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Teacherís Guide to Quadrilaterals

Subject Area & Year Level
Mathematics 3

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Learning Objectives/Competencies
This online treasure hunt introduces students to the study of quadrilaterals, the fourth unit in the Mathematics 3 curriculum.

In particular, this lesson on quadrilaterals aims to help learners identify the different type of quadrilaterals and their properties. The specific learning competencies covered are:

1. recall previous knowledge on the different kinds of quadrilaterals and their properties (square, rectangle, rhombus, trapezoid, parallelogram)
2. apply inductive and deductive skills to derive certain properties of the trapezoid
3. apply inductive and deductive skills to derive the properties of a parallelogram
4. apply inductive and deductive skills to derive the properties of the diagonals of special quadrilaterals

2-3 days

Before you conduct the online treasure hunt, do the following:
1. In the computer lab, with the help of the Center Manager download all of the online resources/websites and save these for offline viewing. Make sure that the saved files can be accessed from all of the computers in the lab.
2. Make sure that all computers are working.
3. Load the treasure hunt onto each computer or to the teacherís PC and make sure that it can be accessed from all of the computers in the lab.
4. Print copies of the treasure hunt for your students (one copy per group). (optional)
5. In the classroom, group your students into groups of three members each.
6. Each group will be assigned a computer. If you have more groups than computers, you may have to divide your class into two sets, with one set of groups working in the lab on this treasure hunt on Day 1 of this lesson and the other set of groups working on the treasure hunt on Day 2. Prepare a worthwhile classroom activity (seatwork) that is related to the topic for the groups that will remain in the classroom.
7. Explain the procedure of the online treasure hunt. You may distribute the print copies of the online treasure hunt (one copy per group).
8. Find out whether your students know how to use a computer (keyboard and mouse). If needed, bring your students to the computer laboratory and orient them to its use. Also give them instructions on proper behavior in the computer lab.

During the online treasure hunt, do the following:
1. Lead the groups into the computer lab and get them settled in. When everyone is ready, instruct all groups to start reading the online treasure hunt. (You and the Center Manager may open the treasure hunt file and have it ready for reading before the students enter the lab, or you can ask your students to open the file following oral instructions from you.) There is no need for a motivational activity since students will be motivated enough by the prospect of using the computer lab for this lesson. Also, the introduction to the online treasure serves as motivation.
2. Use the time allotted for your class. Do not borrow the time intended for other subjects. Start on time and end on time. The students should be able to finish answering the small questions in 30-40 minutes. Groups can begin answering the Big Question but may require more time for question A. Assign this as homework.
3. Move around the room. Observe how each group is doing the activity and write down your observations in a teacherís log/journal. Assist students as needed.
4. Collect the groupsí answers to the small questions. Tell the class that the synthesis for the lesson will be done after all groups have finished the online treasure hunt.
5. At the end of your workday, go over the group answers to the treasure hunt questions and complete your personal notes on the conduct of the online treasure hunt in your teacherís log/journal.

After the online treasure hunt, in your classroom (Day 2 if all of the groups were able to participate in the online treasure hunt on Day 1 because there were enough computers for all groups, or Day 3 if the groups had to work at the computer lab in two batches):
1. Discuss with the class the answers to the treasure hunt questions. Be sure to discuss the answers to all eight small questions and the Big Question.
2. Summarize the main points of the lesson.
3. Before dismissing the class, ask your students to comment on the online treasure hunt activity. On a piece of paper, ask them to write:
ē what they enjoyed the most,
ē what they found difficult, and
ē what improvements, if any, they suggest for future activities of this type.
Give the students 5-10 minutes to do this, and then collect the answer sheets.
4. Study the studentsí assessment of the online treasure hunt and take this and your own notes into account when planning your next online treasure hunt.

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