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RE: SLC S23 Week4 || Quadrilaterals
| Task | Comment | Grade |
|---|---|---|
| 1. Parallelogram | It is better to indicate the equality of sides and angles not with numerical values, but with appropriate markings. The labels like CA=4.8 are unnecessary. Of course, this could have been shown in a separate diagram as an illustration of the equality of sides. Calculating the area is irrelevant and unnecessary since we didn’t discuss areas in the lesson. The properties should focus on those that distinguish a parallelogram from other quadrilaterals. | 1.7/1.8 |
| 2. Trapezoid | In the diagram, the bases BC = AD are marked, but they are not equal. The properties should focus on those that distinguish a trapezoid from other quadrilaterals. The right trapezoid is well depicted. When describing the properties of a right trapezoid, it is unnecessary to mention the parallel sides (this fact is already conveyed by the concept of a trapezoid). For the isosceles trapezoid, the equality of sides and angles is better indicated with appropriate markings. This is better – in the isosceles trapezoid, its unique properties are specifically named | 1.7/1.8 |
| 3. Rhombus | A rhombus with a fixed center, as I demonstrated in the lesson, would better showcase its properties. When describing and demonstrating the rhombus, its unique properties should be highlighted | 1.7/1.8 |
| 4. Rectangle | The rectangular shape resembles a room plan, but numerical values interrupt the sides. The equality of sides is better shown with appropriate markings, not numbers. Moreover, the area is not of interest to us and only takes up unnecessary space | 1,6/1.8 |
| 5. Square | In the last animation, the markings show that all sides are equal, but the numerical values are also present (which are unnecessary). | 1,6/1.8 |
| Point for aesthetics and neatness. | 0,9/1 |
Total: 9,2 / 10