Let's begin. So what's a quadrilateral guys? So we'll just do a quick Definition part and then we'll move on to problem solving as quickly as possible So let me start with a quick definition and few properties around quadrilateral. So quadri Quadrilaterals, okay, so the name is very you know Self-explanatory so hence quad quad means for and Laterals means sides So hence we say any closed geometric figure with four sides and we name it a B C D This is called a quadrilateral or quadree angle Quadree angle that both both names are there now So if you see There are four sides. So let me just write four sides are there or four laterals are there four edges are there whichever name four vertices are there a B and C and D and Four angles are there. Okay, and there are there are two things two diagonals are also there. So these are two Diagonals opposite vertices joined together in case of quadrilateral diagonals, right? So these two diagonals are there moreover, you know that in a quadrilateral We have four sets of Four sets of adjacent sides as well as four sets of adjacent Angles and you can see a B B C Is one set then BC CD is another one CD AD another one and AD AB these are Four sets of adjacent sides similarly angle a and angle B They are pair of adjacent angles Angle B angle C angle C angle D and angle D and angle a these are four pairs of four pairs of adjacent Angles, isn't it? This is the information about a quadrilateral apart from that there are two opposite sides What are two opposite sides here? Clearly it is a B and CD and the other one a D and BC there are two pairs of opposite sides similarly two pairs of Opposite angles and that is angle a and angle C and angle B and angle D these are You know the vital information about the Quadrilateral, why am I discussing all of that because later on you are now going to you know study the properties of a quadrilateral Now you asked me why do we study the quadrilateral in the first place? now, you know Sense of geometry is very very important. Let's say in the field of engineering Then those who want to let's say take up architecture Architecture and therefore or later on let's say design Right you want to design any particular you know Product or let's say you want to design a building or you are into engineering so you must be very very thorough with the knowledge of geometry so hence and Quadrilateral being one of the integral part of geometry dot or you know, we must learn Okay, next first property of a triangle, which is very very vital you all of you know already and that is angle some property of Angle some property Property of our quadrilateral. Okay, so this you can guess already We had an angle some property of a triangle and that was some of the three angles in a triangle is equal to 180 here What we are going to do you would use to repeat the same process and here is let's say the AB So this is the quadrilateral and we are saying angle a plus angle B plus angle C Plus angle B is 360 degrees It is very very easy to prove and we will use something that we have already learned in the previous sessions or classes And that is we will be using angle some property angle some Property of Triangle right how to do that construction join any of the two diagonals Let's say I'm joining DB. So now name them. Let's say this is angle one. This is angle two. This is angle three This one being four five and six. So hence What can I say in triangle a? DB Angle one plus angle two plus angle six is 180 degrees. Why angle some property for triangle Similarly angle three plus angle four plus angle five is again 180 degrees and this is in triangle D C Okay, now what name this as equation one name this as equation two and simply add both of them. So one Plus two LHS plus LHS RHS plus RHS.  So hence now you club two and three. What do you see two and three and five and six? The proof is kind of done. So hence angle one is angle a angle two plus angle three If you can see this is angle two plus angle three, so it's angle D Angle D and angle four is nothing but angle C and five and six put together here is angle B correct So 360 degrees you can rearrange and you have just got the desired Result, okay, so some off The four sides. Oh, sorry four angles of a quadrilateral 360 time to solve problems now. So let's solve problems Okay, so first problem set So R&R people you would have done it in the morning, but never mind you can do it again So let's start. So start guys. You can post your answers in the chat So first question is angle for quadrilateral are respectively in a hundred ninety two find the fourth angle quick do it Yes, calculation error dude Don't do calculation mistake. Okay, very fairly simple question. All of you would have Done it by now. Now second question in a quadrilateral ABCD the angle ABC and DR in the ratio One is to two is to three is to four find the measures of each angle of the quadrilateral Okay, first answer is 70. First answer is 70 why we will be using angle some property of the triangle No, sorry of the Party lateral. So first time I think I don't need to solve the first one for you. But anyways Let me just share Yeah, the whiteboard with this So that I can finally solve it as well. Okay, so here is the next question Yep, I hope you're able to see it. Yeah, keep solving if you are able to solve one Go to the next one. Yeah, so the first one is First one is Yes, so the first one first question so it is given the angles are hundred then 100 degrees and you have 98 degrees and third is 92 degrees and let's say the fourth one was X Okay, so how to solve this? So I'll tell you what in in the exam if it happens, you should start like this So this is just the information. So you should you should start like this.  So X is equal to 360 degrees minus 290 degrees, which is equal to 70 This is the answer. So the fourth angle is very good. Yep, let's solve question number two I hope all of you understood the first one. This is Snow brain are very easy one. So they will give you some certain such It could be you know asked for not more than one mark In your exam. Okay, next question Next question was a quadrilateral ABCD angle ABC and the are in the ratio one is to two is to three to four Find the measure of each angle of the quadrilateral Okay, so in such cases whenever the ratios are given what to do you have to do Let Let the angles of Let the angles let the angles of the quadrilateral or the given quadrilateral Lateral B What? X Then 2x then 3x and 4x. So whatever was the ratio if you see x 2x 3x 4x all are in the ratio One is to two is to three is to four Okay, now what Therefore by angle some property of Quadrilateral Quadrilateral we get what x plus 2x plus 3x plus 4x is equal to 360 degrees So that means 10x if you see x plus 2x plus 3x plus 4x is 10x so 10x is 360 degrees. So what is x guys simply 360 degrees by 10 equal to 36 degrees Okay, so it x is 36 and 2x the second angle will be equal to 2 into 36 degrees, which is equal to 72 degrees 3x is 3 into 36 degrees I'm sorry. Yeah, 36 degrees