<p>The names and properties of quadrilaterals and simple polygons will be taught to the students in this lesson. Students are going to:&nbsp;<br>- Determine and enumerate polygonal attributes.&nbsp;<br>- Name and explain the characteristics of quadrilaterals.&nbsp;<br>- Determine and list the characteristics of convex and concave polygons.&nbsp;<br>- Sort and group shapes according to their characteristics.</p>

<p>- In mathematical contexts, how can relationships be described using patterns?&nbsp;<br>- How can identifying regularity or repetition help with problem-solving efficiency?&nbsp;<br>- In what ways can the characteristics of geometric shapes be applied to aid in mathematical reasoning and problem-solving?&nbsp;<br>- How can situations be modeled, described, and examined using geometric properties and theorems?&nbsp;<br>- How can one create, build, model, and depict real-world scenarios or solve problems using spatial relationships, such as shape and dimension?</p>

<p>- Polygon: A closed plane figure bounded by three or more line segments that only meet at their endpoints.&nbsp;<br>- Quadrilateral: A polygon with exactly four sides.</p>

<p>- Sorting Shapes practice worksheet (M-3-4-1_Sorting Shapes and KEY)&nbsp;<br>- One copy of the What Is a Quadrilateral? practice worksheet (M-3-4-1_What is a Quadrilateral and KEY) per student&nbsp;<br>- One copy of the Concave or Convex? practice worksheet (M-3-4-1_Concave or Convex and KEY) per student&nbsp;<br>- One copy of the What Is a Polygon? practice worksheet (M-3-4-1_What is a Polygon and KEY) per student&nbsp;<br>- One copy of the Lesson 1 Exit Ticket (M-3-4-1_Lesson 1 Exit Ticket and KEY) per student</p>

<p>- You can assess students' understanding of classifying shapes using attributes by having them complete the Sorting Shapes practice worksheet (M-3-4-1_Sorting Shapes and KEY).&nbsp;<br>- Utilize observations made during the Concave or Convex? practice worksheet (M-3-4-1_Concave or Convex and KEY) to gauge the comprehension level of the students.&nbsp;<br>- Employ the Lesson 1 Exit Ticket (M-3-4-1_Lesson 1 Exit Ticket and KEY) to promptly assess students' understanding of classifying shapes based on descriptive attributes.</p>

<p>Explicit instruction, modeling, metacognition, scaffolding, and active engagement&nbsp;<br>W: A collection of both examples and nonexamples will be given to the students. Students will be able to recognize quadrilaterals, concave and convex polygons, and polygons using these sets. Based on characteristics, students will group shapes into groups such as polygons, nonpolygons, hexagons, etc.&nbsp;<br>H: Get students interested by having them compare and contrast the examples and nonexamples. Tell them it's a mystery they have to solve.&nbsp;<br>E: Students will define terms such as polygons, quadrilaterals, and concave and convex polygons informally by analyzing and contrasting the characteristics of examples and nonexamples.&nbsp;<br>R: The lesson's terms and qualities will be reviewed by the students through a sorting exercise. To continue reviewing these ideas, students can also use the terminology to describe items they find in the classroom during the academic year.&nbsp;<br>E: The Sorting Shapes practice worksheet's accuracy will be the basis for evaluating the students. An additional tool for evaluating students will be the Lesson 1 Exit Ticket.&nbsp;<br>T: By utilizing the ideas in the Extension section, you can modify the lesson to fit your students' needs. Throughout the academic year, there are ideas for reviewing the lesson concepts in the Routine section. In the Small Group section, students who might require extra assistance in mastering the vocabulary and identifying qualities will find specific ideas. If students are ready to go beyond the standard requirements, there are optional challenges in the Expansion section.&nbsp;<br>O: Three activities centered on defining terms with examples and nonexamples and identifying attributes that make up the lesson's structure. Following that, students complete a shape-sorting exercise that consolidates all of the ideas from the first three activities using the new vocabulary terms.</p>

