Lesson title
Exploring Quadrilaterals
Subject area
Mathematics
Learner description
Learners are third-grade students with a basic understanding of mathematical shapes and geometry, acquired through previous lessons in their curriculum. Their proficiency with technology varies, ranging from beginner to intermediate levels. The students come from diverse backgrounds and have different learning preferences, such as visual, auditory, or kinesthetic. They are generally curious and eager to engage in hands-on activities that allow them to explore and understand the world around them.
Lesson summary
This lesson aims to introduce third-grade students to the different types of quadrilaterals and their properties. Utilizing PhET’s quadrilateral simulation, students will engage in interactive activities that allow them to create and manipulate various quadrilateral shapes. Through hands-on exploration and group discussions, students will gain a deeper understanding of the unique characteristics that define each type of quadrilateral.
Content and technology standards
CCSS.MATH.CONTENT.3.G.A.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
ISTE Standard 1: Empowered Learner Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals.
ISTE Standard 5: Computational Thinker Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
ISTE Standard 2: Designer Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
Learning objectives
Students will be able to identify and name different types of quadrilaterals, including squares, rectangles, and trapezoids. (Remember)
Students will be able to describe unique properties that define each type of quadrilateral, such as equal sides or right angles. (Understand)
Students will be able to use the simulation to create specific types of quadrilaterals based on given properties. (Apply)
Prerequisites for teacher/trainer and learners
The instructor should have a strong understanding of elementary-level mathematics, specifically geometry and shapes. They should also be proficient in using the PhET Quadrilateral Simulation website and be prepared to guide students in navigating the tool. Experience in facilitating group work and discussions is essential for encouraging effective collaboration among students. Additionally, the teacher should be prepared to offer extra resources and support to accommodate a diverse range of student needs and learning styles.
Students are expected to have a basic understanding of mathematical shapes, acquired through previous lessons in their curriculum. Basic skills in using a computer, such as using a mouse and keyboard, are also required. Familiarity with working in pairs or small groups will be advantageous, as the lesson involves collaborative activities. Students should also be open to participating in discussions, sharing their perspectives, and reflecting on what they have learned.
Resources
Quadrilateral handout: Printed reference guide that outlines the properties of different types of quadrilaterals.
“Quadrilateral Quest” activity sheets: Printed worksheets with instructions for the simulation activity and space for students to jot down their observations and answers.
Rubric: A simple rubric that outlines what is expected in the simulation activity and what points are awarded for each criterion.
Scratch paper and markers: For students to jot down their observations and to use during the group discussion phase.
Discussion cards: Pre-made cards with questions or prompts that can be handed out to guide small group discussions about quadrilaterals.
Technology tool(s) used by teacher/trainer and learners for the lesson
Classroom computers or tablets: Each student will need access to a Chromebook to use the PhET Quadrilateral Simulation.
PhET Quadrilateral Simulation: Students will use the web-based simulation to explore, create, and manipulate different types of quadrilaterals. They will follow activity sheets to create specific quadrilaterals based on given properties, such as making a square or a rectangle. Interactive Whiteboard or Projector: The teacher will use an interactive whiteboard or projector to demonstrate how to navigate and utilize the PhET Quadrilateral Simulation. While students won’t directly use the whiteboard or projector, they will engage with the content presented by the instructor to gain an understanding of quadrilateral properties.
Assistive technology
The Quadrilateral simulation comes with built-in accessibility features designed to assist learners with special needs, making it a high-tech assistive technology tool. Features include alternative input, which allows for diverse input methods (e.g. keyboards, switches, or joysticks), accommodating learners with motor difficulties; sound and sonifications that helps learners with visual impairments by providing auditory cues; pan and zoom, which allows for zooming in and out, as well as panning across the simulation, which is useful for learners with visual impairments; and voicing, which reads information aloud as the learners navigates the simulation, which is helpful for students with visual or reading impairments.
The Quadrilateral simulation is free and can be accessed or downloaded from the PhET website (https://phet.colorado.edu/).
Grouping
Students will be grouped into small, heterogeneous teams based on a mix of abilities, learning styles, and interests. This approach aims to foster peer-to-peer learning and allows for a more diverse exploration of the PhET Quadrilateral Simulation. Each team will be given a “Quadrilateral Quest” activity sheet that guides them through a series of challenges, like creating a square with a specific area or a rectangle with a given perimeter. To facilitate collaboration, each group will have a designated “Shape Master,” “Property Detective,” and “Recorder.” The “Shape Master” will manipulate the shapes in the simulation, the “Property Detective” will identify the properties of the created quadrilaterals, and the “Recorder” will jot down the group’s findings on the activity sheet. Halfway through the activity, roles will rotate so that each student gets a chance to perform each role.
Each group will use a shared Chromebook to interact with the simulation. Additionally, the classroom’s interactive whiteboard will be used for a “Show and Tell” segment, where each group can display their most interesting quadrilateral and discuss its properties. This collaborative, role-based approach not only makes the learning experience more interactive but also ensures that each student has a specific responsibility, encouraging active participation from all.
Methods for teaching social, ethical, and legal issues surrounding the responsible use of technology used in this lesson plan
The lesson could begin with a 5-minute discussion about being a good “digital citizen”, using simple terms to explain that just like there are rules to follow in the classroom and at home, there are rules when using computers and tablets (e.g. always use the Chromebook placed flat on a desk, not in lap or on the floor; only visit designated website for assignments and activities, etc.). This sets the stage for responsible technology use. Furthermore, while using the simulation, the instructor could guide learners through its ethical use. For example, the instructor could explain that some features are especially designed for people who need them, like the “Enable Voicing” feature, and should only be used by those who really need it. At the end of the lesson for additional reinforcement, students could be asked to draw or write one rule they will follow to be a good digital citizen.