Difference between revisions of "Quadrilaterals "I have - Who has?""

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(Created page with "===Name of the activity=== Brief blurb describing what the activity. If this has been borrowed from some external web site (for example, a non OER or OER site which had this...")
 
 
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===Name of the activity===
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A hands on group activity that helps in identifying and building vocabulary related to quadrilaterals.
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Brief blurb describing what the activity. If this has been borrowed from some external web site (for example, a non OER or OER site which had this idea and based on which the activity was developed)
 
  
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=== Objectives ===
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===Objectives===
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Content objectives  - what content areas
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To identify quadrilaterals
  
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Skill objectives - what specific skills
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To match quadrilaterals and their related properties
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Classroom objectives - to demo peer learning, to make a classroom resource, etc -
 
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All these kinds of objectives need not be there for every activity.  And no need to list them as different headings.  This is only for our reference when we are developing activities.
 
  
 
===Estimated Time===
 
===Estimated Time===
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40 minutes
  
 
=== Prerequisites/Instructions, prior preparations, if any ===
 
=== Prerequisites/Instructions, prior preparations, if any ===
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#The students should know the properties of different quadrilaterals.
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#This can be done as a revision activity for properties of quadrilaterals.
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#The students should know the types of quadrilaterals.
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===Materials/ Resources needed===
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Non digital resource:
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#Flash cards written with properties of different quadrilaterals,
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#Flash cards with figures of different quadrilaterals.
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#Flash cards with names of different quadrilaterals.
  
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===Materials/ Resources needed===
 
 
===Process (How to do the activity)===
 
===Process (How to do the activity)===
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How to do the different steps of the activity?
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#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.
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#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.
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What kinds of questions you can ask for that activity
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#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.
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#The game continues until all cards are read and matched.
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What are the student follow-up activities/ questions you can give?
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#This activity allows a teacher to discuss misconceptions and non-examples when students answer incorrectly.
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*Developmental Questions:
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#What does the property say about angles ? number of sides ? and diagnols ?
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#Recall quadrilateral which shares some of the mentioned properties ?
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*Evaluation:
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#As the properties of each quadrilateral are read out through the course of the activity the teacher can cross question "why do you think it is ........... quarilateral only why not ................ and so on thus eliciting the reasoning from students.
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*Question Corner:
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#Make a list of types of quadrilaterals and their properties.
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#Draw venn diagram of quadrilaterals taking properties of quadrilatrals as set elements.
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Notes:
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#This activity can be done after teaching the students about different types of quadrilaterals and their properties.
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#This will help clarify similarities and differences between different quadrilaterals.
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#Can do in group of 3 students to enable discussions.
  
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Categories:  (Subject) (Topic) (Sub-concept/topic) (Class 6) (Resource format)
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This activity has been shared by Shashidhar Savadi of Hassan.
  
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Example -  (Mathematics) (Triangle) (Area) (Perimeter) (Class 6) (Class 8) (Geogebra) (Video)
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[[Category:Quadrilaterals]]

Latest revision as of 12:11, 5 November 2019

A hands on group activity that helps in identifying and building vocabulary related to quadrilaterals.

Objectives

To identify quadrilaterals

To match quadrilaterals and their related properties

Estimated Time

40 minutes

Prerequisites/Instructions, prior preparations, 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.

Materials/ Resources needed

Non digital resource:

  1. Flash cards written with properties of different quadrilaterals,
  2. Flash cards with figures of different quadrilaterals.
  3. Flash cards with names of different quadrilaterals.

Process (How to do the activity)

  1. 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.
  2. 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.
  3. 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.
  4. The game continues until all cards are read and matched.
  5. This activity allows a teacher 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:
  1. As the properties of each quadrilateral are read out through the course of the activity the teacher can cross question "why do you think it is ........... quarilateral only why not ................ and so on thus eliciting the reasoning from students.
  • Question Corner:
  1. Make a list of types of quadrilaterals and their properties.
  2. Draw venn diagram of quadrilaterals taking properties of quadrilatrals as set elements.

Notes:

  1. This activity can be done after teaching the students about different types of quadrilaterals and their properties.
  2. This will help clarify similarities and differences between different quadrilaterals.
  3. Can do in group of 3 students to enable discussions.

This activity has been shared by Shashidhar Savadi of Hassan.

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