Lindsey Huynh

5E Template Lesson Plan

Two-Dimensional Figures - Quadrilaterals
5E Section 1: Lesson Plan
Standards & Objectives: TEKS Vertical Alignment
5th grade

TEK: 5.5A classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based
on their attributes and properties (stated at the end of the lesson)

Supporting Information:
The SE focuses on classification by attributes and properties. An attribute is a characteristic or component of a
geometric figure. The attributes of a square include side lengths and angle measures. The attributes combine to
form the properties of a square: 4 right angles, 4 congruent sides, 2 sets of parallel sides. The SE clarifies the
purpose of identifying essential attributes: classification within a hierarchy of set and subsets. For example, all
rectangles have the property that opposite sides are parallel; therefore, every rectangle is a parallelogram. The
SE specifies the use of graphic organizers as a classification tool

Supporting Standards:
5.4(G) use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism,
including the special form for a cube (V=l x w x h, V= s x s x s, and V=Bh)

5.6(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the
volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or
overlaps if possible
5.6(B) determine the volume of a rectangular prism with whole number side lengths in problems related to the
number of layers times the number of unit cubes in the area of the base
5.7(A) solve problems by calculating conversions within a measurement system, customary or metric
5.8(A) describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where
the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the
x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin;
and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin
5.8(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane

Pre-requisite TEKS or skills:

4th grade:
4.6(D) classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or
the presence or absence of angles of a specified size

3rd grade:
3.6(A) classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and
rectangular prisms, and cubes, based on attributes using formal geometric language

Supporting Info: 3.6(B) use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and
squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these
subcategories

2nd grade:
2.8(C)* classify and sort polygons with 12 or fewer sides according to attributes, including identifying the
number of sides and number of vertices
Lindsey Huynh

Supporting Info:
2.8(A) create two-
dimensional shapes based on given attributes, including number of sides and vertices 2.8(D) compose two‐
dimensional shapes and three‐dimensional solids with given properties or attributes 2.8(E) decompose two‐
dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rect
angle into identical triangles and identify the resulting geometric parts

1st grade:
1.6(A)* classify and sort regular and irregular two‐
dimensional shapes based on attributes using informal geometric language 1.6(D) identify two‐
dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and
hexagons, and describe their attributes using formal geometric language

Supporting Info:
1.6(B) distinguish between attributes that define a two‐dimensional or three‐
dimensional figure and attributes that do not define the shape 1.6(C) create two‐
dimensional figures, including circles, triangles, rectangles, and squares as special rectangles, rhombuses, and h
exagons 1.6(F) compose two‐
dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if poss
ible 1.6(G) partition two‐
dimensional figures into two and four fair shares or equal parts and describe the parts using words

Kindergarten: K.6(E)* classify and sort a variety of regular and irregular two‐ and three‐
dimensional figures regardless of orientation or size
K.7(B) compare two objects with a common measurable attribute to see which object has more of/less of the att
ribute and describe the difference

Supporting Info:
K.6(A) identify two‐
dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles K.6(B)* identify t
hree‐dimensional solids, including cylinders, cones, spheres, and cubes, in the real world K.6(C) identify two‐
dimensional components of three‐dimensional objects K.6(D) identify attributes of two‐
dimensional shapes using informal and formal geometric language interchangeably K.6(F) create two‐
dimensional shapes using a variety of materials and drawings K.7(A) give an example of a measurable attribut
e of a given object, including length, capacity, and weight

Materials
Computer, mouse, projector, headbands, quadrilateral shape cards for headbands, blank tree graphic organizer,
quadrilateral “me” example, construction paper, anchor chart, bigger card of the shapes
Questions for Student Thinking
 What does it look like?
 How many points are there? Flat sides?
 Can a square be a rectangle?
 Can a rectangle be a square?
 Can a square be a rhombus?
Lindsey Huynh

 Can a rhombus be a square?

 What makes the shapes different? Similar?
 How can we classify the shapes?
 What types of line do they have? Angles?
Procedures
Engage: Quadrilateral Rap Math Song - https://www.youtube.com/watch?v=gcQrmGmV1m0&t=2s
Explore: HeadBands with shapes: the students will have to describe the shape without saying what the shape
actually is. (There will be regular and irregular quadrilaterals.)
There will be groups of 4’s, each student will take turns to say one thing about the shape until the guesser
(student with the headband) guesses the correct shape on their headband.
If the guesser guesses the correct shape before each student gives 2 hints/ tips, they will earn one point. If not,
they don’t lose points and they don’t earn any points. Each correct guess will be one point.
After, the card is used the students will have to create a tree based on some of the attributes they gave as hints/
tips for the shape. The students will play and explore for about 10-15 minutes.
Anticipated Responses:
It has 4 sides! (Student giving hints/ tips)
It’s a square? A rectangle? (Guesser; Student with Headband)
(Student giving other hints/ tips):
 No, it has 4 sides, but it’s slanted!
 Kind of, it’s stretched out
 No, it looks like a kite?
 Um, the sides are pointing inwards.
 Sort of, one side looks like a square but the other is slanted like a slide.
 It looks like a shoe… Point of an arrow… Idk what that would be called???
I think it goes here because both shapes are slanted.
They look like they can be related so I think it goes here.
We gave the same hints/tips for these two shapes, so I think they go together.
Explain: In a whole group setting, the teacher will post one shape at a time that was used in their Headbands
game. The class will then raise their hands to share their hints for some of the shape (3-5 hints per shape). After,
one student from each group will bring the tree they created with the shapes stuck to where they think it goes in
the front of the room.
The teacher will then go into depth about each quadrilateral shape attribute referring to the trees that the
students made.
Quadrilateral shape attribute:
 Parallel line, perpendicular lines, angles, vertices, and edges.
 A square can be considered a rectangle but not all rectangles are squares.
 A square is considered a rhombus but not all rhombuses are squares.
The teacher will also create a quadrilaterals tree anchor chart with the students. They will copy this into their
ISN.
Extend/Elaborate: The teacher will explain to the students that they will create a quadrilateral “me” and
present to the class what shapes they used. They will also explain the attributes of the shapes that they used. The
students need to at least have one of all the regular quadrilaterals that we talked about and create one irregular
quadrilateral.
A quadrilateral “me” is where they create a picture of themselves only using quadrilaterals (4 sides, 4 angles).
The teacher will show the students the example that she made of herself. They will first draw out a plan. Then,
they will get different color construction paper to create their project.

Evaluate: The students will each present their quadrilateral “me” to the class describing each of the
quadrilaterals that they used based on shape name and attributes. If they created an irregular quadrilateral, they
Lindsey Huynh

would have to try to classify it under a category using its attributes.

The teacher will use a checklist to grade the students as they present. She will also grade their projects based on
having one of all the regular quadrilaterals that we talked about and create one irregular quadrilateral.
 Only used quadrilateral shapes 4 sides, 4 angles
 Able to talk about each of the attributes of the shapes they used
 One of all the regular quadrilaterals
 Created one irregular quadrilateral

References:
https://www.quartertothree.com/fp/2016/07/27/brilliant-quadrilateral-cowboy-finishes-gravity-bone-started/
https://www.pinterest.com/pin/687361961854294467/
https://www.pinterest.com/pin/687361961854277788/