# Lesson 4

## Warm-up: ¿Qué saben sobre los cuadriláteros? (10 minutes)

### Narrative

The purpose of this What Do You Know About _____ is for students to share what they know about and how they can represent quadrilaterals. In previous courses students have drawn and described squares, rectangles, and rhombuses and they will revisit and classify all of these shapes over the next several lessons.

### Launch

• 1 minute: quiet think time

### Activity

• Record responses.

### Activity Synthesis

• “Dibujen algunos ejemplos de cuadriláteros que conozcan” // “Draw some examples of quadrilaterals that you know.”
• Invite a few students to share their quadrilaterals with the rest of the class.
• “¿Cómo se llama esta figura?” // “What is this shape called?” (a rectangle)
• “¿De qué otra manera podemos dibujar un rectángulo?” // “How else can we draw a rectangle?” (The sides can be longer or shorter.)

## Activity 1: Adivina cuál (15 minutes)

### Narrative

The purpose of this activity is for students to use language to describe and distinguish quadrilaterals (MP6). The activity has the same structure as the activity where students tried to identify which rectangle on the coordinate grid their partner was thinking of. Students rely on what they remember about categories of quadrilaterals, such as rectangles and rhombuses. They can also use informal language such as tilted, arrow, or red pattern block. The goal of the synthesis is to share and gather language which was helpful for distinguishing the quadrilaterals.

Representation: Internalize Comprehension. Activate or supply background knowledge. Provide a graphic organizer that lists characteristics of different quadrilaterals for students to use as a reference as they ask questions about the shape.
Supports accessibility for: Memory, Attention, Conceptual Processing

### Required Materials

Materials to Gather

Materials to Copy

• Guess Which One

### Required Preparation

• Consider giving each student a sheet protector and a dry-erase marker so that students can easily reuse the blackline master for multiple rounds of the game.

### Launch

• Groups of 2
• Distribute the blackline master with the sheet protectors and dry-erase marker to each group or instruct students to use the image of quadrilaterals in their workbook.

### Activity

• 8 minutes: partner work time

MLR2 Collect and Display

• Circulate, listen for and collect the language students use to describe the quadrilaterals as they sort. Listen for:
• language and gestures used to describe angles, such as: wide, open, skinny, square, big, small, obtuse, acute, right
• language and gestures used to describe sides, such as: straight, cross, intersect, parallel, perpendicular
• language used to describe shapes, such as: square, tilted, flat, trapezoid, rhombus, diamond, arrow, parallelogram
• Record students’ words and phrases on a visual display and update it throughout the lesson.

### Student Facing

1. Jueguen una ronda de “Adivina cuál”.

Compañero A: selecciona uno de los cuadriláteros. No se lo indiques a tu compañero.

Compañero B: haz preguntas de “sí” o “no” para adivinar cuál figura escogió tu compañero. Después de cada pregunta, tacha o quita cuadriláteros teniendo en cuenta la respuesta de tu compañero.

Escriban en el espacio sus preguntas para esta ronda.

2. Han y Mai estaban jugando “Adivina cuál”. Estas son las dos últimas figuras. ¿Qué pregunta puede hacer Mai para descubrir cuál figura escogió Han?

Si les queda tiempo: intercambien roles y jueguen “Adivina cuál” de nuevo.

### Student Response

If students do not ask specific questions during this task, collect a set of questions during a practice round and ask, “¿Qué preguntas podrías hacer para descubrir cuál figura escogió tu compañero?” //  “Which questions could you ask to find out which shape your partner chose?”

