This lesson plan based on the concept 'Quadrilaterals".

1. CONCEPT ATTAINMENT MODEL LESSON PLAN
Name of the Teacher:
Subject:
Lesson:
Topic: Quadrilateral
Instructional Objectives: Pupil will be able to understand the concept quadrilateral.
Learning outcomes: Pupil will be able to
1. Compare and classifies positive and negative examples of quadrilaterals
2. Generalizes the concept of quadrilaterals.
3. Identifies quadrilaterals from given geometrical figures
4. Analyses the properties of quadrilaterals.
Elements of the Concept:
1.Name of the concept: Quadrilateral.
2.Definition: A quadrilateral is a four-sided closed figure.
3.Examples of concept:
i) Positive examples: Squares, Rectangles, Parallelogram, Trapezium.
ii) Negative examples: Closed figures with more than and less than 4 sides and closed
and not closed figures.
4.Attributes:
Essential attributes: Closed figure, four sides, four vertices or four angles.
Non-essential attributes: size and shape may be different.
Previous knowledge: Geometrical figures, sides and angles of geometrical figures.
Learning materials: Cut outs of geometrical shapes.
Process skills: Observing, Comparing and classifying, Hypothesizing, Inferring, Generalizing,
making operational definition.
Syntax Leaning Activity Pupil Activity
Phase.1
Presentation
of data and
identification
of Concept.
Today, we are going to learn about a new concept. I have a
concept in my mind. I will show you some positive and
negative examples related to the concept. Positive examples
will be agreeable to my concept and Negative examples will
be disagreeable to my concept. You have to observe each
example and notice the characteristics of both +ve and -ve
examples and identify the concept in my mind.
Teacher presents labelled examples.
a) Students
will frame
hypothesis for
identifying the
similarities and
dissimilarities
of the
concepts.
b) Considering

2. Positive examples: Negative examples: each
hypothesis, at
tributes will be
judge.
c) By analysis
and synthesis
of the
attributes they
will find out
the inner
concepts.
d) Will be able
to generate
own examples.
Phase.2
Testing
attainment of
the concept
Compare positive and negative examples, and identify the
peculiarities of positive examples. Or in other words how
they are different from the negative examples?
What are the characteristics of positive examples?
Pupil: they are closed figures.
Any other characteristics or properties?
They have four sides, four angles or four vertices.
Non-essential attributes: size and shape may be different.
By relating the characteristics of positive examples, could
you able to identify the concept we are going to learn today?
Teacher shows the chart depicting simple quadrilateral,
concave quadrilateral, convex quadrilateral, complex
quadrilateral, cuboid, rectangular shaped prism and square
shaped prism. Identify the unlabeled examples as yes/no
i) Teacher will
give more
information
but will not
mention the
concept like
before. ii)
Teacher will
ask to identify
which
information
attribute is
related to
which concept.
iii) If the
student’s role
is satisfactory,
he will ask to
give more
examples.
iv) Teacher
will give

3. Phase.3
Analysis of
thinking
strategies
Student identifies that example in the first row are examples
for the concept to be learned.
Teacher confirms the hypothesis, names the concept and
restates the definition.
After getting the inputs from the students, teacher restate the
definition of the concept as “A quadrilateral is the union of
four line-segments determined by four distinct coplanar points of
which no three are collinear and the line-segments intersect only
at end points.”
Teacher provides more examples for quadrilaterals and ask
them to find out all the properties of simple quadrilaterals
other than they identified before.
general
statement
about the
concept.
a) Students
will be asked
to analyze and
discuss the
process by
which They
have attained
the concept,
students
describe
thoughts.
b) Students
will discuss the
role of
hypotheses and
attributes.
.