is equal to 108 and 4x is equal to 4 into 36 is Equal to 1 4 4 degree and to check if you add all of them you'll get 360 degrees. Okay, this is Question number two all clear anyone has any doubt, please you can talk to me to chat. Okay next Yep So now let's say this question would have come in MCQ then you know You don't get this much time to you know write all the steps So hence in such cases, what will you do you simply add the ratios? What is this 1 plus 2 plus 3 plus 4 so 10? Yeah, so divide the total by 10 so 36 So automatically the angles are 36 times 1 36 times 2 36 times 3 and 36 times 4 Simple so these questions could be good candidates for MCQ questions. Okay now third one third one says Sides B and DC of a quadrilateral ABCD are produced as shown Prove that a plus B is equal to X plus Y That's mean why those who are solving question number five. I there's a correction in question number five and It it says prove that so I'm Yeah, so the question number five just a correction question number five I'm writing here So the correction is in the question number five you have to prove that prove that angle P Plus angle Q is equal to half Angle ABC plus angle ADC half angle ABC plus angle ADC you have to prove this Okay, so it was missing in the sheet never mind. So let's go back to question number three. It says There is a quadrilateral. So this is the quadrilateral. I'm drawing the figure So this is the quadrilateral Okay This is a quadrilateral. Okay. So now what is given? It's given these are the points a B C and B and It's given that It's you know DC is produced. So okay and BA is also produced You have to prove that a plus B.  Sir, what is the message by Neha from Neha? What is it? Could you please crawl down to the fifth question? I can't see the entire figure. Okay So here is the fifth question guys. I hope now it fits in. Yeah Now in this how to approach such questions, you can start from C They're asking about if you see a plus B are angles and they're asking about the sum of angles So whenever angles are being added upon You must have this thing in your in the back of your mind that it has got something to do with angles some properties whether it is triangle angle Triangle, quadrilateral, whatever right? So a plus B any of if you see A and B happens to be exterior angles to these to this figure, right? And if you consider only the triangle This shaded triangle, right? So this triangle for this triangle B is the exterior exterior angle So can I write and let me some let me put some other names as well So for example, let me put this angle as one and let's say this angle be two Let's say this angle is three and let's say this angle is four So can I say that? Angle B or let's say not angle B B is equal to angle one plus angle three by what theorem it is Exterior angle theorem for a triangle exterior angle theorem fun. I'm just writing in abbreviation I'm not writing in full in exam. You should write in full. So B is angle one plus three similarly A is equal to angle two plus angle four Now always keep in mind you want a plus B. So hence it is always advisable now to add these two So what will you get? You'll get a plus B is equal to angle one plus angle two plus angle three plus angle four in the RHS now Yeah, someone is saying something just a minute. What is it? Okay, someone is giving the solution never mind.  So no brainer in this again a plus B is equal to x plus y So the third question is sorry. Yeah, go to question number four Here is where the Complication starts. Okay. I think how many of you could solve question number four Question number four sorry. Yeah, good. So most of you would have done it Never mind Aditi raised hand Aditi. Yes, Aditi. You can write here Aditi Yeah, so basically, okay fair enough. No problem. No problem. You can mention here four and find out four and five done Good. No problem. So let us, you know, I the The point is we need to learn how to express your you know, most of your answer scripts Which I have seen there were lots of problems in communication guys even if you know the solution You will you were not able to reproduce it on the piece of paper and there were lots of Mistakes regarding that so hence use these sessions to understand how to present your answers as well Now let's say question number four. What does it say? It says Yeah, question number four question number four says in a quadrilateral ABCD. So let me draw a neat quadrilateral.  So don't draw You know square. Let's say if there is a there's a quadrilateral question.  So this is a B C and D. Okay. Now they're saying A and B are our bisectors of A and B. So let's say this is a oh A oh and this is the oh, sorry Try to make The diagram as neat as possible I'll give you a mantra here and I always keep on saying in my classes. The more you make The life of the examiner easy Easier he she will make your life Okay, always remember think about Let's say you have to correct anyone's paper. How would you expect them to be so there is where maximum You know, so presentation does really matter. Anyways, so this is just a game. I'm cropping this up and shifting it somewhere else. Anyways now Come back to the question question says Um, what does the question say question says that a oh A oh is up by sector of angle a and B. Oh is my sector of angle B. So clearly do not hesitate to write this as X and X Why and why Okay, so you should present like this what you should write given I know many of you despise this but then Guys, you know, if you are not very, very prepared for methodical approach of question solving later on in your MCQ based test also you will struggle. So hence this is very, very important. This is just from experience. I'm trying to tell you So given what is given given is always let your mind know and let the mind take a full control of the entire problem So hence I'm saying given what is given a oh and B. Oh are By sectors, there is no problem in writing right as much as possible even you are by sectors of Angle a and angle b respectively Okay, the more you write the more clarity your mind gets and lesser the number of careless mistakes now to prove What is to prove you have to prove that Angle a OB angle a OB is equal to half Angle C plus angle D Okay, many a times we also adopt our Check what is the check so we can we can check whether the given problem is really correct or not how do we check So you can take some special cases. For example, let this ABC DB square now Let's say now let me show you how to you know, keep this checks in mind. So let's say Let's say this was the case. Let me draw This let's say ABCD is a If it is true for one quadrilateral, it will be true for any quadrilateral. Isn't it? Hello, are you able to see here be properly? Hello Guys are you able to hear me? Yes, sir. Yes, sir. So now so what I'm trying to say is see how to check. Okay, check how to check such kind of problems If it is true for one quadrilateral, it should be true for any quadrilateral, right? So let me take that square and you know, squares are right angles. So all the all the angles are right angles So hence if the bisector would be there, how much will be this angle 45 degrees 45 degrees and how much will be this angle 45 degrees?  