### Activity Synthesis

• “¿Qué otras palabras o frases importantes deberíamos incluir en nuestra presentación?” // “Are there any other words or phrases that are important to include on our display?”
• As students share responses, update the display, by adding (or replacing) language, diagrams, or annotations.
• Remind students to borrow language from the display as needed.
• Invite previously selected students to share.
• Display rhombus card that is not a square.
• “¿Qué nombres podemos usar para describir esta figura?” // “What are some names we can use to describe this shape?” (quadrilateral, diamond, parallelogram, rhombus)

## Activity 2: Clasificación de tarjetas: Cuadriláteros (20 minutes)

### Narrative

The purpose of this activity is for students to sort quadrilaterals that they have worked with in previous grades. Students sort twice using categories of their own choosing and then again using parallel lines. Some categories students may choose include squares, rectangles, and rhombuses but they may also sort according to whether or not the shapes are labeled, how they are oriented, angle size, or side lengths (MP7).

As students work, encourage them to refine their descriptions of quadrilaterals using more precise language and mathematical terms (MP6).

### Required Materials

Materials to Copy

### Required Preparation

• Create a set of cards from the blackline master for each group of 2.

### Launch

• Groups of 2
• Distribute a set of cards to each pair of students.

### Activity

• “En esta actividad, van a clasificar algunas tarjetas en las categorías que quieran. Para clasificar los cuadriláteros, inventen las categorías con su compañero” // “In this activity, you will sort some cards into categories of your choosing. When you sort the quadrilaterals, you should work with your partner to come up with categories.”
• 8 minutes: partner work time
• Select groups to share their categories and how they sorted their cards.
• Choose as many different types of categories as time allows.
• “Ahora clasifiquen las tarjetas con su compañero usando rectas paralelas de alguna manera” // “Now work with your partner to sort your cards using parallel lines.”
• 5 minutes: partner work time

### Student Facing

Tu profesor te va a dar un grupo de tarjetas.

1. Clasifica todas las tarjetas de cuadrilátero de una manera que tenga sentido para ti. Nombra las categorías de tu clasificación.
2. Clasifica las tarjetas de cuadriláteros de otra manera. Recuerda nombrar cada una de las categorías de tu nueva clasificación.

### Student Response

If a student does not know whether or not a shape has parallel lines, choose a shape that does have parallel lines and draw dashes to show what the lines would like if they were extended. Choose a shape that does not have parallel lines and prompt the students to draw dashes to extend the lines. Ask, “¿En qué se parecen y en qué son diferentes las rectas de estas dos figuras?” // “What is the same and different about the lines in these two shapes?”

### Activity Synthesis

• Invite previously selected students to share.
• As students share their sorts, ask, “¿Qué características tienen en común todas estas figuras?” // “What attributes do all of these shapes have in common?”
• “¿De qué manera usaron rectas paralelas para clasificar los cuadriláteros?” // “How did you use parallel lines to sort the quadrilaterals?” (Some of the quadrilaterals did not have any parallel sides. Some had one pair of parallel sides. And some had two pairs of parallel sides.)
• Invite students to share examples of the quadrilaterals with no parallel sides, one pair of parallel sides, and two pairs of parallel sides.

## Lesson Synthesis

### Lesson Synthesis

“Hoy clasificamos cuadriláteros teniendo en cuenta sus características” // “Today, we sorted quadrilaterals based on their attributes.”

As students respond to questions, create a large display to be revisited and edited throughout the next few lessons as students learn more about the relationships between different quadrilaterals.

“¿Cuáles son algunas de las categorías en las que se clasifican los cuadriláteros?” // “What are some categories of shapes that are quadrilaterals?” (rhombuses, squares, rectangles, trapezoids, parallelograms)

Draw the shapes as students name them or ask the students to draw the shapes.

“Escojan dos figuras diferentes y digan algo en lo que se parezcan” // “Pick two of the different shapes and share a way they are the same.” (Squares and rectangles have angles that are all 90 degrees. Rhombuses and squares have 4 sides of the same length.)

“Escojan dos figuras diferentes y digan algo en lo que sean diferentes” // “Pick two of the different shapes and share a way they are different.” (A trapezoid can have angles of any size while a square always has 90 degree angles. A trapezoid can have all different side lengths while a rhombus has 4 sides that are the same length.)

Keep this as an anchor chart to revisit for the next few lessons as students revise their thinking.