trapezoid  Trapezoid  Trapezoid
 Parallelogram  Parallelogram  Parallelogram
 Rhombus  Rhombus  Rhombus
 Rectangle  Rectangle  Rectangle
 Square  Square  Square

 Quadrilateral  Quadrilateral  Quadrilateral

 Trapezoid  Trapezoid  Trapezoid
 Parallelogram  Parallelogram  Parallelogram
 Rhombus  Rhombus  Rhombus
 Rectangle  Rectangle  Rectangle
 Square  Square  Square
© Tanya Yero Teaching
NOT A…. BUT A…. Complete each statement
using the shapes in the bank.

Quadrilateral rectangle square

Parallelogram Rhombus Trapezoid

Not a _________________, Not a _________________,

but a _________________. but a _________________.

Not a _________________, Not a _________________,

but a _________________. but a _________________.

Not a _________________, Not a _________________,

but a _________________. but a _________________.
© Tanya Yero Teaching
 Fill in each row of the chart
HEY ATTRIBUTES, SHAPE UP! for the shape pictured.

 Quadrilateral  Rhombus  Acute angles ______  Intersecting lines

 Trapezoid  Rectangle  Obtuse angles ______  Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______  Congruent sides ______ pair(s)

 Quadrilateral  Rhombus  Acute angles ______  Intersecting lines

 Trapezoid  Rectangle  Obtuse angles ______  Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______  Congruent sides ______ pair(s)

 Quadrilateral  Rhombus  Acute angles ______  Intersecting lines

 Trapezoid  Rectangle  Obtuse angles ______  Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______  Congruent sides ______ pair(s)

 Quadrilateral  Rhombus  Acute angles ______  Intersecting lines

 Trapezoid  Rectangle  Obtuse angles ______  Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______  Congruent sides ______ pair(s)

 Quadrilateral  Rhombus  Acute angles ______  Intersecting lines

 Trapezoid  Rectangle  Obtuse angles ______  Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______  Congruent sides ______

 Quadrilateral  Rhombus  Acute angles ______  Intersecting lines

 Trapezoid  Rectangle  Obtuse angles ______  Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______  Congruent sides ______ pair(s)

 Quadrilateral  Rhombus  Acute angles ______  Intersecting lines

 Trapezoid  Rectangle  Obtuse angles ______  Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______  Congruent sides ______
© Tanya Yero Teaching
 ROLL A QUADRILATERAL
You need a partner to play this game. Player 1 rolls a die. Cover a
shape that matches whatever you rolled. Player 2 repeats steps. The
first person to make 5 in a row wins!
1- quadrilateral 2 – trapezoid 3 – parallelogram
4 – rhombus 5 – rectangle 6 - square

© Tanya Yero Teaching

TO BE OR NOT TO BE…
Complete each
statement using the
shapes in the bank.

Quadrilateral rectangle square

Parallelogram Rhombus Trapezoid

A rhombus is always a ________________, but

never a ________________.

A parallelogram is sometimes a ________________,

but never a ________________.

A rectangle is never a ________________, but

always a ________________.

A trapezoid is always a ________________, but

never a ________________.

A square is always a ________________ and a

________________.

A quadrilateral is sometimes a ________________

or a ________________.
© Tanya Yero Teaching
 INSTRUCTIONAL PROMPTS
What are the names of the shapes below?
How are they alike? How are they different?

A
Right
B C D
Trapezoid Square Parallelogram
triangle
All are quadrilaterals except for the right triangle. C and D are both
parallelograms which other quadrilateral is a trapezoid.
If a rectangle has 4 right angles and 4 sides,
does that mean it’s also a square?
No, a rectangle is not a square because it does not have
the 4 sides of equal length.

How are trapezoids and parallelograms alike?

How are they different?
Trapezoids and parallelograms are both quadrilaterals but parallelograms have
2 pairs of parallel sides where as a trapezoid only has 1 pair.

Frank says that a rhombus is always a square,

therefore a square is always a rhombus. Rhea
says that a square is always a rhombus and a
rhombus is not a square. Who is correct? Explain.
Trapezoids and parallelograms are both quadrilaterals but parallelograms have
2 pairs of parallel sides where as a trapezoid only has 1 pair.

Draw a quadrilateral with no parallel sides.

Answers will vary.

True or false: a trapezoid cannot have a right

angle. False
KEY
© Tanya Yero Teaching
 Circle the names that
THE MANY NAMES OF SHAPES classify each shape.

