Name: Anna Tyrlik

Title of learning Center/Source: Quadrilateral Sort

Domain: Geometry


Standard:
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.
Standards for Mathematical Practice(s) and how they are incorporated:
The Standards for Mathematical Practice I am choosing for this activity is Attend
to precision; and look for and make use of structure. The first standard is used
through the students counting the number of sides and understanding that they
are either the same length or different lengths. They are also looking for and
making use of structure through understanding what the meaning of a
quadrilateral.

Differentiations:
Identify readiness, interest and/or learning profile
The activity will be differentiated by lower, middle and higher achieving
groups. The students in the lower groups will be assigned a word bank to use
when labeling the quadrilaterals and work with a small group to create the
chart. Students in the advanced group will be also required to label the other
objects and describe how they are not quadrilaterals and some defining
characteristics of those shapes.
For ELL Students (Level 1, 3, 5 CALP Proficiency)
Level 1: The activity would be heavily modeled and adapted so that they
could grow accustomed to the language used in the United States for
mathematics. They would be allowed to use their native language but must
write the names of the shapes in English to correspond.
Level 3: The students will be able to do the activity but with one on one
instruction. The student will work in a partner setting with another student who
grasps the concept to help explain and work with them.
Level 5: The student will work on level with students of similar abilities to
complete the activity. These students are allowed to ask questions when
necessary to understand the activity but should need minimal guidance.
Materials:
Sorting Worksheets
Pencil
Colored Markers
Rationale: (connections between grade levels and real world- this can be the
same for you whole group)

The connections made between the grade levels are that each center builds
upon the previous one. For mine, I build upon taking the names of the shapes
students have learned in Kindergarten and mastered by 2
nd
grade and allow
students to create definitions for the shapes they are learning about.
The connections between the real world is that students will be required to put
the name of an every day object where they see that shape. For example, if
they were describing a rectangle they could say a book.

Brief description of the center: (What you envision the students doing)
Before beginning the activity, there will be a quick review of what a
quadrilateral is and isnt. Afterwards, the students are required to cut out the
shapes for their worksheet and sort them according to if they are quadrilaterals
or not. Then they are going to have to write the names of the quadrilaterals,
which they categorized. Finally they are going to make a table using the
categories they labeled and making definitions for each.

Assessment:
I will collect the charts made by the students and evaluate on how many
different types of distinguishing characteristics they put on them.