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Great Lesson Ideas –
MARK:
Understanding Quadrilaterals
Math can be boring. I’m one of the first
people that will admit that math can get
boring and dull. So that’s why you always
want to involve them in the lesson. Don’t
just sit there and talk all day long. If they
can enjoy the learning experience, it’s
going to be good.
TOUGH TO TEACH
[music]
Understanding Quilaterals
Mark (INTV)
MARK:
Mark Hassoun
My name is Mark Hassoun. I teach Math at
math teacher
Fairmont Prep in Anaheim, California.
Mark (VO)
MARK:
Today’s lesson was about Quadrilaterals,
but we started the lesson by talking about
triangles, and I made them cut the corners
of the triangles, which are the angles, and
put the angles together to come up with
180 degrees.
Mark, Students
MARK:
We’re going to start with a little
experiment here. See, I put a bunch of
triangles on each desk. So, start with the
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obtuse triangle. So, cut up all of the
angles, as partners. Cut them up and line
them up on a piece of paper and see what
they equal.
Mark (VO)
MARK:
What’s abstract about the whole lesson is
trying to remember the difference
between the shapes. Each shape has its
own properties and not to confuse certain
properties with certain shapes. For kids
who don’t memorize very well, that why I
like to do that little activity, cut the corners
of the triangle and put the angles together
to make them remember their properties.
What do they make? It makes a straight
angle, he says. What’s a straight angle?
01:01:17
Mark, Students
STUDENTS:
180.
MARK:
That’s why the sum of the angles in a
triangle equal 180. Did you guys come up
with a straight angle?
STUDENTS:
Yes. Yeah.
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And what kind of triangle was this? Obtuse
triangle. So, does it work for every
triangle? See. Try it. Try it for this one.
What kind of triangle is this one here?
Scaling triangle, or... right triangle. So, cut
up the three angles. See if you come up
with another 180 degrees. Okay. Do they
make a straight angle? If they make a
straight line that’s a straight angle. What’s
a straight angle? 180. And that’s two
different type of triangles. So, it works for
any triangle. So, I gave you some extras so
as you can go and show your friends.
Mark (VO)
MARK:
So, they cut all these angles, and every
time they cut the three angles and they put
them together, they end up with a straight
line.
01:02:03
Mark, Students
MARK:
Now, today, we’re going to work with
quadrilaterals. Let’s cut all four angles, and
see what a quadrilateral will equal to.
Mark (VO)
MARK:
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Then we moved on to a quadrilateral,
which consists of four angles. So, they cut
all four angles and put them together.
360
MARK:
Onscreen diagram
Cornerwise, they put them together, and
they end up with a circular shape, and a
circular shape adds up to 360 degrees.
Mark, Students
MARK:
And that’s the beginning of all
quadrilaterals. Just like the sum of the
angles in a triangle equal 180. So, that’s
the first rule. So, a quadrilateral by
definition, a polygon with how many sides?
Four sides. So, the first rule we learn, sum
of angles in any quadrilateral add up to
what? Add up to 360.
Mark (VO)
MARK:
So, that was the beginning, to bring back
the sum of the angles in a triangle into the
quadrilaterals. And then from there we
moved on to a like a formal lecture of
different types of quadrilaterals, and we
discussed the main ones.
Mark, Students
MARK:
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And now I’m going to show you different
types of quadrilaterals. I’m going to pass
them out, and we’re going to talk about
each type. Here’s a square. Draw the
diagonals. Draw the diagonals on this
picture and see what happens.
01:03:15
Mark (VO)
MARK:
Students drew the diagonals. They
measured them. They found out if the
diagonals are concurrent or not.
Mark, Students
MARK:
Now, when you’re done drawing the two
diagonals, measure them. Use that ruler
that you have and measure both diagonals
and see what you notice about both
measurements, both diagonals.
STUDENT:
They’re equal.
MARK:
Are they equal? For both of them? So,
what do we know about the diagonals of a
square? They’re equal. So, that’s the first
rule. Diagonals of squares are congruent.
What else do you notice about those
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diagonals? What kind of angles do they
make?
STUDENT:
Ninety degrees.
MARK:
Ninety degrees is good. The diagonals of a
square are perpendicular. So, next shape
we’re going to concentrate on rectangle.
Now, let’s see if we get the same results
with a rectangle. Draw two diagonals and
see if they’re equal. Then check if they are
perpendicular.
STUDENT:
Not ninety.
MARK:
Not ninety. That’s good.
01:04:14
Mark, Students
STUDENT:
And there’s obtuse and acute angles.
MARK:
Yes. Are the diagonals equal?
STUDENT:
Yeah, equal.
MARK:
Are the angles right angles?
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STUDENT:
No.
MARK:
No. For rectangle, so diagonals are still
congruent. But the angles are not right
angles, so Rule Number 2 does not apply
here. Diagonals do not form right angles.
Do you understand the difference between
a rectangle and a square? The square here
all four sides are equal; a rectangle,
opposite sides are equal.
Mark (VO)
MARK:
It’s hard to remember all those rules, but if
you did it, it kind of sticks with you, so
you’ll, you’ll know the difference. Are the
diagonals of a square congruent? Yes or
No? If you drew them and you measured
them, you tend to remember that. Really,
you cannot have a single moment as a
teacher as your best moment. I like to
think about every day is the best moment.
As long as you, the kids are succeeding it’s
a good moment.
01:05:06
Mark, Students
[music]
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With special thanks to Mark
Audio:
[music]
Hassoun and the staff & students at
Fairmont Private School
CREDITS
Wingspan Pictures Logo
01:05:22
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