Jen Goldschmidt

Topic/Title

Inscribed Quadrilaterals

Grade Level

Geometry

Materials

Computer, Geometers Sketchpad, student handouts, white board,

1 40-minute class period

Graph paper, rulers, protractors, calculators

Standards

Content Standards

MathematicsHighSchoolGeometry:Introduction
The concepts of congruence, similarity, and symmetry can be understood from the
perspective of geometric transformation. Fundamental are the rigid motions:
translations, rotations, reflections, and combinations of these, all of which are here
assumed to preserve distance and angles (and therefore shapes generally).

Congruence

G-CO

Provegeometrictheorems
11. Prove theorems about parallelograms. Theoremsinclude:oppositesidesare

congruent,oppositeanglesarecongruent,thediagonalsofa
parallelogrambisecteachother,andconversely,rectanglesare
parallelogramswithcongruentdiagonals.
Makegeometricconstructions
12. Make formal geometric constructions with a variety of tools and methods
(compass and straightedge, string, reflective devices, paper folding,
dynamic geometric software, etc.)

Similarity, Right Triangles, & Trigonometry

G-SRT

2. Given two figures, use the definition of similarity in terms of similarity

transformations to decide if they are similar

Expressing Geometric Properties with Equations

G-GPE

Usecoordinatestoprovesimplegeometrictheoremsalgebraically
4. Use coordinates to prove simple geometric theorems algebraically.

6. Find the point on a directed line segment between two given points that
partitions the segment in a given ratio.
7. Use coordinates to compute perimeters of polygons

Geometric Measurement & Dimension

G-GMD

Visualizerelationshipsbetweentwodimensionalandthreedimensional
objects
4. Identify the shapes of two-dimensional cross-sections of three-dimensional

objects, and identify three- dimensional objects generated by rotations of

two-dimensional objects.

Modeling with Geometry

G-MG

Applygeometricconceptsinmodelingsituations
1. Use geometric shapes, their measures, and their properties to describe
objects

Standards (cont.)
1.
2.
3.
4.
5.
6.
7.
8.

Standards for Mathematical Practice

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

Anticipatory Set

Students will be asked to write the definitions of vocabulary

related to the lesson. They may work in pairs if they would
like to. They will have four minutes to complete this handout
and after that, I will go over the correct definitions.
Midpoint
Quadrilateral
Parallelogram
Square
Rectangle
Rhombus
Vertex

Learning Activity

The students will be shown a construction in Geometers

Sketchpad on the overhead. There will be a quadrilateral with
a midpoint on each of its four sides. These midpoints will be
connected to form another quadrilateral inside.
The sides of the inscribed quadrilateral will be measured on
Geometers Sketchpad, along with the angles.
The students will be asked what shape is inscribed in the
quadrilateral and why it is that shape.
Students will see this figure is a parallelogram and remains
one when vertices or sides of the original figure are moved.
The interiors of the original figure and the inscribed one will
be constructed and then the areas and perimeters will be
measured. Also, the ratios of the perimeters and areas of the
original figure to the inscribed one will be calculated.
Students will be asked whether or not the ratios stay the same
when the vertices of the original quadrilateral are moved.
The ratio of the areas will remain at 2, while the ratio of the
perimeters stay the same.
Once students are told the previous statement, they will be
asked what can be concluded about an inscribed quadrilateral
in general. That is, the area of a parallelogram formed by
connected the midpoints of the sides of a quadrilateral will

always be one-half of the area of the original figure.

Students will now be handed graph paper, rulers, protractors,
and a handout. They will be asked to graph an 8x8 square and
find the midpoints of each side. Then they will construct an
inscribed quadrilateral by connecting the midpoints. They will
use these graphs to answer questions on a handout.
Once they finish answering questions about the 8x8 square
with connected midpoints, they will be asked to draw another
8x8 square. This time, they will create a point that is onefourth of the way form each vertex. After connecting all of
those points, they will answer the questions on the handout.
After giving students time to work on this assignment, they
will be asked to make a conjecture.
Conjecture: As the points on the sides of the quadrilateral that
are connected to form an inscribed quadrilateral move closer
and closer to the vertices of the original figure, the ratio of the
area of the original figure to that of the inscribed figure
approaches 1.
This conjecture will be proven with the visual of an inscribed
quadrilateral. Using the Pythagorean Theorem,
X2 = S2 + (1-S)2 = 1 2S + 2S2. The ratio of areas is
1
. As S approaches 0 this approaches
1 2 S+2 S 2
1
1
=1 .
=
10+0
1

ratio =

This lesson is made up of visual and auditory learning

activities. The lesson requires students to investigate by
finding the perimeter and area ratios of an inscribed
quadrilateral to the original figure, as well as seeing the
relationship between the two figures, according to shape.
Students use the teaching method of instruction since they use
the formulas for perimeter and area of various quadrilaterals.
The students also explore by making a conjecture about
inscribed quadrilaterals whose vertices are moved closer and
closer to the original figures vertices.

Throughout the lesson, the NCTM Standards for Teaching

Mathematics will be paramount, i.e.,
The students will be engaging in worthwhile mathematical
tasks both in class work and assigned work. All assigned
work is relevant to the NYS standards and will involve
realistic applications.
The teachers role in discourse will be positive, engaging,
challenging, and inspiring.
The students role in discourse will be encouraged,
important, and mathematical and will fully satisfy the
communication process strand.
Multiple methods will be used for enhancing discourse
including class work, technology and directed activities.
The learning environment will constantly be one that will
foster each students mathematical power. Students will be
encouraged and assisted in active problem solving, making
connections, and in understanding and creating
representations while employing strong reasoning and
proof skills.
The teacher will engage in a constant analysis of teaching
and learning pre- and post-lessons to ensure that all
objectives are met. Strengths of the lesson will be identified
as well as areas needing adjustment.
Technology Integration Technology is integrated in this lesson in that Geometers
Sketchpad is used as a visual aid for students.
Provision for Diversity Gearing Down
Students may need to review the definitions in the anticipatory
set as well as the formulas for perimeters and areas of various
quadrilaterals. If a student needs additional one-on-one
explanations, they will be advised to come for extra help. A
copy of notes from the lesson may be provided to students who
have difficulty taking notes.

Gearing Up
Students most likely have not seen this lesson before, so they
should be interested. However, if some students have learned
parts of the lesson, they will be encouraged to answer
questions, as always. If they finish their seatwork early, they
may go ask their classmates if they need help. They will be
encouraged to investigate inscribed triangles for extra
exploration.