About This Lesson

DESCRIPTION
Welcome to my 9th grade FALS classroom! Today's lesson is about quadrilaterals and is
part of our geometry unit. In our class we have two students that require assistive
technology pieces. The first student has a high incidence diagnosis with a mild learning
disability but gets his notes printed out for him and larger font on readings. They are
below grade level in all students and struggle with writing the most. The second student
is deaf and considered a low incidence student and they use a computer to communicate
with students and teachers that don't sign. This student also has copies of power points
on the computer and a schedule for the day. One student in the class is an ELL student
and receives accommodations to assist them because of a slight language barrier. This
student is able to use assistive technology during reading and writing assignments to
help them translate what they are reading or what they want to write. The last student
that receives accommodations in the class is a gifted and talented learner. Assignments
for this student are usually more complex or lengthy to keep the student interested. Our
class is provided personal laptops/tablets for each student to use during activities. On
the computers the students have access to the power points and worksheets that we use
in class as well as resources and web pages that give them extra practice.
Students will be learning about quadrilaterals in this lesson. The warm-up is a short quiz
to see how much the students know about shapes already. It won't be graded so if they
are unsure of an answer they can guess or leave it blank without it affecting
anything. After the warm-up we will review what was learned in the previous class about
polygons and check to make sure the students understood what was taught in the
previous lesson. They will read a short article and fill out a notes sheet to gather
information about the topic. Once they finish we will go over the information as a class to
make sure that everything written down is correct. Once we have learned the information
and taken notes, the students will get a chance to play with some blocks and get a hands
on experience. They will sort the shapes into groups based off of categories determined
in the lesson.Once they have finished we will have an exit ticket to see if the students are
retaining the material.

PREREQUISITES
The students will have learned about open/closed shapes, simple/complex shapes,
concave/convex shapes, and polygons. They will use all this information in order to learn

about quadrilaterals. In order to fully understand the lesson, they will need to have a firm
understanding of the rest of the material learned throughout the unit.

ESTIMATED TIME
1 hour

Potential Use
PURPOSE:
Classroom Instruction, Small Group

GRADES:
1 - Higher Ed

CONTENT AREAS:
Math

COMMON CORE:
Mathematics

Goals

INSTRUCTIONAL GOALS
Students will be able to identify quadrilaterals.
Students will be able to state the attributes of a quadrilateral.
Students will be able to use information from the unit to identify shapes.

OBJECTIVES

Students will be able to identify if a shape is a quadrilateral or not.

Students will be able to determine the attributes of a quadrilateral.

Students will be able to identify key shapes and categorize them.

VARIABILITY
This lesson will help reach all learners and give students lots of different ways to learn
the information. There is a reading and power point for visual learners and they can both
help auditory learners because we will be talking about all of the information. Then the
students will get to participate in a hands on activity and this will help the kinesthic
learners. The information in my lesson is represented in a few different formats. Students
can read on their own, take notes from the lecture, and also work in partners. They are
also taught how to approach problems in different ways and solve using different
methods. There are multiple different activities that are used to engage the students as
well.

Assessments
FORMATIVE ASSESSMENTS
Students will be able to identify if a shape is a quadrilateral or not.
Students will be able to determine the attributes of a quadrilateral.
An exit ticket will be passed out at the end of the class period to test how well the
students were retaining the information and if they are understanding it. It will be a two
part assessment. The first part will require students to recall the attriubtes of a
quadrilateral and be able to write down their answer. The second part will ask the
students to draw two shapes that are quadrilaterals and two shapes that are not.

SUMMATIVE ASSESSMENTS
At the end of the unit we will have a unit test that will assess the students knowledge on
polygons.They will need to know the definitions for all the topics we discussed including

open/close shapes, simple/complx shapes, concave/covex shapes, polygons,

Instructional Methods
OPENING

Studentswillgetaworksheetwithafewdifferentshapesonit.Theywillhavetotryandnametheshapes
basedontheirpreviousknowledge.Itwontbegradedsoifastudentdoesntknowwhatoneoftheshapes
areortheylabelitwrong,theywontbepenalizedforit.Aftertheyfinishwewillgooveritasaclassand
writedownallthedifferentanswersthatthestudentscameupwith.Sinceitsnotbeinggradedallanswers
areencouraged.Thestudentwithamildlearningdisabilitywillgetacopywithbiggerspacestowriteand
lesspicturesonthepaper.

DURING

The students will review what we learned about polygons before we start learning about
quadrilaterals. After reviewing, they will read a short article about quadrilaterals and fill
out a notes sheet. A copy with larger print will be given to any students that ask for it as
well as the student that needs this copy. The notes page will have adjustments made to
make taking the notes easier and to ensure that they get all the important information
needed. After they have taken notes we will go over the information again to help the
auditory learners commit the information to memory. After the reading, the students will
pair up and use blocks to apply the information. They will first just sort the shapes into
different categories (color, number of sides, curves/no curves) and then when prompted
they will be asked to separate the shapes into those that are quadrilaterals and those
that are not. This exercise will help them to visualize and have a hands-on experience
working with the blocks and identifying them using the new information. Once they have
sorted the shapes, the students will come up to the white board and take turns drawing
shapes in the section that they placed them.

CLOSING

Students will complete an exit ticket and turn it in to be checked. The exit ticket will
assess if the students know the attributes of a quadrilateral and if they are able to recall
them. The second part will ask the students to draw shapes that are quadrilaterals and
shapes that are not. When it is collected, it will be scored but the grade will not be
recorded. Instead the results will be used to assess what the students understood and
what we may need to spend more time on.
For their at home activity they will be given an website to go to that will give them some
more practice with identification of shapes and categories. The website is a game that
asks the reader to select the shapes that fit a specific category and once they have

chosen all the correct ones they move onto the next level. The students can apply the
information learned in class to the game so they can get the most points.

Materials

MATERIALS AND SUPPLIES

Whiteboard,computer,projector,dryerasemarkers,dryeraseboards
(individuals),worksheets,printer,pencils,tablets,shapeblocksand
referencesheets
RESOURCES INCLUDED

Quadrilateral Shapes Shoot

Last Updated: November 22 Shared: Individual (3)

Math is Fun
Why it's included:
https://www.mathsisfun.com/quadrilaterals.html
This website is used for the readings that students do during class as well as helpful activities to
enhance learning. In order to take notes during class students need access to the articles on this
website.
0

Last Updated: November 22 Shared: Individual (3)

Author's Reflection
Applying UDL guidelines to my lesson helps me to reach all the needs of students
in my classes. It is important to make sure that all students are giving an equal
chance to learn the information. The students in my class require extra supports
because they need an easier way to communicate with other people in their
classes and the teachers. Both students use computers or tablets but in different
ways. The student that is deaf uses the tablet to help them communicate their
wants and needs. Computers are used to help the student with a mild learning
disability write out papers and take notes. This is because it is difficult for them to
listen to the teacher while also taking notes. I selected those specific tools
because they benefit the student as well as the teacher. The student with a mild
learning disability is able to take clear notes because he can write faster and
neater. This can help him to understand the material better and apply it easier. The
tablet for the student with hearing impairments is really useful because they are
able to communicate clearly what they want or need. It can be difficult to
understand someone if you can't decode their language so having an app that
helps them talk eliminates the language barrier.