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G-2D-1-4

Page history last edited by Brenda Butz 6 years, 2 months ago

G.2D.1.4 Apply the properties of special quadrilaterals (square, rectangle, trapezoid, isosceles trapezoid, rhombus, kite, parallelogram) and use them to solve real-world and mathematical problems involving angle measures and segment lengths using algebraic reasoning and proofs.

In a Nutshell

Students know in general what a quadrilateral, square and rectangle are from previous courses. Students are now exposed to the specific properties dealing with angles, opposite sides and diagonals of these figures as well as parallelograms, rhombuses, trapezoids and kites.

Student Actions	Teacher Actions
Develop the Ability to Make Conjectures, Models, and Generalizations: Students will examine the characteristics of a quadrilateral and make conjectures about its classification Develop Mathematical Reasoning: Students will use the characteristics of quadrilaterals to defend or refute statements about a given diagram. Develop the Ability to Communicate Mathematically: Students will articulate the similarities and differences between different types of quadrilaterals.	Teachers will implement a variety of tasks that will have students identify quadrilaterals based upon their characteristics. Teachers will use a variety of diagrams and representations when presenting quadrilateral problems to their students. Teachers will pose purposeful questions in order to encourage their students to share their reasoning about the characteristics of quadrilaterals.
Key Understandings	Misconceptions
Students understand the characteristics of different quadrilaterals and how they determine a quadrilaterals classification. Students understand which quadrilaterals are subsets of other more general quadrilaterals. Students understand how to apply properties of quadrilaterals to find angle measures and side lengths in mathematical and real world problems.	Students have difficulty taking into account the multiple characteristics of a quadrilateral in determining the most specific name. Students do not believe all squares are rectangles. Students do not apply properties of more generic quadrilaterals to very specific quadrilaterals (i.e. Squares have properties of rhombi, rectangles, and parallelograms).