Quadrilaterals
Strand: Shape and Space (3-D Objects and 2-D Shapes)
Outcomes: 6, 7
Step 3: Plan for Instruction
Guiding Questions
- What learning opportunities and experiences should I provide to promote learning of the outcomes and permit students to demonstrate their learning?
- What teaching strategies and resources should I use?
- How will I meet the diverse learning needs of my students?
A. Assessing Prior Knowledge and Skills
Before introducing new material, consider ways to assess and build on students' knowledge and skills related to counting.
Ways to Assess and Build on Prior Knowledge 
B. Choosing Instructional Strategies
Consider the following general strategies for teaching the characteristics of 3-D objects and 2‑D shapes:
- Connect new geometric concepts to previous concepts learned.
- Connect the geometric concepts to the real world.
- Integrate the specific outcomes; e.g., focus on parallel, intersecting, perpendicular, vertical and horizontal sides of quadrilaterals.
- Provide hands-on experiences by having students construct various 3-D objects and 2‑D shapes and then focus on their properties.
- Use concept attainment with examples and non-examples of a given geometric concept to promote discussion and critical thinking so that students construct their own meanings and write their own definitions.
- Have the students discuss the similarities and differences between two geometric concepts.
- Provide various activities to consolidate learning of the various geometric concepts; e.g., Frayer Model, Venn diagram, tree diagram and semantic feature chart.
C. Choosing Learning Activities
Learning Activities are examples of activities that could be used to develop student understanding of the concepts identified in Step 1.
Grade 5
