Analyze and classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size.
These different meanings result in different classifications at the analytic level. According to T(E), a parallelogram is not a trapezoid; according to T(I), a parallelogram is a trapezoid. Both definitions are legitimate. However, Usiskin et al. conclude, ‘The preponderance of advantages to the inclusive definition of trapezoid has caused all the articles we could find on the subject, and most college-bound geometry books, to favor the inclusive definition.’” (Geometry Progression, p. 3). Thus, the inclusive definition is used below and throughout the curriculum.
Act 1: Watch the video: Investigating Quadrilaterals.
a. What do you notice? What do you wonder?
b. How is this person sorting the cards each time?
Act 2: Use the following information to solve.
|First sort:||Second sort:|
Act 3: Reveal the answer.
Was your answer reasonable? Why or why not?
Act 4 (the sequel): Sort the quadrilaterals from Template: Quadrilaterals in a different way from how they were sorted in the three-act task above.
For each figure in the table below, determine whether each statement describes the figure. If so, place an X in the box. You may mark more than one box for each figure.
Based on the properties identified in the table above and any other properties you can identify, name each shape, being as specific as possible. Write the name of each shape below.
Shape A: ______________
Shape B: ______________
Shape C: ______________
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