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¿Qué sabes sobre esta figura?
Quadrilateral Clues
In this activity, students deepen their understanding of the quadrilateral hierarchy. Students recognize quadrilaterals with specific attributes. Students consider the defining attributes of each type of quadrilateral as they decide whether or not certain shapes exist. For example, a square which is not a rectangle does not exist because a square has 4 right angles (and 4 equal sides). However, there are rectangles that are not squares because the 4 sides of a rectangle do not need to have the same length.
As students work on these problems, monitor for those who experiment and try to draw shapes with different attributes and for those who think about the defining attributes of each shape category. As needed, remind students of the convention for these materials that a trapezoid is a quadrilateral with at least one pair of parallel sides.
Su profesor les va a dar varias tarjetas que muestran cuadriláteros.
Acomoden sus tarjetas sobre la mesa de manera que ustedes y su compañero las puedan ver todas.
Encuentren juntos un cuadrilátero que cumpla lo que dice la pista. Si creen que no es posible encontrar ese cuadrilátero, expliquen por qué. Cada cuadrilátero se puede usar solo para una pista.
The purpose of this activity is for students to use their understanding of the hierarchy of quadrilaterals to determine if statements relating shape categories are sometimes, always, or never true. Students may draw examples of the shapes to help them answer the questions or they may think of defining attributes. The synthesis gives students an opportunity to have a discussion about these statements and apply what they have learned to make sense of the hierarchy as it is represented in a diagram. For example, as seen in the previous activity, squares are included inside rectangles on the diagram because all squares are rectangles.
Escribe “siempre”, “a veces” o “nunca” en cada espacio en blanco para que la afirmación sea verdadera.
Para cada afirmación que hayas completado con “a veces”, dibuja una figura para la cual la afirmación es verdadera y otra figura para la cual la afirmación es falsa.
Un rombo ________________________ es un cuadrado.
Un cuadrado ________________________ es un rombo.
Un triángulo ________________________ es un cuadrilátero.
Un cuadrado ________________________ es un rectángulo.
Un rectángulo ________________________ es un paralelogramo.
Un paralelogramo ________________________ es un rombo.
“Hoy observamos las relaciones que hay entre varios tipos de cuadriláteros, como trapecios, paralelogramos, rectángulos, rombos y cuadrados” // “Today we looked at relationships between different types of quadrilaterals including trapezoids, parallelograms, rectangles, rhombuses, and squares.”
Display the image from the Warm-up:
“En el calentamiento dijimos que la figura es un cuadrado porque _____. ¿Qué saben ahora sobre esta figura?” // “During the Warm-up we said the shape is a square because _____ (include statements students made earlier in the warm up). What do you now know about this shape?” (This is a square, but it also is a rectangle. It can also be called a rhombus or parallelogram.)
“¿Por qué un cuadrado también es un rombo?” // “Why is a square also a rhombus?” (All of its sides are the same length.)
“¿Por qué un cuadrado también es un rectángulo?” // “Why is a square also a rectangle?” (All of the angles are 90 degrees.)
“Si una figura es un rectángulo, ¿también es un cuadrado?” // “If a shape is a rectangle, is it also a square?” (Sometimes, it depends on the lengths of the sides of the rectangle. If all four sides are equal then it is a square, but if all four sides are not equal then it is not a square.)
“Si una figura es un rectángulo y un rombo, ¿también es un cuadrado?” // “If a shape is a rectangle and a rhombus, is it also a square?” (Yes, because it has 4 right angles and 4 equal sides.)