So let's check whether this fits in into our problem. So angle AOB. So this was a this is B and this is O So angle AOB so much angle AOB in this case is 90 degrees and let's check what is half of C plus D Now see this is C and this is D. This is also 90 is also 90 so half of C plus D again is 90 So hence it works. It works for a square. That means that means the problem is kind of correct. You know might might not be so hence we can approach and then we can generalize now what to prove this. So how to prove.  How do you think whether this is a you know correct step or what should be the first step? Many people struggle in the first step itself. Now there is no direct answer to that but yes over a period of time if you are conscious about problem solving You can get those trends and traits you know as you solve more and more. For example here again if you see there are some of angles given Some is being talked about. So hence the moment there is some of angle and there is a geometric figure automatically the mind goes to some property of any quadrilateral or any polygon for that matter So hence that we could definitely try that and if let's say that doesn't work then we'll have to also go to some other method. So this is what you know with experience again now angle AOB is half angle C plus D. So what is angle AOB by the way where is angle AOB. Let's look at it. Angle AOB is here now clearly in terms of I can express AOB in terms of X and Y this question is automatically leading me to do that why No we can't prove it stress because you know the question being asked here by stress is when we did this choir method checking thing Can we not use that method itself as a proof. No one specific case cannot be proof for you know all the cases right so it just works only for one case. So something which works for one case doesn't mean that it will be you know useful or let's say you know you can prove it or it will work for all the cases. For example let's say in one particular test out of 100 you get 80 that doesn't mean you will get 80 always in the next exam you have to get more than 90 or 95 right. So hence it cannot be generalized so by one test I cannot generalize whether you are really really smart or dumb or whatever right. So hence one specific case cannot be taken to generalize the proof so hence we have to take that that approach in geometry or any such proof so that no one can question our approach and it has to be generalized. I hope you understood. No no no the question next is you said that if it works for one question one quadrilateral it will work for others to know I didn't say that I'm saying. If it is true for all quadrilateral then it will be true definitely for a square as well why because square is a special type of a quadrilateral. So hence that's the thing so and if it is true for any given quadrilateral it must be true for a square as well but the vice versa is not true. That means if it is true for square it need not be true for all the quadrilateral. So hence that's the you know relationship please understand if it is true for a quadrilateral it will be true for any square for that matter okay not the vice versa. Now let's see the proof I hope you got it okay great. Now angle A O B is half so how do I express this in terms of X and Y so clearly if you remember angle A O B can be written as 180 degrees minus X and minus Y. This is a direct fault you know result of let's say angle some property of a triangle isn't it. So angle some property of a triangle this is a direct fallout of that so hence so wait a minute I'll just make some space here. Yes now what's next so you can again write this as 180 degrees minus X plus Y okay where again you can write this as can you not write X as a by two so hence I'm writing angle A by two plus angle B by two isn't it. So what is this 180 degrees minus half of angle A plus angle B okay now I need C and D so hence I have to find out I have to somehow replace a B by C and D so how do I do it. I know one more relationship that is angle A plus angle B plus angle C plus angle B is 360 degrees. So my dear friends angle A plus angle B will automatically be 360 degrees minus angle B minus angle C minus angle C minus angle D correct. And then if I multiply the whole equation by half I will get 180 degrees minus C C plus D by two now the problem is solved so now what you can do is you can replace this item here. This one here can you see by this item here so hence it becomes angle AOB is equal to what is this 181st so right 180 degrees minus the second thing can be written as 180 degrees minus angle C plus angle D by two I just substituted this and hence you got angle C plus angle D by two hence proved. Okay, I hope you understood this. See more than I know most of you would be knowing how to solve it.  Once again, see. So A plus C plus C plus D A plus B plus C plus D is 360 degrees. Hope you understood this, then angle A plus B can be written as 360 degrees minus angle C minus D. Just take these two on the right hand side here. Okay, then what angle A plus B is this so if I multiply this by half I have to multiply this whole by half. So if you open the brackets what you what will you get you'll get 180 degrees minus this. Yep. Okay now. Did you all understand now. So, hence, now what I will come back to a OB so a OB was what this one. 180 degrees minus half angle A plus B so and minus half angle A plus B was equal to 180 minus this. Simply replace this one, this item here I replace this one by this one, this one. Yep. And hence, if you replace it, you will get the desired so 180 minus 180 gets cancelled and this minus and this minus one minus gets multiplied becomes plus one and you get C plus D by two. Now did you understand all of you. Is that fine. Clear area we are just trying to understand the methodology most of you are grossly missing on the methods to adopt and how to present your answers. Okay, so hence please pay attention even if you know how to solve it, but I know when you reproduce in the paper. 180 minus 180 becomes 360 that's what the kind of mistakes you have done in your last midterm exam so please be attentive here. Okay, now before we proceed further. There could be multiple methodologies yesh it's just a way of expressing it properly that's it if you if you know there is one way works better than the other please go about it but then. No, no, no, please suggest don't worry you know you are very very welcome to suggest anything. I'm just trying to hint upon is one thing which is you know which I observe in your all your papers is the way you present your answers is little you know shaky you know the approach is not that correct. So hence that has to be taken care of okay in in bit of all this I'll give you one more generic theorem and that theorem is angle some property of any any polygon. Angle some this is an additional information for you. Property angle some property of any polygon you must be knowing few of you angle some property of any polygon. Okay, so what is it if you have if you have a polygon or polygon or polygon with n sides with n sides for example n is equal to three in case of triangle. I'll just give you who who's who's Eminem you know I know I need to know your name please tell me your name don't have some random names in my class I need to know each one of you please tell me your name.  