Sunday, May 24, 2015

Special Quadrilateral PowerPoint Presentation

published on: 2/28/2003

Contributing Teacher(s): Nancy McKinney

Subject Area: Math/Geometric Spatial- Geometry

Grade Range: High School (9-12)

Materials Needed: Computer lab with access to the Internet and PowerPoint program

Objective: The student will demonstrate the ability to identify the types of special quadrilaterals and discover the properties and relationships between them.

Instructional Strategy: Evaluating Student Understanding

Process Standards:

  • Goal 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
  • Goal 2.7 use technological tools to exchange information and ideas

Content Standards:

  • Mathematics 4. Patterns and relationships within and among functions and algebraic, geometric and trigonometric conc...


    Time Allowance: I spend approximately 3½ weeks on Special Quadrilaterals(see comments)

    Description: Pairs of students create PowerPoint presentations identifying types of special quadrilaterals, with definitions, theorems, and a real-life situation using each quadrilateral--critique, geometry, technology

    Comments: This includes regular class work and 3-4 days in the computer lab. (We have 50-minute periods every day.)

    Classroom Component:

    • If possible, find the book The Important Book, by Margaret Wise Brown, to read to your students. Many elementary classrooms will have a copy.
    • Estimate when your unit on special quadrilaterals will be finished to schedule 3-4 days time in the computer lab. If you don't have PowerPoint, the students can use a word-processing program to create pages instead of slides.
    • Divide the students into pairs based on their experience with PowerPoint—experienced with inexperienced.
    • Be prepared to give an explanation of creating a PowerPoint presentation or if possible, ask your computer lab person.
    • Make copies of the plan worksheet and scoring guide.
    • As you teach your unit on special quadrilaterals, have the students complete the Special Quadrilateral PowerPoint Plan worksheet.

    Under specific expectations, for each quadrilateral a student receives a point for having the correct definition, a point for a correct theorem or property of the quadrilateral, a point for a second correct theorem or property of the quadrilateral, a point for stating a real-life situation using the quadrilateral, and a point for a picture of the quadrilateral in the stated real-life situation. I would deduct a point for any theorem that restates the definition. For example, if a student states that a rectangle is a quadrilateral with four right angles as the definition, the student cannot say "Opposite angles of a rectangle are congruent" as a theorem or property.

    Under general expectations, grading is much more subjective. The following point values are suggestions based on what I do when I grade the presentations. To earn a 5 in the layout category, I would expect all 5 quadrilaterals to have all the information neatly placed on each slide (which can be easily accomplished using the PowerPoint layout options) and for all the slides to be in the correct order. If transitions are used within the slide, the information should appear on the screen in the correct order. (For example, the name of the quadrilateral should appear on the screen before its definition appears.) A 4 would indicate that one of the quadrilaterals has a layout error or a slide out of order, a 3 would indicate problems with two of the quadrilaterals, and so on. For the grammar, spelling, and punctuation category, a 5 would indicate no problems in these areas. I would give a 4 to a presentation with 2-3 minor errors or 1 major grammatical error, a 3 to a presentation with 4-5 errors and/or 2 major grammatical errors, and so on. In the category of overall appearance and interest-level, a presentation earning a 5 would have an appropriate graphic on each page, background on each page, a variety of fonts, nice transitions, and credit given to pictures downloaded from the Internet. A 4 would have all the above components except one, a 3 would have all the above components except two, and so on.


    I introduce the unit on special quadrilaterals by reading to my students the children's book The Important Book, by Margaret Wise Brown. We discuss the style the author used to write the book and I tell the students that their PowerPoint presentations will be in the same style. Each set of slides will consist of a) the important thing about that particular quadrilateral, which we determine would be the definition, b) at least two other characteristics of the quadrilateral, which should be theorems or properties, c) a real-life situation in which the quadrilateral is used, along with an accompanying illustration or picture of the quadrilateral depicted in the real-life situation. The pictures can be clip art, downloaded from the Internet, or scanned.

    After each quadrilateral is introduced during the unit, each student spends a few minutes working with their partner to complete the slides for that particular quadrilateral on the Special Quadrilateral PowerPoint Plan sheet. They may need to spend some time outside class to think of a real-life situation. When the unit is finished and we actually go to the computer lab, the plan sheet will be complete so the students are able to spend the allotted time creating the presentation and not trying to look up information.

    The quadrilaterals I include are the parallelogram, rectangle, rhombus, square, and trapezoid. As the students finish their presentations, each group must "trade computers" and watch the presentations of at least two other groups. As they watch, they are to critique the presentations and jot down a few suggestions, comments, and strengths to give to the group. Due to time constraints, we spend only three class periods on the computers, but I allow another week or so for the students to find time on their own to go to the computer lab to finish their presentations. At the end of this time, the computer lab instructor burns a CD of the presentations which I can take back to the classroom.

    Having the CD in the room allows me to grade on my own time. It also allows the students to watch the presentations together in the classroom. These presentations can be shown using a Smart Board, through a TV, or if necessary, gathering around a computer. This will all depend on what you have access to at your school. Because of the nature of the assignment, each presentation is to some extent alike, but you will also find that each one is unique and different. They don't take long to watch, you can show as many or as few as you want in a day, and the students really enjoy viewing them.

    • A student with some experience in PowerPoint can be paired with a student with little or no experience.
    • If a student cannot use a computer or you have no access to a computer, each slide could be drawn on unlined paper.
    • If PowerPoint is not available, a word-processing program could be used. Each slide could be created as a page in the program and printed out.
    • Create a book with the information.

    Special Quadrilateral PowerPoint Plan
    Slide 1: Title page
    Slide 2: Parallelogram—The important thing about a parallelogram is…. (definition)
    Slide 3: List two theorems or properties about a parallelogram.
    Slide 4: Identify a real-life situation that uses parallelograms along with an illustration or picture of the real-life situation.
    Slide 5: Rectangle—The important thing about a rectangle is…. (definition)
    Slide 6: List two theorems or properties about a rectangle.
    Slide 7: Identify a real-life situation that uses rectangles along with an illustration or picture of the real-life situation.
    Slide 8: Rhombus—The important thing about a rhombus is…. (definition)
    Slide 9: List two theorems or properties about a rhombus.
    For additional information contact :
    Nancy McKinney
    Camdenton High
    Camdenton R-III
    (573) 346-9232

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