Quadrilaterals

Concept Map
flash

= Text Books =

Please refer the state govt. Text book of mathematics

=Additional Information=

Useful websites

 * Effective Introduction to Quadrilateral click here
 * Quadrilateral is also tetragon, quadrangle click here
 * http://www.slideshare.net/muzzu1999/types-of-quadrilaterals-and-its-properties-group-4 : This website has a very good avtivity on properties of quadrilaterals.

Reference Books

 * Please download 9th standard mathematics textbook of Tamil Nadu state syllabus from the following link and refer the page 89 click here
 * Refer 9th standard mathematics ncert textbook from the following link click here

= Teaching Outlines =
 * Introduction to polygons
 * The meaning of quadrilateral
 * Identification of various types of quadrilaterals
 * Different properties of special quadrilaterals
 * Construction of quadrilaterals to given suitable data
 * Finding area of quadrilaterals
 * Introduction to cyclic quadrilaterals

Learning objectives

 * Students will be able to define quadrilaterals.
 * Students will be able to identify quadrilaterals.

Notes for teachers
This topic has its basics in polygons. Try to elicit live examples for quadrilaterals from within classroom, starting from the shape of a textbook. Show the vertices of a rectangular page. Mark three sets of four  points on the blackboard, one set being collinear and other non-collinear. Call students to join the points of each set of points. This activity will introduce them to the concept of quadrilateral.

Activity No # 1.Identifying quadrilaterals.
Flash cards of different plane figures, blank paper, Scale, colored pencils 40 minutes Geogebra activities on Quadrilateral click here List out the quadrilaterals in this home.
 * Materials/ Resources needed
 * Estimated time
 * Prerequisites/Instructions, if any
 * 1) The students should have prior knowledge of sides, angles and vertices.
 * 2) Student should be able to recognize 4 sided polygons.
 * Multimedia resources: Laptop, geogebra file, projector and a pointer.
 * Website interactives/ links/ / Geogebra Applets
 * Process:
 * 1) Keep ready flash cards of different plane figures.
 * 2) Can give 1 set to a group of 5 children.
 * 3) Ask students to observe the plane figures individually.
 * 4) Let them use their own sorting method and sort the figures by making columns and drawing on a sheet of paper.
 * 5) Go around and have each student tell you how they sorted.  Write the different ways on the board.  For duplicates, begin making tallies.
 * 6) Refer to the list (some students should have mentioned that they sorted by the number of sides).  Point out the number of sides/angles as the sorting rule.
 * 7) Tell students that all of the figures with four sides and four angles belong to the same family.  That family is the “Quadrilateral” family.
 * 8) Explain that quadrilaterals is a family of 4 sided plane figures.
 * 9) Also tell them about the differnt types of quadrilaterals.
 * 10) Have the students to fold their paper in half and to draw a line down the middle of the paper.  On one half of the paper, write the word “Quadrilaterals”. On the other half of the paper write the words “Not Quadrilaterals.” Let them sort with this given rule.
 * 11) Have students draw each  of shapes on the correct side of the paper.
 * 12) When all of the students have drawn on their papers, ask them if they can recognise any of the special quadrilaterals and if they can name them.
 * 13) Next the teacher can show them the geogebra file and formally introduce the naming of quadrilaterals.
 * Developmental Questions:
 * 1) What type of figures are these ?
 * 2) What are plane figures ?
 * 3) Name the parts of the figures ?
 * 4) What are polygons ?
 * 5) Are all figures the same ?
 * 6) What differences do you notice in the figures.
 * 7) By which parameter are you sorting ?
 * Evaluation
 * 1) What do all of your quadrilaterals have in common?
 * 2) Why did you put the hexagon on this half of the page?
 * 3) Can you combine your blocks to make different quadrilaterals?
 * Question Corner

Activity No # 1. Angle sum property of a quadrilateral.
This activity has been taken from the website :http://mathematicsvillage.blogspot.in/search/label/Activity
 * Estimated Time : 40 minutes.
 * Materials/ Resources needed : white papers, scale, compass, pencil and scissors.
 * Prerequisites/Instructions, if any
 * 1) The students should have the knowledge of constructing quadrilaterals.
 * 2) They should have the skill of drawing and measuring angles.
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets:




 * Process:
 * 1) Draw a Quadrilateral ABCD on colour chart Sheet.
 * 2) Cut such four Quadrilaterals on four different sheets.
 * 3) Mark <A as <1,  <B as <2 , <C as <3 and <D as <4 on each quadrilateral as shown in fig.
 * 4) Arrange all four angles of quadrilateral one from each colour at one point.
 * 5) What you observe ?
 * 6) It forms a complete angle i.e 3600
 * 7) This shows that sum of all angles of quadrilateral is 360 degrees.
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No # 2. "I have - Who has ?"
This activity has been shared by Shashidhar Savadi of Hassan from the website http://www.geogebra.org/en/upload/files/MSP/HarryMarshall/Investigating_Quadrilaterals.pdf Draw venn diagram of quadrilaterals taking properties of quadrilatrals as set elements. Make a list of types of quadrilaterals and their properties.
 * Estimated Time : 40 minutes
 * Materials/ Resources needed :
 * 1) Flash cards with properties of different quadrilaterals,
 * 2) Flash cards with figures of different quadrilaterals.
 * 3) Flash cards with figures of different quadrilaterals.
 * Prerequisites/Instructions, if any
 * 1) The students should know the properties of different quadrilaterals.
 * 2) This can be done as a revision activity for properties of quadrilaterals.
 * 3) The students should know the types of quadrilaterals.
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets :
 * Process:
 * 1) “I have, who has” is an excellent way to teach and reinforce students’ vocabulary skills.
 * 2) It follows a ‘round robin’ concept. Students are divided into six groups. Each group is given 3 cards which have a figure of the shape, definition and a vocabulary word cards.
 * 3) However, the word, figure and definition on each card do not go together. A student from the first group says, “Who has a quadrilateral with opposite sides congruent and parallel and all right angles?” Each group then looks to see if they have the card with the vocabulary word that matches the definition and also for the card that has the drawn figure.
 * 4) Each definition is read twice so that all students have a chance to fully grasp the meaning. Ideally, a student from the group with the shape that has been defined then raises his/her hand to answer; in this case, the correct response is, “I have a rectangle”. and drawing of the rectangle.
 * 5) The game continues until all cards are read and matched.
 * 6) This activity allows us to discuss misconceptions and non-examples when students answer incorrectly.
 * Developmental Questions:
 * 1) What does the property say about angles ? number of sides ? and diagnols ?
 * 2) Recall quadrilateral which shares some of the mentioned properties ?
 * Evaluation:
 * Question Corner:

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

= Fun Corner =
 * Math is fun []