Okay, please remember again I'm writing n minus two times 180 degrees this is what the generalization of this particular theorem is you can use it for any purpose you want now you can check when n is equal to three what is a triangle right. Three sides triangle CC when n equals to three and minus two into 180 is 180. Right, when n is equal to four. What will happen four minus two into 180 is equal to 360 degrees. So this is for triangle this is for quadrilateral this is for quadrilateral file and say we have a pentagon pentagon pentagon will have five sides n equals to five. Right, so hence it will be five minus two into 180 degrees is equal to 540 degrees. Okay, so this is how it goes so hence you can you can now predict for hexagon for hexagon angle some property hexagon means n equals to six. So it will be nothing but six minus two times 180 degrees which is nothing but 720 degrees okay now can you tell me guys what will be the angle some property or the sum of angles of our polygon with 12 sides 12 sides polygon. One thousand eight. Yes. One thousand nine eighty. Nine eighty why? 180. 180 awesome guys you guys. Very nice. 180. 12 minus two times 180 degrees. Yeah. 180. 180 degrees. Right. 1,800 degrees. Very good. Thanks a lot. Okay, all these things you will learn in organic chemistry later on the angles of a polygon becomes very, very important later on. Okay, so please keep these things in your mind. Okay, now what about 360 divided by n? What is 360 divided by n? What is it? Come again. Exterior angle. What is this? No, I come again. What is what are you talking about? Sir, what about 360 divided by n? That formula. 360 divided by n formula. What is it? Exterior angle. Exterior angle. Yeah, who's this? Sir, Shadli. Shadli. Yes, Shadli. What is what? Who's the person who's asking the question? I didn't recognize you. Sir, I'm assure them, sir. Naful. Oh, yes. Tell me what is this? Shadli, you're saying something about this. Sir, 360 divided by n is for exterior angle. State the sum. Sorry, state the theorem. Sir, if n is the number of sides in a regular polygon, then each angle is going to measure 360 by n degrees. That is, that is the, that's not external angle, no? Oh, each external angle is going to be like that. That's what you're saying. Okay. Did you understand harsh, harsh, right? Yes, sir. I understood. Yeah. So regular polygon might mind you guys. I'm not talking about regular polygons here. What is an 11 sided polygon called though? If I don't know, see best way is to go to Google and you learn how to study simultaneously. Okay. Open. So you don't need to know everything. So let's say undecagone is my prediction. Let's see. 11 sided polygon. 11 sided polygon. Yeah. Name. So someone has asked all these things. Dual. What is it? Um, hendecagone. Okay. The person who asked this question, Aditya, hendecagone. I don't know how do, how do you pronounce it? But yes, keep Google friendly.  If possible. Yeah. Now, uh, don't take again is for 12 coming back to our. What? Where did it go? Yes. So now the next question. Okay. This, that's what I mentioned in the very beginning in the question number five, something was missing. It's not given what is to be proved. So don't worry. I'll give you, I'll give you enough things to prove now. Okay. So question number five, guys, how many of you could solve this question to prove, to prove in this question is angle P plus angle Q is half angle ABC plus angle ADC. This is what is to be proven. All of you could do this question. Anyone who could do it? Yes. No, don't know. Maybe come on guys. How many could do this? I did it. Yeah. Okay. Great. Great. Let me tell you how to approach such kind of problems. So hence again, you need to understand the approach more than the real, you know, solution, solution. You guys, I know you guys are pretty smart. You will be able to do it, but approach as well as presentation is something which is very, very crucial. Now, the question is bisectors of angle A and D quadrilateral ABCD. Now, many of you, the first mistake you will do is ABCD appears to be a parallelogram, isn't it? In the figure, it appears to be a parallelogram and almost, you know, a good chunk of people would start the problem solution by considering or assuming that ABCD is a parallelogram and hence that is first stage of, you know, mistake, right? So hence do not get confused or let's say guided by whatever the figure is given. Please read the question thoroughly at least twice. So it says in figure bisectors of angle B and angle D of quadrilateral ABCD. So hence what I used to do during my time was I would skew the image to that extent that I don't need to follow whatever is there. So, you know, unfortunately here it is not getting done. No, it's fine. Again, this is also, so I just try to distort the, you know, try to generalize the sum, you know, by drawing this kind of a diagram now. Now name it according to what the diagram is ABCD. And now it says angle B and angle D. So angle D bisector is going here and you produce it. So this point is Q and angle B bisector is coming here and you produce it. Wow. The software is intelligent enough to predict good. So hence this is Q and this is P. Now you have to prove, prove what angle P plus Q. So this angle plus this angle is equal to is equal to half of ABC and ADC again P and Q. Okay. So how to solve again P and Q some and you know, normally you're seeing that we're trying to solve similar type of problem. So hence somewhere the angles some property must be there, but you know P D Q B is a quadrilateral. So either you can use the angles some property of a quadrilateral itself or you can try and use angles some property of a triangle. There could be two approaches here, right? So let me say where all is angle P. So clearly. So given and all. So you have to start with this given. What is given BP and DQ are bisectors, bisectors of angle B and angle D respectively. This the question itself will help you but sparing 10 seconds to write such given statements will help you. Okay. So right and AB and CD are produced produced to Q and P respectively. So this is a respectable and always try to number the given items. Why? Because the more you number the information, the more you get a clarity. Okay. So those are the two facts which are given now to prove to prove what is to be proven.  