The lesson defines a quadrilateral as a polygon that has four sides and explicitly labels a square as "a special kind of quadrilateral" and a rectangle as "a quadrilateral whose opposite sides are the same length." Students make squares and rectangles on a geoboard and are asked to identify plane polygons (square, pentagon, triangle, rectangle, hexagon) in Activity 2. The lesson also asks students to compare a square and a rectangle (noting side-length attributes) and to point to polygon parts such as sides, vertices, and angles.

Students walk around objects and are asked to name the shape they trace, with prompts noting that most will be squares or rectangles. Students build and measure squares and rectangles using tiles and straws, count sides, and compute perimeters (e.g., creating a 4x4 square, 6x4 and 3x8 rectangles). The student activity page and answer key identify "closed shapes that have straight sides are called polygons," and students fill in vocabulary such as "polygons" and "regular".

Students compare a square and a rectangle in the examples section and note that a square has all sides the same length while a rectangle has sides of different lengths. In Activity 3 students build polygons with straws and pipe cleaners, including tasks to make 4-sided polygons (e.g., a rectangle with sides 2 and 3) and to draw those polygons and write number sentences for their perimeters. The worksheet asks whether students can make a square and whether they can make regular polygons, prompting students to reason about side-length attributes.

Students are asked to create as many four-sided polygons as they can with a perimeter of 16 inches, including specific examples (1 by 7, 2 by 6, 3 by 5, 4 by 4). Students work with squares and rectangles on the whiteboard, noting that all sides of a square are equal and that rectangles have two pairs of equal opposite sides while using those facts to find missing side lengths. Students are also prompted to make other irregular shapes (including four-sided ones) with a given perimeter and to explore pentomino shapes and their perimeters.

Students repeatedly create, draw, and measure rectangles and squares (e.g., making rectangles with sides 3 and 4, 5 and 6; Activity 1 and Day 2 examples). Activity 4 and the student pages ask students to make and draw polygons that have 4 sides (e.g., "Make a polygon that has 4 sides" and "create a polygon with 4 unit squares and pipe cleaners"). The materials prompt students to label side lengths and identify areas for these four-sided shapes.

Students roll dice and imagine making a four-sided shape, then are asked whether the shape is a square or a rectangle. Students draw specified squares and rectangles on centimeter grid paper, label side lengths and areas, and cut out those squares and rectangles for use in composing new shapes. In the wrap-up students draw composite shapes made up of squares and rectangles and compute perimeter and area.

Activity 1 directs students to create many four-sided shapes (no composite shapes) on centimeter grid paper with a specified perimeter of 36 cm and to compute each shape's perimeter and area; the activity explicitly lists and has students draw a sequence of rectangles and a square (e.g., 17×1 through 9×9). Activity 2 (Build a Robot) has students draw body parts on grid paper to meet given area and perimeter measures, reinforcing drawing and measuring four-sided, grid-aligned shapes. The wrapping-up game and other tasks explicitly mention creating and comparing squares and rectangles and analyzing how shapes change as area increases for a fixed perimeter.

Students are asked to create regular and irregular four-sided polygons on a geoboard and to draw/count the sides, angles, and vertices of those shapes. In the sorting activity students group shapes by number of sides and are prompted to make groups labeled "squares and rectangles" and by number of sides/angles/vertices. The lesson has students draw a regular 4-sided polygon and an irregular 4-sided polygon and to identify polygons versus non-polygons.

Students practice identifying the defining attribute of quadrilaterals (four sides) by sorting shapes into a "club" with a happy/sad column and are asked to draw shapes that have four sides. The lesson provides a definition of quadrilateral (4 sides, 4 angles, 4 vertices) and has students create quadrilaterals on a geoboard, sort shapes by side and angle attributes on activity sheets, and draw or glue a variety of four-sided shapes (regular and irregular). The provided diagram and sorting activities show squares, rectangles, a rhombus, and a trapezoid placed among quadrilaterals, and students make quadrilaterals that fit specified attributes from index cards.

The Skills and introduction sections prompt students to compare squares and rectangles and explain shared attributes (four sides, parallel opposite sides, right angles), and students are asked to name shapes by their most specific category. Activities have students identify properties of rhombuses, parallelograms, and trapezoids on worksheets, use an interactive tool to manipulate vertices while observing retained attributes, and complete a "Who Am I?" matching task that reinforces recognizing rhombuses, rectangles, and squares as quadrilaterals. Students also create quadrilaterals with geoboards, grid paper, and straws/pretzel sticks and color or find examples of various quadrilaterals in a real-world picture, practicing construction and recognition of shapes that are not squares/rectangles/rhombuses (e.g., trapezoids, non-special parallelograms).

The Skills section explicitly states that students should understand shared attributes that define the larger category of quadrilaterals and recognize rhombuses, rectangles, and squares as examples. In the Introduction students create squares, rectangles, parallelograms, rhombuses, and trapezoids on a geoboard or grid paper and are asked to vary side lengths and angles. The Quadrilateral Trading Cards activity requires students to draw each quadrilateral, list attributes that distinguish it from other shapes, and identify related shapes; the example cards list attributes for squares, rectangles, rhombuses, parallelograms, and trapezoids. The Shape Maker link and the Quadrilateral Art option ask students to create pictures using only quadrilaterals, reinforcing producing multiple quadrilaterals including types that are not rectangles/rhombuses/squares.

The skills list explicitly tells students to understand shared attributes that define larger categories and to recognize rhombuses, rectangles, and squares as examples of quadrilaterals. In the Pattern Blocks activity, students identify and manipulate specific shapes (for example, identifying the blue rhombus and placing/turning blocks) and use rhombuses to compose a hexagon (three rhombuses = one hexagon). Students also count and name fractions of the hexagon made from trapezoids, rhombuses, and triangles, showing hands-on work with shape attributes and composition.

The Skills section explicitly states students should understand shared attributes that define quadrilaterals and recognize rhombuses, rectangles, and squares as examples. Students are instructed to draw specific shapes on laminated grid paper including a regular quadrilateral (square, rhombus), an irregular quadrilateral (parallelogram, trapezoid), a rhombus, a parallelogram, and a trapezoid. The teacher prompts ask students to identify that a quadrilateral has four sides and to name which quadrilaterals have two pairs or one pair of parallel sides. The Unit 7 Test and its answer key require students to identify which figures are quadrilaterals and to classify them (e.g., which are regular, which have one pair of parallel sides).

The lesson's Skills section explicitly states that students should "understand that shapes in different categories ... may share attributes ... define a larger category" and to "recognize rhombuses, rectangles, and squares as examples of quadrilaterals." The Quadrilateral Story Rubric requires students to "use at least 3 different quadrilaterals in your story" and to identify and explain the quadrilaterals they used. Activities ask students to include a variety of quadrilaterals in their pictures and to teach others what they've learned about quadrilaterals when they share their story.

Students draw rectangles and squares (Activity 1 and Activity 2) and compute their perimeters and areas. Students are asked to note that a rectangle has two pairs of opposite sides that are the same length and that all four sides of a square are the same length. The worksheet and student activities include problems with rectangles and squares and directions to create multiple rectangles/squares with specified areas.

Students use straws to create and explain parallel, intersecting, and perpendicular lines, and they complete a word-box activity that defines "quadrilaterals" as polygons with four sides and labels specific types (square, rectangle, rhombus, parallelogram, trapezoid). The answer key explicitly links attributes (two pairs of parallel lines, right angles, equal sides) to named categories (square, rectangle, rhombus, parallelogram, trapezoid). Students also play a "Classify Quadrilateral Shapes" game to practice identifying different quadrilaterals.