 Quadrilateral  Quadrilateral  Quadrilateral

 Trapezoid  Trapezoid  Trapezoid
 Parallelogram  Parallelogram  Parallelogram
 Rhombus  Rhombus  Rhombus
 Rectangle  Rectangle  Rectangle
 Square  Square  Square

 Quadrilateral  Quadrilateral  Quadrilateral

 Trapezoid  Trapezoid  Trapezoid
 Parallelogram  Parallelogram  Parallelogram
 Rhombus  Rhombus  Rhombus
 Rectangle  Rectangle  Rectangle
 Square  Square  Square

 Quadrilateral  Quadrilateral  Quadrilateral

 Trapezoid  Trapezoid  Trapezoid
 Parallelogram  Parallelogram  Parallelogram
 Rhombus  Rhombus  Rhombus
 Rectangle  Rectangle  Rectangle
 Square  Square  Square

 Quadrilateral  Quadrilateral  Quadrilateral

 Trapezoid  Trapezoid  Trapezoid
 Parallelogram  Parallelogram  Parallelogram
 Rhombus  Rhombus  Rhombus
 Rectangle  Rectangle  Rectangle
 Square  Square  Square
© Tanya Yero Teaching
KEY
NOT A…. BUT A…. Complete each statement
using the shapes in the bank.

Quadrilateral rectangle square

Parallelogram Rhombus Trapezoid

KEY

parallelogram
Not a _________________, trapezoid
Not a _________________,
trapezoid
but a _________________. rhombus
but a _________________.

trapezoid
Not a _________________, square
Not a _________________,
quadrilateral
but a _________________. rectangle
but a _________________.

rectangle
Not a _________________, parallelogram
Not a _________________,
parallelogram
but a _________________. trapezoid
but a _________________.
© Tanya Yero Teaching
 Fill in each row of the chart
HEY ATTRIBUTES, SHAPE UP! for the shape pictured.

 Quadrilateral  Rhombus 3
 Acute angles ______  Intersecting lines
 Trapezoid  Rectangle 1
 Obtuse angles ______  Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______  Congruent sides ______ pair(s)

 Quadrilateral  Rhombus 2
 Acute angles ______  Intersecting lines
 Trapezoid  Rectangle 2
 Obtuse angles ______ 1
 Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______ 1
 Congruent sides ______ pair(s)

 Quadrilateral  Rhombus 1
 Acute angles ______  Intersecting lines
 Trapezoid  Rectangle 1
 Obtuse angles ______ 1
 Parallel sides ______ pair(s)
 Parallelogram  Square 2
 Right angles ______  Congruent sides ______ pair(s)

 Quadrilateral  Rhombus 2
 Acute angles ______  Intersecting lines
 Trapezoid  Rectangle 2
 Obtuse angles ______ 2
 Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______ 2
 Congruent sides ______ pair(s)

 Quadrilateral  Rhombus 2
 Acute angles ______  Intersecting lines
 Trapezoid  Rectangle 2
 Obtuse angles ______ 2
 Parallel sides ______ pair(s)
 Parallelogram  Square  Right angles ______ 4
 Congruent sides ______

 Quadrilateral  Rhombus  Acute angles ______  Intersecting lines

 Trapezoid  Rectangle  Obtuse angles ______ 2
 Parallel sides ______ pair(s)
 Parallelogram  Square 4
 Right angles ______ 2
 Congruent sides ______ pair(s)

 Quadrilateral  Rhombus  Acute angles ______  Intersecting lines

 Trapezoid  Rectangle  Obtuse angles ______ 2
 Parallel sides ______ pair(s)
 Parallelogram  Square 4
 Right angles ______ 4
 Congruent sides ______

KEY
© Tanya Yero Teaching
TO BE OR NOT TO BE…
Complete each
statement using the
shapes in the bank.

Quadrilateral rectangle square

Parallelogram Rhombus Trapezoid

parallelogram but
A rhombus is always a ________________,
square
never a ________________.
KEY
rectangle
A parallelogram is sometimes a ________________,
trapezoid
but never a ________________.

square
A rectangle is never a ________________, but
quadrilateral
always a ________________.

quadrilateral but
A trapezoid is always a ________________,
parallelogram
never a ________________.

rectangle
A square is always a ________________ and a
rhombus
________________.

trapezoid
A quadrilateral is sometimes a ________________
parallelogram
or a ________________.
© Tanya Yero Teaching
THIS SAMPLER COMES
FROM THIS RESOURCE:
AVAILABLE FOR GRADES 3-5

CLICK HERE TO GRAB

YOUR TEACHER TOOLKIT
FOR THE WHOLE YEAR
 NEED MORE INTERVENTION RESOURCES?

Everything you need FOR STUDENT

PRACTICE AND ASSESSMENT IS HERE

AVAILABLE
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K-8. CLICK
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SEE MORE.

Feedback from teachers

“Tanya has created a wonderful, comprehensive resource here,
complete with record-keeping which is often challenging to figure
out the logistics of sometimes. From pretest to posttest and all the
tasks in between, this is a must-have for intervention groups!”

“I LOVE this packet. I am using it to guide my small group

instruction and by conducting the pre-test, I found that many
students I thought had it, didn't. Thanks for the detailed packet!!”

“I love how everything is laid out! It's super helpful to have a chart
to tell you what type of misunderstanding the student has on the
pretest.”
Thank You
for downloading this
resource. I hope you
found it helpful.

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CLIPART CREDIT:

Copyright © Tanya Yero Teaching. All rights reserved by creator. This product is to be used by the original
downloader only. Copying for more than one teacher, classroom, team, grade level, department, school, or
school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to
comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and
elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without
permission or license. Please contact me if you wish to be granted special authorizations.