The way I would approach this, and the way I anticipate a grade four student should approach this is with imagination and examples. Try some shapes (with a drawing program, with some sticks, etc.) Look at a variety of examples and find one that fits the properties listed.
Take a parallelogram and say -what if I take these edges in a different order? Do I still have pairs of sides of equal length? What changes, what is the same?
Doing this kind of playing around, and asking what if, is good mathematics. Giving examples in a reference book does little to assist the essential learning which can happen here. In fact, it feeds a misperception of what mathematics is, and what children can do in mathematics.
There may be a gap in communicating this sense of play, and experimentation to children (and parents) - but the goal is great and I encourage this approach.
On 31-Jan-05, at 11:04 PM, Melinda wrote:
On 28 Aug 02 23:22:36 -0400 (EDT), Diane wrote: > Draw a quadrangle that has 2 pairs of equal sides but is NOT a > parallelogram. > Does this seem like 4th grade to anyone? I finally got the answer but > we have no book to use as a reference.
I know you posted this last week but I am in the same boat. My 4th grader as a geometry sheet for homework and I am lost. We do not have a book to go by either. What is wrong with this system?? It has been almost 20 yrs. since graduated much less did geometry. I am looking to fing out what type of shape has four sides that are not equal.