Virginia SOL 7.MG.3

7.MG.3 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 7.MG.3.a.i

  Compare and contrast properties of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid: parallel/perpendicular sides and diag...

• 7.MG.3.a.ii

  Compare and contrast properties of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid: congruence of angle measures, side, a...

• 7.MG.3.a.iii

  Compare and contrast properties of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid: lines of symmetry.

• 7.MG.3.b.i

  Sort and classify quadrilaterals as parallelograms, rectangles, trapezoids, rhombi, and/or squares based on their properties:  parallel/perpendicular sides and ...

• 7.MG.3.b.ii

  Sort and classify quadrilaterals as parallelograms, rectangles, trapezoids, rhombi, and/or squares based on their properties: congruence of angle measures, side...

• 7.MG.3.b.iii

  Sort and classify quadrilaterals as parallelograms, rectangles, trapezoids, rhombi, and/or squares based on their properties: lines of symmetry

• 7.MG.3.c

  Given a diagram, determine an unknown angle measure in a quadrilateral, using properties of quadrilaterals.

• 7.MG.3.d

  Given a diagram, determine an unknown side length in a quadrilateral using properties of quadrilaterals.

01

What Students Need to Do

Students identify parallel and perpendicular segments, congruent sides and angles, diagonal relationships, and lines of symmetry. They sort quadrilaterals under every name that fits. They use those properties to calculate missing side lengths and angle measures.

02

What Mastery Looks Like

Students classify a quadrilateral under every name that applies and support each choice with measured or marked properties. They find missing sides using congruent segments and missing angles using angle relationships or the 360 degree sum.

03

Common Misconceptions

Students often think a rectangle is not a parallelogram or that every rhombus is a square. They may assume all quadrilateral diagonals are congruent, perpendicular, or angle bisectors. Some use 180 degrees instead of 360 degrees for the interior angle sum.

04

How to Assess It

Give this exit ticket: ABCD is a parallelogram, AB = 3x + 2, CD = 20, and angle A = 68 degrees. Find x, find angle B, and list every valid classification.

1. 01

   Give students straws, rulers, protractors, and tracing paper to build five quadrilaterals, measure their parts, and test each line of symmetry.

2. 02

   Ask, "Is every square a rectangle, and is every rectangle a square?" Require two reasons using sides, angles, or diagonals.

3. 03

   Run a card sort with shape diagrams and property cards; students place each shape under every name that applies and defend one choice.

4. 04

   Have students photograph a window, floor tile, sign, or table, then label its quadrilateral type and mark measurable properties.

• 4.MG.5

  The student will classify and describe quadrilaterals (parallelograms, rectangles, squares, rhombi, and/or trapezoids) using specific properties and attributes.