<p>Using attributes to define categories of shapes is the main topic of this lesson. Polygons are the first type of shape to be defined with attributes.<br><br><strong>Polygons and Nonpolygons</strong><br><br>Give each student a copy of the practice sheet, "What Is a Polygon?" (M-3-4-1_What is a Polygon and KEY).<br><br>Justify the display of both a set of nonpolygons and a set of polygons. Encourage your students to look carefully the differences between the two sets of polygons and nonpolygons. Ask students to decide whether or not all six figures are polygons in groups of two or three using these two sets.<br><br>Have a class discussion about each figure after the groups have completed it. Ask various groups to identify whether or not each shape is a polygon. Invite students to discuss their ideas. Students will probably compare the shape to sets of polygons and nonpolygons and use colloquial language to explain its features. The terms closed, straight, round, crossing, sides, and so forth may be used in casual language. If at all possible, project the worksheet onto a document camera so that students can annotate the features of shapes while debating whether or not they are polygons.<br><br>Ask students to describe shapes that are not polygons and polygons after discussing all six examples. On the board, as indicated, make a table with the properties of polygons and nonpolygons.<br><img src="https://storage.googleapis.com/worksheetzone/images/Screen Shot 2024-04-02 at 16.50.58.png" width="395" height="321"><br>After this talk, have the students illustrate a polygon and a nonpolygon in the allotted space. Make informal assessments of the pupils' polygonal knowledge during this time. While students are drawing these examples, keep an eye on them and assist any that need it by going over the features of a polygon that are stated in the table.<br><br>In the end, assign each student to describe a polygon as a class. Assist students in coming up with a word description of a polygon. This will result in a rough definition of a student-made polygon. For students in the third grade, an informal definition is appropriate, but make sure it is accurate. Students must understand that a polygon is closed, that its sides are all line segments rather than curves, and that its sides only intersect at its endpoints. A formal definition of a polygon is given below.<br><br>A closed-plane figure that is surrounded by three or more line segments that only intersect at their ends is called a polygon.<br><br>After the class has come up with an informal definition, have them write it down on their practice worksheets titled "What Is a Polygon?"<br><br><strong>Quadrilaterals and Nonquadrilaterals</strong><br><br>Give each student a copy of the practice worksheet, "What Is a Quadrilateral?" (M-3-4-1_What is a Quadrilateral and KEY).<br><br>Describe how the images display a set of quadrilaterals as well as a set of nonquadrilaterals. Encourage your students to carefully examine the differences between the sets of quadrilaterals and nonquadrilaterals. Ask students to determine whether or not each of the six figures is a quadrilateral using these two sets, working in groups of two or three.<br><br>[Note: Students will probably find this exercise simpler than the What Is a Polygon? exercise that came before it. Just counting the sides of polygons to see if there are exactly four will identify a quadrilateral.]<br><br>After the groups are done, have a class discussion about each figure. Divide the shapes into groups and ask them to debate if they are all quadrilaterals. Students should be asked to defend their ideas.<br><br>Following this discussion, have students write sentences describing a quadrilateral and draw examples of both quadrilaterals and nonquadrilaterals in the designated space. Take advantage of this chance to observe students and gauge their informal understanding of quadrilaterals.<br><br>In the end, assign each student to describe a quadrilateral as a class. For third graders, the following formal definition of a quadrilateral is highly understandable:<br><br>A polygon having precisely four sides is called a quadrilateral.<br><br>Encourage your students to use this definition because it's likely that they weren't as concise in their explanation.<br><br><strong>Concave and Convex Polygons</strong><br><br>Provide every student with a copy of M-3-4-1_Concave or Convex and KEY, the practice worksheet for Concave or Convex.<br><br>Describe how a set of convex and a set of concave polygons are displayed. Students should review concave and convex polygons and pay close attention to how these two sets differ from one another. Ask students to determine if each of the six polygons is concave or convex using these two sets, working in groups of two or three.