Half of, half of angle ABC, ABC and ADC. This is what is to be proven. Okay. Great. Now what? So now once I have taken down the question. Now I'll use the entire space. Now clear how to go about it. Now if you see this is one triangle guys. So I will use this information. P is lying in one. This thing and then let's use the information which is given VP and DQ are bisectors. That means if I coin it as X, this will be X. And if this is why this will be why is it? Now let's find the proof out. So how to go about it. Let's try to work on angle P first.  What is it? It is nothing but it is equal to 180 degrees. Okay. Is it fine? Now angle P plus angle C. So hence if you see the left hand side comprises of P. So hence I am getting the P here. P thing is here. So keep that in mind. P is here. Now let's talk about Q. Right. Let's talk about Q. Q angle Q. If you see where is angle Q here? So this falls in this triangle. Correct. So angle Q plus angle A plus Y is 180 degrees again. And what is the basis? Angle some property. Okay. Now what? So I want to get angle P plus angle Q. So either you can represent P in form of all other angles and Q in terms of all and all other angles and add, or you can add these two equations right away. So for making your life easier, I'm expressing it like this. Angle P is equal to 180 degrees minus angle C. And what can I say about X? X is half of B, isn't it? So I can write this as 180 degrees minus angle C minus angle B by two. I hope it's clear to all. Next is angle Q is equal to 180 degrees minus angle A. And Y can be written as angle D by two C angle here. And X is B by two and Y is D by two, isn't it? Okay. Now what I am naming this as one and naming this as two and add one and two. One and two. See, can you not see that I get the LHS? I get the LHS, right? LHS is sorted. I just need to arrive at the given RHS. So let's see. So if you add, what will you get? 180 degrees minus angle C minus angle B by two. And plus 180 degrees minus angle A minus angle D by two. Okay. Which is equal to 360 degrees. 180 plus 180 is 360 degrees minus angle A plus angle C within brackets. I'm clubbing them together. And this is nothing but angle B plus angle D by two. Clubbing minus sign together. Now you'll ask why I'm clubbing this together because I am always having this desired result in my mind. In the desired result, you see only B and D are talked about. So hence I have to somehow get rid of this item. And again, to get rid of that item we'll again use. So this is quite, you know, intuitive that 360 degrees also there, A and C is also there. So can I not write this as angle B plus angle B. This item is this. Why? Because A plus C plus, I'm writing here A plus B plus C plus D was 360 degrees by angles and property of this triangle quadrilateral. So hence A plus B will be 360 degrees minus C minus D. I'm not putting the angle sign. You can understand from here. Okay. So what is it? So hence clearly this item is B plus D and minus again angle B plus angle D upon two.  And hence you get the desired result which is angle B plus angle B by two. Okay. Hence, probably right. Hence prove. Okay. I hope you all understood how to solve such kind of problems. Now the question is, can we consider BD? No, you're again. How can you consider BQDP as a quadrilateral? The question is, can we consider PBQB as a parallelogram? For parallelogram guys, you must have PB parallel to DQ and sorry. So there is no information regarding whether they are parallel or not. This information is not there. So hence guys, we can't do that. Okay. So don't assume things until unless there are enough information to prove what you're assuming. Okay. I think there is an easier method. Go ahead. Please, please, you know, enlightened. No problem. There could be one geometry. Some can have multiple ways of solving it.  So you can start from there as well. Okay. So one sum can have multiple ways of solution. Again, mind you, my intention to work out problems with you is not to find out solution only, but also to train you on how, how you should approach a problem and what, how should you express yourself? Okay. Because this is just one, one such sum in every sum, you have to be diligent about your expression. Okay. Now moving on. So this is, I think you can do the exercise and let's now again go further. Okay. Where in now we are talking about this table. So hence this table could be useful for you. You can use this table. Okay. The table is the properties, all the different types of properties or different properties of different types of quadrilateral. And whenever you are trying to solve any sum, it's always an advisable thing to do is that you have an A4 sheet in front of you and keep the properties of parallelogram as we are expressing right now in front of you and then try to solve the problem that is always, this is one, one thing you can do. Another thing that I will recommend is make a list of, list of all theorems, all theorems in one place, one place. So you can take an A4 sheet or a dial or a notebook wherever and you keep on writing theorem one, theorem two, theorem three, only the theorems, not proofs. Keep writing all the theorems at one place. Okay. And then what you can do is you can keep it in front of you whenever you are solving any geometry problem anytime. Okay. So now let me give you this table and what I'm talking, just give me a second guys. Okay. Now what I was talking about is but our what some proof cannot be used. See, Aditya here, what I am talking about is see, forget about what's happening around. I'm just trying to say this is the right approach of learning mathematics. So, you know, scores will follow.  So never mind. So what I'm trying to say is please maintain a list of this and the table which I'm now going to give you. So hence all of you can draw it as well. So hence I'm writing it as type. Type of body lateral. Then we'll talk about the sides. Then we'll talk about the angles. Then we'll talk about the diagonals. And then we'll talk about the area. All information at one place. Okay. So if you want, you can draw the table with me.  So this is what I'm going to do. So now, okay. So never mind. Let me first start with a trapezium. So hence first information is about trapezium trapezium. Okay. What about the sides? Sides, you can write one pair of opposite. One pair of opposite sides are parallel. Okay. Only this. Angles, nothing such specific thing. Diagonals. Nothing specific property. Area is given by half into some of parallel sides into height. Height is what is height? Height is this. So if I have to draw the triangle diagram. So this is, let's say this is a B and this height is H. So it will be half into a plus B times H. Clear. This is all information about trapezium. Now there is a specific special type of trapezium as well. And that is isosceles trapezium. So I'm writing it here again. So let's say isosceles isosceles trapezium. What about this? So same as above plus nonparallel sides. Nonparallel sides are equal. Okay. Here base angles are equal. Nothing specific about diagonals. Actually diagonals are also equal. Diagonals are equal and area remains the same. So this is the