Wrapping up work with quadrilaterals

Today's class concluded our work with kites and trapezoids. Students, generally, felt that the assigned problems were some of the easiest they had so far. There were still some points of confusion that needed to be addressed, especially with regard to problems involving kites. These centered around realizing that one pair of opposite angles had to be congruent and that one diagonal was the perpendicular bisector of the other diagonal.

To conclude the work with quadrilaterals and begin paving the way for work on similarity, I used pages 3 and 4 of the Parallelism Preserved investigation. Students seemed to breeze through identifying quadrilaterals and, when asked, were able to justify their responses with the specific characteristics they used.

The next three questions caused a bit of confusion, but students were able to make reasonable arguments as to when parallelism was preserved. The final problems reviewed triangle congruence theorems. As we move into exploring triangle similarity theorems, the review will be helpful.

We'll check responses next class and have an assessment. I'm still deciding whether to make this a partner quiz or a take-home quiz. I intend on using the Understanding similarity in terms of similarity transformations tasks to work through the unit on similarity. There will be a summative assessment over quadrilaterals and similarity once this unit is complete.