Examples of what pupils should know and be able to do
Probing questions
What properties do you need to know about a quadrilateral to be sure it is a kite; a parallelogram; a rhombus; an isosceles trapezium?
How could you convince me that a rhombus is a parallelogram but a parallelogram is not necessarily a rhombus?
Why can't a trapezium have three acute angles?
Which quadrilateral with one line of symmetry has three acute angles?
What if pupils find this a barrier?
Use discussion activities, for example Always, sometimes, never true. Give pupils statements to explore and agree on whether they are always, sometimes or never true, for example:
- The diagonals of a parallelogram bisect each other.
- A kite has rotational symmetry of order 2.
- An isosceles trapezium has unequal diagonals.
For the above and other strategies see TMM from L5: Shape and space pp. 12-14.
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