information about isosceles trapezium. What is an isosceles trapezium? You should see this is an isosceles trapezium where this side is equal to this side. Okay. This side is equal to this side. These are parallel lines and this angle will be equal to this angle. Isosceles trapezium. Now next is parallelogram. Parallelogram. What about the sides? Opposite sides are parallel and equal. What about angles? Opposite angles. Angles are equal and adjacent angles are supplementary. Supplementary means some of them is 180 degrees. What about diagonals? Equal and bisecting each other. These all will have to prove one by one. But I'm just giving you the crux of the info. What is the question sir in trapezium? Adjusting angles add up to 180 degrees. Yes. There you can call it. What Shardul is trying to say is this angle plus this angle is 180 degrees. Adjusting angles but not all adjacent angles. Two pairs of adjacent angles are supplementary. Equal and bisecting each other area is given by base into height. Base into height. What is that base into height thingy? This is parallelogram. This is base and the distance between any two sides. Any two parallel is H. Area will be into H. If you know this base and let's say this height then that's also is okay. Let's say this is A and this is P. Area is also equal to A into P. Whichever both ways are okay. I will redraw so that you guys do not get confused. Okay. So what is it? I'm saying so this is a parallelogram. Let me draw a little parallelogram. Let's say this is A or other B. This is A and let's say this height B H. And let's say distance between these two parallel sites B P. Okay. So the area is area is equal to either B into H or A into P. Both are same. Okay. So this is about parallelogram. Okay folks. So I'll just quickly complete the table so that I can leave you for there. You guys must be tired. So just give me one two minutes and I'll complete this table. Then we have something called rhombus. Rhombus. Where again everything of parallelogram so everything stays the same. This is same. Opposite sides are parallel and equal. But side all sides are equal. Okay. What about angles? Opposite angles are again same. Adjusting angles of supplementary opposite angles are equal. Yeah. This this remains as it is. And this one they are not equal but bisecting each other at right angles. Okay. And let's say this is the rhombus. So so hence hence let's say this is my D1 and D2 apart from the above two formula. The area formula let's say this is D1 and this is D2. So area is also given as area of a rhombus is half into D1 into D2. Okay. Okay. After this so diagonals bisect the angles where which one? Yeah. There are multiple features. Aniket. There are many other things which will be there. But right now we'll focus on something which is basic comparable to all. Now. So next is kite kite adjacent adjacent sites. Two pairs rather two pairs of adjacent sites are equal. Angles one pair one pair of opposite angles are equal. And diagonals larger diagonal larger diagonal bisect the smaller one smaller one at right angles. Okay. And area again is the same half into D1 into D2. What is the kite guys? See this is a kite. So little bit more. I'll try to make it again. It takes a diamond shape. But anyways what I'm trying to say is these two sites are longer. Yep. Again, every time I do it takes a never mind. So let's understand like this. Yeah. So this is the longer diagonal. This is the smaller diagonal. So hence it is half into. So this is D1. And this is D2. D1 into D2 is the area. Now this is right angle. This side is equal to this side. This side is equal to this side. And this side gets bisected. This one. So the longer diagonal is bisecting the right. Okay. So these are few of them are, you know, all sir. Can you go up? Okay. I'll definitely go up. I hope you know now. So let me just, you know, yeah, this is the table, which I was talking about. What you can, what you guys can do is anyways, you have the, you know, book right now with you. So it will always be a good practice to, you know, tabulate everything and do one thing. Let's do one thing here. All of you can draw your own.  With some diagrams and all, and the best one gets a reward from me. Is that fine? So the best such one, I will publish that in our forums and everywhere. And then I'll, you know, give the reward to the person who is going to send me a very good diagrammatic representation of all these information tabulated at one place. And I'm going to give you a good reward from my site. So that's the thing. So hence you jot down everything. And next class, when we'll meet, we'll see how in the same diagram, each property can be proved and then utilize for further mathematics. I hope the thing is clear to you. So there are a few queries for kite. The opposite sides are parallel. No. It's not parallel. Okay. Opposite sides are not parallel for kite. Okay. Is rhombus or kite? Yeah. You can say it is a special case of a kite. You can say so. For that matter. It's as good as saying is a square a kite is a, you know, a square could also be a kite. So hence, yes. You can say so. But then in a strictly theoretical or definition point of view, since kite is a diagram where only two pairs of adjusted sites are equal. So hence in that sense, you know, school of thought says that rhombus is not a kite. Our diagonals equal in parallelogram. That depends. Maybe may not be. For example, in a, you know, you can, you can all such questions. How do you handle what you can do is draw schematic diagram. So let's say for example, this is a parallelogram here. Right.  So hence not necessary. Diagonals need not be equal in parallelogram. Anything else? Guys. Any other question? Yeah. Any other questions? I think I could answer all. Okay. Very good. Okay. Okay. So I think I could answer all. Okay. Very good. By when you should send as quick as possible, I will wait for two days and within two days, if you send, I will keep on posting it in all the groups that this is what I have got till so far. This is the best. If I get better than that, let other audience also decide which is the best one. And okay. A decision will be mine. I'll be giving you reward. If you send me a good diagrammatic representation, the way I have done it, you can improvise upon it and you can come up with your own diagram and let me know as quickly as you're done. Okay. So hope the class was useful and we'll meet again. So thanks for attending it. Goodbye and good night. Thank you. Thank you, sir. Thank you, sir. Thank you, sir. Thank you, sir. Thank you, sir. Thank you, sir. Thank you, sir. Thank you, sir.


