Home » Math » Quadrilateral Art

Before we start, I have to throw in a disclaimer. This activity and the next post does contain some prep work. I normally try to keep it simple. We all have so little time, and the last thing I want to do is sit and cut things out.

To be honest, I tried to let my little ones cut out the shapes, but I quickly found it took them a lot longer than it would have taken me. The biggest reason though is that they often do not stay exactly on the line. And when you are dealing with quadrilaterals, a small cutting error can change the shape.

With that said, we still had lots of fun with this activity and it was a great way to work on the names of shapes and get some graphing practice in.

I started off reviewing the names of the shapes and their attributes. My little boys are 4 and 5, so we are only focusing on parallel lines right now. As big train lovers they totally get train tracks, so that has been my connection for them. My five year old is starting to see them, but I’m still having to draw out the lines for my four year old. We have made big deals about the poor trains that fall off the track when they ride on all the rails of the kites, and one of the lines of the trapezoid. To put that in grown up terms, kites do not have any parallel lines, and a trapezoid only has one. Of course, trains love any type of parallelogram because they will never crash.

As we work our way down the list of parallelograms, we have discussed equal sides and I’ve briefly mentioned angles. Even with little ones, I use the correct terminology. Yes, right, acute, and obtuse angles seem hard for 4 and 5 year olds, but it is amazing what they learn when you constantly throw in that type of vocabulary.

From here it is simple. I gave my kiddos a plate of sorted shapes and told them that they had to use each shape once. They went to work creating their picture.

When they were finished we did the most important part. We counted up how many times they used each shape. This is where the shape recognition comes in. They obviously had to know which shape is which to count them up. We put our finding on a graph, and then had a brief discussion about what the graph.

I asked them which shape they used the most, the least, and what was the difference between those two. We also had fun comparing the two graphs.

“C used a lot more rectangles than I did.”

“Oh really, how much more?”

This was met with a brief silence in which he used his fingers as a manipulative, and then a correct answer.

I love math discussions with my kiddos!!!!

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### 10 thoughts on “Quadrilateral Art”

1. lisarenee25 says:

This is FABULOUS! I love this activity!

I’m sharing!

Thanks so much for linking up and introducing me to your blog!

2. lisarenee25 says:

This is FABULOUS! I love this activity!

I’m sharing!

Thanks so much for linking up and introducing me to your blog!

3. lisarenee25 says:

This is FABULOUS! I love this activity!

I’m sharing!

Thanks so much for linking up and introducing me to your blog!

1. Rachel says:

Thank you for hosting a link up. I enjoyed browsing through your blog too!

4. Rachel says:

Thank you for hosting a link up. I enjoyed browsing through your blog too!