Quadrilateral

Robots
Subject: Math
Grade Level: 3rd
1. STANDARDS (CA Common Core Standards; NGSS/Content Standards)
Include number and text for each standard
CCSS.MATH.CONTENT.3.G.A.1

Understand that shapes in different categories (e.g., rhombuses, rectangles, and

others) may share attributes (e.g., having four sides), and that the shared attributes can
define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and
squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not
belong to any of these subcategories.

2. OBJECTIVES
Content: The students will use and label the different quadrilaterals (i.e. square,
rectangle, trapezoid, rhombus, and parallelogram) to create a robot out of only
quadrilaterals.

Key Academic Vocabulary:
Quadrilateral

Square

Rectangle
Trapezoid
Rhombus
Parallelogram

Angles (Right, Acute, and Obtuse)
Lines, (Parallel lines, Intersecting lines, Perpendicular lines, Dot, Line
Segment, Ray and Line)


3. ASSESSMENT-
Informal or Formative: Students should be able to explain what quadrilaterals
they are using (their body part list), using the correct math vocabulary.

Formal or Summative: The students will label the different quadrilaterals on
their robot and then create a Venn Diagram, comparing and contrasting two
different quadrilaterals they used to create their robot.

4. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
To support student learningwhat you and the students will be doing
I. ANTICIPATORY SET
Motivation (purpose): As a group, look at different pictures of robots. Ask the
students what they notice about the robots? Have them put on their math
hats and look at the robots again. Do they see any lines or angles? How
about any shapes?


Activate Prior Knowledge:
Lead the students in a review of the quadrilaterals, including what the
different shapes look like. Talk about what makes a quadrilateral special as
compared to other shapes. Using the Quadrilateral Information Sheet as a
reference.

II. INSTRUCTION AND MODELING (Best Practice Strategies)

1. Show students an example of a robot made up of only quadrilateral
shapes (made prior). Instruct students that they are to create their own
robot using ONLY the quadrilateral shapes of squares, rectangles, rhombi,
parallelograms, and trapezoids.
2. Facilitate a discussion that has the students think about what
quadrilaterals they could be use to build the head of their robot, the body,
the armsetc.
3. Also point out that all of the quadrilaterals on the example robot are
labeled and that they should label 4 to 5 different shapes on theirs as
well.
4. Show the students that they will be given different sized squares to make
their robots. Ask them how they think they can cut the square to make a
different quadrilateral. Go through all of the quadrilaterals. Model this by
cutting/folding the shapes while the class watches.
- Rectangle: Fold the square in half
- Rhombus: Take a rectangle and fold one corner into the opposite
corner. Two flaps will be created on the sides, cut off both of the flaps.
- Parallelogram: Take a rectangle and fold one corner into the
opposite corner. Two flaps will be created on the sides, cut off only
one of the flaps.
- Trapezoid: Take a square and fold one corner in half and cut it. Then
take that corner and place it on the opposite corner to trace. Cut along
the line you traced.
III. GUIDED PRACTICE
5. Tell the students to return to their tables. They will be working in their
table groups, so they need to remember that they should work together
and be respectful to each other.
6. Give students a 9 x 12 sheet of black paper and a variety of colored
construction paper cut into different sized squares.
7. While students are working walk around and have them explain what
quadrilaterals they are using and labeling, and make sure they are using
the correct math vocabulary.
IV. CLOSURE (Student summary of learning)
8. Have the students create a Robot Body Part List, by having them label 4
or 5 different quadrilaterals they used to create their robot, using the
correct math vocabulary.

9. After students have labeled their quadrilaterals have them find 2 other
students who havent seen their project. They have 3 minutes to talk
about their robot.
10. Once the 3 minutes is up, have them clean up their area, put their robot
on their desk and come to the rug.

V. INDEPENDENT PRACTICE (Summative Assessment)

10. Once the students are at the rug explain that their exit ticket will be to
create a Venn diagram, comparing and contrasting two different
quadrilaterals they used to create their robot.

5. DIFFERENTIATION STRATEGIES
To support learning differences, English Learners, IEPs, 504, GATE, etc.
6. INSTRUCTIONAL RESOURCES AND MATERIALS
- Black paper
- Multi-colored paper cut into squares
- Scissors
- Glue
- Quadrilateral information sheet
- Pre made Robot
- Pictures of robots
-Venn Diagram blank sheet
-Types of Lines Information Sheet

Woeksheets-

Lines

Properties

Point

A point is an exact location in space

Line

A line is a set of points that goes without end in both

directions

Line Segment

A line segment is part of a line with two endpoints

Ray

A ray is part of a line that has one endpoint and goes

forever in one direction.

Parallel Lines

Parallel lines never meet or cross. They are always the

same distance apart.

Intersecting Lines

Intersecting lines cress at one point

Perpendicular Lines

Perpendicular lines are intersecting lines that cross at a

perfect cross every time.

Power Point-