Hello, hello, and welcome to PD and your PJs. I'm Julie from CESA.  And I'm just honored you would take time out of your busy week to join us to talk more about how we CESA in third through fifth grades. I'm here tonight with Shelly Friar and I'm going to turn it over to her in just a few minutes. But I wanna give you a couple of extra pieces of information before we do that. I was thinking as I was getting ready to talk to you tonight that something you might be interested in is learning more about the first steps to take with CESA. If you've never created an account or created a class and you're in that in need of that kind of information, I just wanted to make sure you had access to that. So I put that video in Shelly's slide presentation right here and of course those are coming to you over email in just a few hours. So you'll be getting these slides in your email shortly. But if you need to later, you can go back and watch this training. It's about a half hour training called brand new to CESA for grades three through five. I figured those were the grades you were teaching since you were here with us in a third through fifth grade session. So take a look at that if you need to and you can also see the link on that slide for how you can find out about more of our upcoming PD sessions. So I'm just thrilled to be here with Shelly. She has lots of great things to share with you.  How's it going tonight, Shelly? It is going great, Julie. Thank you so much. I got myself immuned and everything. So... Awesome. Okay, so I just clicked the button to show your screen. So, okay, yeah, we can see it. You're good to go. And I'm gonna mute myself so that you can take it away. All right. All right, so thank you, Julie. And I'm so glad everybody is here today. So, and how we see so on third grade. I am a third grade teacher at Oklahoma City. You can reach these slides. Definitely you'll be emailed those. CESA, I'll make sure of that. But if you wanna share that with anybody else, there's the bit.ly down there at Shelly, 12 September. And also please connect with me on Twitter at S Friar because that's where I do most of my unprofessional development. However, I'm really kind of getting into the Facebook groups which are a lot of fun for me right now. So, anyway, so we're gonna go ahead and get started. There's that brand new to CESA. Oh, there I am. All right, so I am S Friar on Twitter. I had a student ask me today, Mrs. Friar, how many years have you been teaching? And I had to think about it for a minute. And I think I counted 21. So it seems like it's gone by really fast. I love being a PBS digital innovator. If you haven't seen their new website, they've been through a redesign. So I would check that out. It's cool. And also I've spent a lot of time with code.org because coding is my passion. And I do love to do after school enrichment clubs with that. And of course, CESA imposter, which is my, I just, I think it's the best way that teachers have to share their learning with their students and their parents. And here we are, this is my class this year.  We're eager to learn, we're passionate. And my job as their teacher is to help them love learning. And I really think CESA can work hand in hand with us to help our students love learning. We don't have to think up and be so super creative, but we're already doing amazing things in our classroom. And so that's kind of what I wanna talk about tonight is designing activities around the things that we're already doing in our classroom. The things that bring our students joy, the things that are fun for us to teach, and then just adding in that element so students can show us what they know. One of my favorite CESA stories for this summer was I dove in deep to activities. I think I've been doing CESA since they first got started. And I hadn't ever really played around with the activities. I know it's been around a year, but this year I really, this summer really focused on building my activity library. And so I was really excited to get back to school, to my teachers, all my staff, and we did a professional development with all of our teachers and invited some of the other teachers across campus to come. And we had a good time. I think I just blew their mind with the activities tab because it is a challenge to think about what you wanna do and make learning relevant in our classrooms. And so there were a lot of steps. So our teachers had been using CESA for the past year. We're a CESA for school and having a lot of fun with it. The parents love it. They love seeing their pictures and their students' voices. But activities, that blew their mind that you could search for all of these activities by subject matter, science and math and language arts. And so we did that. And that was a lot of fun. And now we've got teachers all over our campus who are really into that activities library. So these are some of the projects that I'd like to go ahead and look at today. I tried to pick projects that I think would fit into all of the different grade levels, three through five, as well as a variety of different subject matters. I am a language arts teacher. So a lot of my examples go along with that, but I think you can see how these apps and these activities could work in your classroom. So we're gonna do some word clouds with ABCA, some info pics, information pictures, some texting stories, which is always a favorite. Image collage, paper slide videos, and what I think is the most often is eBooks with Book Creator. So I wanna say this, and I really am a firm believer in this, is that I know that with this tendency of going digital, we're all trying to save the planet by saving paper, but really doing these technology activities is way more than just saving paper. It's way more than just taking activities, worksheets and making them digital. I think the activities library is really showing us that we can take and do some amazing activities and it can go way beyond. I've been busy creating some worksheets. This was probably not my best, but it is a spelling activity and you're moving the words around. It's interactive, which I really love. It is simple to do. Well, okay, so it's kind of simple because you have to get past that whole PDF thing and make sure that you're saving it as a picture. But just remember that CESA is so much more than just going digital. This is where I get my inspiration. This is showing with media. So we do all of these wonderful activities. I used to be in a one-to-one classroom. Now we have shared iPads, but I really love using media for students to show what they know, and that is a challenge. And that's really how I found CESA was having a place to put all this wonderful media that we were creating on our iPads and having a place, a journal, where we could, a portfolio where we could add that and then we could invite parents to participate and to see that. And so that's really my passion. This is a great activity. This is a word cloud. I think everybody has done a word cloud before. And this happens to be one that my students made right before our testing last year. And we were talking about in brainstorming, I wanted them to be successful and to feel comfortable during that part. So we were talking about, and the kids were adding in brainstorming, things that would help them be successful. And of course, the more times it's entered in, the bigger the word becomes. I think it's interesting