<br><br>After the groups are done, have a class discussion about each figure. Give each polygon a different group to discuss if it is convex or concave. Instruct students to substantiate their responses with words. Students will probably describe the properties of convex and concave polygons in colloquial language. Concave polygons are easier for students to remember because they have a cave, while convex polygons do not. When discussing whether a polygon is concave or convex, have students point out features of a shape using a document camera, if at all possible.<br><br>Following the discussion of all six examples, have students illustrate a convex and a concave polygon in the designated space. Additionally, have them write sentences describing convex and concave polygons. Take advantage of this chance to observe students and gauge their informal understanding of convex and concave polygons.<br><br>[Note: It's crucial to introduce concave and convex to students, even though they may seem like difficult concepts. Students usually only know convex polygons, like squares, rectangles, trapezoids, pentagons, and so forth, from previous grades. Students might think that the only types of quadrilaterals are squares, rectangles, parallelograms, rhombi, and trapezoids if concave polygons aren't taken into account. To be able to recognize quadrilaterals that do not fit into any of the previously mentioned subcategories, students must be aware that there are other concave quadrilaterals. Lesson 2 of this unit focuses on this task, which the standards specifically state third grade students must complete.]<br><br><strong>Extension:</strong><br><br>Make adjustments to the lesson to suit the needs of the students by using the advice provided in this section. New vocabulary and extra polygonal properties should be introduced to students who are prepared for a challenge that goes beyond the requirements of the standard. You can find specific resources in the Expansion section to help these students.<br><br><strong>Routine: </strong>Throughout the academic year, ask students to use the right vocabulary to describe things in the classroom, such as quadrilaterals, concave and convex polygons, and polygons. Ask them to name three quadrilaterals in the classroom, for instance. Reiterate that a circle is not a polygon, because this is a frequent misunderstanding.<br><br><strong>Small Groups:</strong> Students who require more practice can be divided into groups of two or three to complete the next task.<br><br>Make an index card deck with phrases such as polygons, quadrilaterals, concave and convex polygons, and examples and nonexamples of each. (Alternatively, you could cut and paste the examples and nonexamples from the practice worksheets used in this lesson on separate index cards.) Make index cards for each term, such as polygons and nonpolygons, and arrange them separately on the table.<br><br>To hide the shapes, turn the stack of index cards over. Make sure you've shuffled them. Give each student an index card, instruct them to examine the shape on it, and then place it in the proper group. It is up to the other students to decide if they agree or disagree with the card's placement. Make sure to ask them to elaborate on their thinking in detail, referring to the shape's characteristics in precise words. This process should be repeated until all shapes are grouped together.<br><br>Use concave and convex polygons, as well as quadrilaterals and nonquadrilaterals, to repeat the game. Students who would benefit from more practice can name and recognize triangles, rectangles, squares, pentagons, hexagons, and other shapes by using the games that can be accessed through the links below.<br><br><a href="http://www.mathplayground.com/matching_shapes.html">http://www.mathplayground.com/matching_shapes.html</a>&nbsp;<br><br><a href="http://illuminations.nctm.org/ActivityDetail.aspx?ID=73">http://illuminations.nctm.org/ActivityDetail.aspx?ID=73</a>&nbsp;<br><br><a href="http://www.bbc.co.uk/bitesize/ks1/maths/shapes/play/">http://www.bbc.co.uk/bitesize/ks1/maths/shapes/play/</a>&nbsp;<br><br><strong>Expansion:</strong> For students who are up for a challenge that goes beyond the standard requirements, we suggest the Polygon Capture game:<br><br><a href="http://illuminations.nctm.org/LessonDetail.aspx?ID=L270">http://illuminations.nctm.org/LessonDetail.aspx?ID=L270</a>&nbsp;<br><br>[Note: Students should only use the side cards when playing, even though there are angle cards as well. You can encourage them to play with both side and angle cards after they have mastered playing with just the side cards.]</p>