Overview: Young mathematicians learn the distinguishing characteristics of quadrilaterals and will identify various shapes as quadrilaterals or not quadrilaterals as they play a fun card game.
Subject: Math: Arithmetic
Grades: 2nd, 3rd, 4th
Duration: 1 hour
Related Concepts: Quadrilaterals, Geometry, Shapes, Categorizations
Students will be able to:
- Apply their knowledge of the characteristics of a quadrilateral to a card game in which they determine which shapes are quadrilaterals and which are not.
Essential Questions: How can I tell if a shape is a quadrilateral or not?
Vocabulary: quadrilateral, square, rectangle, trapezoid, kite, diamond, parallelogram, rhombus
Common Core Standards Addressed:
- Math: Geometry
Use markers and index cards to make a deck of cards. Each student will need at least one card. (Adjust the game's difficulty by adding more cards if desired.) On all but one card, write "I have" on the top and "Who has a ____ ____? Is it a quadrilateral?" on the bottom of each card. On the one remaining card, do the top wording the same as the others, and on the bottom, put "The End" instead of the questions. In the blank spot in the middle, draw a shape with a unique color, such that no two cards are alike. You could put a yellow triangle, a red parallelogram, or a blue circle, for example. You can also put things like a star, a crescent, and so forth, in different colors. It is ok to use the same shapes as long as you only have one example of each shape in a given color. Put the cards in a pile. Label the first card as "Start Here," and the put "The End" on the last card instead of a "Who has" question. In the blanks on the bottom, fill in the color and the shape name of the next card in the sequence. Shuffle before play begins, but keep track of the first card. If you use extra cards, some or all students can have two or more cards.
Introduce or review concepts related to quadrilaterals appropriate for your class. For example, younger students who are just discovering quadrilaterals need the definition: a closed figure with four straight sides. Older students can be introduced to the names of specific quadrilaterals, such as rectangle, square, kite, parallelogram, rhombus, diamond, and so forth. Use An Introduction to Quadrilaterals for ideas.
Play "I Have...Who Has...?" with the cards you created earlier. Explain the game to students: Each student gets one (or more) card(s). Whoever has the "start" card can begin by reading his or her card. They will say "I have (example: a blue circle. Who has the pink square? Is it a quadrilateral?" The student who has the pink square card will respond "Yes, it is a quadrilateral. I have the pink square. Who has the ____? Is it a quadrilateral?" And so play continues until the player with the last card has a turn. Pass out the cards and have a practice round, then use a stopwatch to time the students' reactions. How long does it take them to move all the way through the set? Try again and see if they can beat their time. Play more rounds as time and interest dictate.
Give each student five sticky notes (can be small), have them put their name or initials on each one, and challenge them to find five different quadrilaterals in the classroom that no one has marked yet, and put their sticky notes on them. If you are concerned that there aren't enough quadrilaterals for them to find, adjust the number of sticky notes each student gets, or artificially add some quadrilaterals, such as shapes drawn on a white board or baking dishes on a shelf.
Use a worksheet that requires students to classify shapes as quadrilaterals or non-quadrilaterals (beginning students) or one that requires students to name specific quadrilaterals (advanced students). Some examples include:
What Shape Am I?
- Check the shapes that students marked with their sticky notes and make sure they found all quadrilaterals.
- Check homework page(s) to make sure they are classifying and naming the shapes correctly.
- Use a resource such as Quadrilaterals Pack 2 to create a bulletin board or wall display to help struggling students recall the shapes and their names.
- Provide advanced students with multiple examples of each type of quadrilateral and challenge them to discover their defining characteristics and develop a definition of each shape based on its properties.
- Introduce shape names and other vocabulary specifically to English languages learners to be sure they have full understanding.
"Use the ""I Have...Who Has...? Quadrilaterals"" cards regularly to ensure that students retain the information- It is usually a wildly popular game format.
Provide students with craft supplies like blank cards, file folders, pawns and dice, and challenge small groups to design another game to help learners practice identifying quadrilaterals."