In this lesson plan, adaptable for grades 2-3, students explore BrainPOP Jr. resources to learn about different types of quadrilaterals and how to describe them. Then they will work in small groups at stations for hands-on projects to further their understanding of quadrilaterals.

Students will:

  1. Understand ways to describe a quadrilateral using key vocabulary.
  2. Identify quadrilaterals in their daily lives.
  3. Draw and identify quadrilaterals based on descriptions of them.


  • Internet access for BrainPOP
  • Interactive whiteboard
  • index cards


right angle, parallel, line, side, parallelogram, polygon, quadrilateral, rectangle, rhombus, angle, shape, square, trapezoid


  • Preview the movie Quadrilaterals to plan for any adaptations.
  • Prepare index cards for Memory Game by drawing quadrilaterals on each card and their names on other cards.
  • Create flashcards with images of different quadrilaterals on them for Heads Up game.
  • Draw images of different quadrilaterals on index cards (separate from the ones for Heads Up). On a  separate set of cards write the corresponding shapes’ names.

Lesson Procedure:

  1. Display images of the different quadrilaterals: rhombus, rectangle and trapezoid. Ask students what they have in common. Once it is established that they all have 4 sides, explain to students that the term for this is “quadrilateral.” Write the word quadrilateral on the board and underline “quad”. Explain that the the word "quadrilateral" comes from latin and that quadri means four and latus means side so “quadrilateral” is a way to describe a shape that has 4 sides.
  2. Show the BraiPOP Jr. movie Quadrilaterals on an interactive whiteboard or other large display for the whole class. Pause at various points to reinforce student understanding of key concepts.
  3. Next, open Make-a-Map from within the Quadrilaterals topic, and either use the spider map template or create your own spider map. Type “quadrilaterals” in the center. Then ask students to brainstorm what they know about quadrilaterals, such as they have four sides. Then watch the movie from within Make-a-Map and pause each time Annie tells about a feature of quadrilaterals. Type it in the spider map, or add the clip to the map.
  4. Divide the class into four groups and explain that in the spirit of “FOUR,” they will be working at each of the following four stations. Rotate periodically so that each group will have had a chance to work at each station.

    Station 1: Draw About It. Have students look around the classroom, school, and school yard. Ask them to find as many quadrilaterals as they can. Have them draw a picture of what they say and label the shape that it is.  

    Station 2: Heads Up Game. Students work in pairs to play the Heads Up Game. One student picks up a shape flashcard (see Preparation) without looking and it and holds it up to their head. The other student then describes the shape to them so that their partner can guess what shape they have.  

    Station 3: Memory Game. Have students shuffle the Memory Game cards (see Preparation) and lay them out on a table in rows. Challenge students to take turns flipping over two cards at a time to see if they can find the the pictures and names that match.

    Station 4: Spinner Game. Assign the Spinner Game to students. Working in small groups, students name a quadrilateral that fits the description that their spinner lands on. In the organizer provided they can then name the shape and draw it.