Lesson Plan | Active Learning | Quadrilateral Classification

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 minutes)

The Objectives stage is crucial for establishing the focus of the lesson and ensuring that both the teacher and students are aligned with the learning goals. By clearly defining what is expected to be achieved, this section helps to guide the subsequent activities and ensures a more effective understanding of the content by the students. This stage also serves to reinforce the importance of the prior independent study conducted by the students, allowing for a more effective application of knowledge during the lesson.

Main Objectives:

1. Empower students to identify and name the main types of quadrilaterals: square, rectangle, rhombus, parallelogram, and trapezoid.

2. Develop the ability to classify quadrilaterals based on the characteristics of their sides and angles, such as parallelism and equality.

Side Objectives:

Introduction

Duration: (20 minutes)

The Introduction serves to engage students with the topic of quadrilateral classification through problem-based situations that stimulate the application of prior knowledge in practical and interesting contexts. This stage also contextualizes the relevance of studying quadrilaterals, linking them to real and historical situations, which helps to motivate and give meaning to the learning of mathematical concepts.

Problem-Based Situations

1. Present students with a drawing of a city viewed from above, where several plots are marked in different shapes. Ask them to identify and classify the quadrilaterals present in the image, discussing their characteristics and importance in urban space organization.

2. Propose a challenge where students must design a garden that includes beds in the shapes of specific quadrilaterals (square, rectangle, rhombus, parallelogram, trapezoid). They should use their characteristics to decide the best way to plant flowers and vegetables, considering aspects like sun exposure and available space.

Contextualization

Explain the practical application of quadrilaterals in various fields, such as architecture, design, and engineering, highlighting how understanding their properties can help solve real problems. Include a curiosity about how the ancient Egyptians used basic geometry to demarcate lands after the annual floods of the Nile, emphasizing the long history and importance of the study of geometric shapes.

Development

Duration: (75 - 80 minutes)

The Development stage is designed to allow students to apply their previously acquired knowledge of quadrilaterals in a practical and collaborative manner. The proposed activities aim to consolidate learning through tasks involving construction, measurement, and creative design, encouraging students to explore the properties of quadrilaterals in a playful and contextualized way. This phase is crucial for students to transform theoretical knowledge into practical skills and develop a deeper and more meaningful understanding of the topic.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Quadrilateral Builders

> Duration: (60 - 70 minutes)

- Objective: Develop the ability to identify and physically construct different quadrilaterals, reinforcing the understanding of their geometric properties.

- Description: In this activity, students will be divided into groups, and each group will receive a set of cards, each representing a type of quadrilateral (square, rectangle, rhombus, parallelogram, and trapezoid). Using these cards and ropes, students must build life-size models of these quadrilaterals in the schoolyard.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute the cards and ropes to each group.

• Each group selects a card and constructs the corresponding quadrilateral in the yard, using the ropes to form the sides.

• Students must measure and adjust the ropes to ensure that the angles and sides are correct according to the chosen quadrilateral.

• Each group presents their quadrilateral to the class, explaining the characteristics that define it.

Activity 2 - Quadrilateral Detectives

> Duration: (60 - 70 minutes)

- Objective: Practice measuring and analyzing angles and sides to classify different types of quadrilaterals.

- Description: Students, in groups, will receive a large sheet of paper with various quadrilaterals drawn on it. They will have to use a ruler and protractor to investigate and classify each quadrilateral based on its properties, such as angles and parallel sides.

- Instructions:

• Distribute a large paper sheet with different quadrilaterals drawn for each group.

• Provide rulers and protractors.

• Students must measure the angles and sides of the quadrilaterals to determine to which category each belongs.

• Each group creates a small report with their findings, including the name of the quadrilateral and its characteristics.

• Presentation of the reports to the class, discussing the findings.

Activity 3 - Paper Architects

> Duration: (60 - 70 minutes)

- Objective: Use knowledge about quadrilaterals to solve a design problem, integrating mathematics and creativity.

- Description: In this creative task, students in groups will design a mini city on paper, where each building must be drawn as a specific quadrilateral. They must consider the functionality and aesthetics of the city, using their knowledge about the properties of quadrilaterals.

- Instructions:

• Divide the class into groups of up to 5 students.

• Explain that each group must design a mini city on paper, where each building must be a specific quadrilateral.

• Distribute paper, pencils, rulers, and erasers.

• Students draw their city, naming each quadrilateral used and justifying their choice based on the properties of each shape.

• Each group presents their project to the class, discussing how the properties of the quadrilaterals influence the design and functionality of the city.

Feedback

Duration: (15 - 20 minutes)

The purpose of this feedback stage is to consolidate the knowledge acquired during the practical activities, allowing students to reflect on their learning and share their experiences. The group discussion helps to reinforce the studied concepts, as well as promote communication and collaboration skills among students. This moment also serves for the teacher to assess the students' understanding of the topic and provide immediate feedback.

Group Discussion

Start the group discussion with a general review of the projects and measurements made by the students. Ask each group to share their discoveries and experiences. Encourage them to discuss how the activities helped them better understand the properties of quadrilaterals and how this can be applied in real situations. Suggest that they reflect on the difficulties encountered and how they overcame those challenges.

Key Questions

1. What were the main challenges in constructing the quadrilaterals and how did you resolve them?

2. How did the properties of quadrilaterals influence the design of the projects you created?

3. What is the importance of understanding the characteristics of quadrilaterals in real life?

Conclusion

Duration: (5 - 10 minutes)

The aim of the Conclusion stage is to reinforce and synthesize the knowledge acquired during the lesson, linking it to real situations and demonstrating the applicability of mathematics in everyday life. This section helps students consolidate their learning by integrating theory with practice and highlighting the importance of the properties of quadrilaterals in various practical situations. Additionally, it provides an opportunity for the teacher to evaluate the students' assimilation of the content and to conclude the lesson with a clear view of what has been learned.

Summary

In the Conclusion phase, the teacher should summarize and recap the main content covered about the classification of quadrilaterals, emphasizing the characteristics and properties of each type, such as squares, rectangles, rhombuses, parallelograms, and trapezoids. It is essential to highlight the classification criteria based on sides and angles, reinforcing the students' learning.

Theory Connection

This stage also serves to highlight how the lesson connected theory with practice through concrete activities, such as building models of quadrilaterals and designing mini-cities, which allowed students to directly apply theoretical knowledge in practical and creative situations.

Closing

Finally, there should be a discussion about the relevance of quadrilaterals in everyday life, elucidating how understanding their properties is applicable in various fields such as architecture, engineering, and design. This moment is crucial for students to realize the importance and utility of geometry in their lives and the world around them.