4th Grade Geometry Lesson
Cate Shermer
Context/Grade Level: This lesson is designed for use in a 4th grade classroom, as an introductory
lesson to 4-sided figures (quadrilaterals)
Objective(s): The students will:
 Classify quadrilaterals as kites, rhombuses, squares, rectangles, trapezoids, or
parallelograms
 Exhibit an understanding of the properties of each quadrilateral, and that a shape may be
classified as more than one type
SOL Strand: Geometry
SOL: 4.17a: The student will analyze and compare the properties of two-dimensional
(plane) geometric figures (circle, square rectangle, triangle, parallelogram, and rhombus)
Materials/Resources:
 Quadrilateral manipulatives
 Who am I? cards
 Quadrilateral graphic organizer handout
 White board
 Dry erase markers
Approximate time required: 35-40 minutes
Content and Instructional Strategies:
1. Discuss the following vocabulary using the 4-square organizers. Have students fill in notes
as I work. Begin with a polygon, and then work down from there (10-15 minutes)
a. Congruent: the same (here meaning length)
b. Polygon: A two-dimensional, simple, closed geometric figure that has line segments
as sides (therefore it has at least 3 sides).
c. Adjacent: next to each other (applies here to sides of a figure)
d. *Parallel: coplanar lines that do not intersect
e. *Right Angle: A geometric figure formed by two rays called sides having a common
endpoint called the vertex; classified by their measures (exactly 90 degrees).
f. *Quadrilateral: a polygon with four sides.
g. *Rhombus: a parallelogram with all sides congruent.
h. *Square: a parallelogram with one right angle and four congruent sides.
i. *Trapezoid: a quadrilateral with exactly one pair of parallel sides.
j. *Kite: a quadrilateral with two pairs of adjacent sides congruent but not four
congruent sides.
k. *Rectangle: a quadrilateral with four right angles.
l. *Parallelogram: a quadrilateral with both pairs of opposite sides parallel.
2. Split students up into small groups of 3-4 each, and hand out the quadrilateral
manipulative (one that we used in class that is held together with brads). Challenge
3.
4.
5.
6.
students to make as many quadrilaterals as they can, recording their work on the back of
the graphic organizer (four square.) (5-7 minutes)
Get input from students, and then resolve any questions by demonstrating what different
shapes can be made using the manipulative, and modeling for students. Link manipulation
to the properties associated with each figure. Work down from quadrilateral to square,
proceeding logically so students can follow. (10-20 minutes)
Pass out “Who Am I” cards to students. Each card will have a figure and a question;
students will use their knowledge of quadrilaterals to identify their card and then ask their
own question. Each student will get a chance to answer and ask, and then the cards will be
collected. (5 minutes)
End the lesson by asking students to elaborate on their understanding of quadrilaterals:
a. How do these figures relate to each other?
b. How can you name each of them?
c. What examples in real life can you use to exemplify each concept? (5 minutes)
Pass out the graphic organizer for students to fill in. This should be a visual reminder of
how quadrilaterals are organized into categories. (5 minutes) Students should draw a
picture of each shape as well as filling in the words.
Evaluation/Assessment: The challenge to create as many quadrilaterals with the manipulative
is one assessment, though informal. The “Who Am I” cards are another evaluation, a bit more
concrete than the group assignment.
Differentiation and Adaptations: Students will be grouped in mixed-ability level groups so they
can facilitate each other’s learning. Students with special needs will be given a graphic organizer
that is already filled in, but will provide these students with spaces to draw examples of the
shapes. Gifted students will be challenged to fill in a couple additional questions probing their
understanding of quadrilaterals. Throughout this portion, the teacher will circulate around the
room to scaffold learning for the various learner types.
Notes: The graphic organizer can be used as homework if time is short. Also, students should be
cautioned at the beginning of the lesson to be careful with the brads; they are not very sharp but
they still need to handle them safely.
Lesson idea adapted from:
The lesson we did in class on quadrilaterals and page 29 in our lab manuals.
*Starred Definitions from:
Tidewater Team website