that students know that they wanted quiet, and of course they needed their bathroom breaks. And I thought it was really funny that they wanted a special chair, but this can really give you a picture window into the minds of your students in a really fun way to gather information from them. So this happens to be one that I just built. This is an activity I'm gonna do with my students just this next week. It's a word cloud. We started our first novel was 100 Dresses by Eleanor Estes. And so there are three main characters. And so the students next week, after reading the book, are gonna have to pick one of the three main characters, either Peggy or Maddie or Wanda, and then do some character traits on them. And then they're going to list those character traits and make a word cloud out of it. So a word cloud is another great way of building classroom community. We did character traits again at the end of the year where each student had an opportunity to think of a positive character trait about their classmates. And then we gave all of those character traits to them and they got to create their own word clouds. This is what my students said about me. Again, it's a great way to love on each other and build that classroom community, but also a great way to just gather information from your classroom. So this is the app, word cloud by ABCA. You can also do it on your Chromebooks. It's also a webpage. And so if you will just Google word clouds by ABCA, it'll take you to that. So you can certainly do it on a Chromebook. I happen to build ours for iPads, but you can easily make that. And when you create something in, you save it to your camera roll. So you save it as a picture and then you add it from your folder roll. And that's how you get it into CSOL. Here's the activity that I built for this. And I'm trying to keep it really simple. I know that when you start making activities, it really helps you think about the steps that you'll need. A lot of these are steps that we have trained as a part of our procedures in getting into iPads. Watch that beginning show if you wanna know how just to get your kids familiar with their procedures. What I love about this when it's added to the library is that you can take this word cloud and then you can add your own voice and your own instructions and your own, maybe you wanna change that and do it with a character from your novel or maybe you wanna do it from a character in social studies. So there's a variety of reasons that word clouds can be done. Information pictures, Infopex. So this was a picture that was drawn by one of my younger students in second grade when I was teaching at the other school and they happened to see where the wild things are. We had read the book, they saw the play and so they were creating a picture from where the wild things are. And then we added that information. So this happens to be a quote inside all of us, hope, fear, adventure, inside all of us is a wild thing. And so we had done a lot of talking about that. But an information picture, it sounds very simple and you can do this right through CSAW by taking a picture and then adding a label on top. But really it takes a lot of higher order thinking to kind of come up with the right statement or the right quote or the right thing to add to that picture. This is one that I used in a workshop that we did for teachers and making media workshop in the summer. And it was right around 4th of July. And so the task that we had there was come up with a quote about freedom and then create an info pic. So this one was actually done in an app called Adobe Spark but I have easily done this right in the CSAW app. But what I love about this is that it took time. I was expecting most people to come up with firework, sure, but when you really had to stop and think about attaching a picture that had the meaning, the same meaning that your quote did or the information that you were trying to gather, I think that would be really powerful in a social studies classroom. I think it could be really powerful if you're talking about science and especially maybe environmental issues where you really talk, how can you convey something that you're passionate about in one small bit of information? So info pics can be very powerful. This is the activity that I built for my CSAW library. I did this in CSAW itself. I had saved this picture on my iPad and then I added it in and then put that label on top. I love this quote and it took me a long time. I picked the quote first and then it took me a long time to find just the right picture. Sometimes you put up walls, not to keep people out but to see who cares enough to break them down. And that was from Socrates. So I think coming up with an information picture is a really awesome way to kind of use the CSAW tools but also really convey a message. Now I just brainstormed, I was just thinking, hey, I should do something on bullying because that was kind of the main theme of our hundred dresses. And so just as I'm talking here, I'm thinking we could really make something neat out of that. All right, this is one of my students' favorite activities, texting story.  I believe, and I, for you Chromebook users, I don't have a good place for you to go. I know that they are out there that you can create the texting stories. But I think this one, if I press that link, that will go to that one, right? So I'm gonna go ahead and show you this because the students just think this is the coolest thing. So in this activity, students were having to use their spelling words and in a conversation. So they get really silly with it but it still has to convey the definition of the word. So this is Finn and Kyra's texting story from last year. Can you see it? That was pretty cool. I think you can see why students would have a lot of fun with that. They get pretty silly. But, you know, for third graders, especially, they're not really, they don't have phones yet. I think they know what texting is and they've probably texted family members and maybe friends but they think that's really grown up and it's a really practical way to do that. The activity that I created for this, oh, that's the texting story app. So if you can get that. And it just had some really cool updates that really made it a lot easier and it saves to your photo roll as a video. And then from your photo roll is how you add it into your seesaw. So in this activity, again, going back to our novel that we were doing, I had a conversation going. I wanted the students to create a conversation between the two characters. And so when you watch that, they're having a conversation which was a little harder. My partner teacher has already done this activity. And in course, the students are allowing emojis. And so there were some conversations they had to happen. And then there were some really harsh words in some of her conversations. So it was a real teachable moment for digital literacy which I think is really important, especially as we're using digital items to talk about, well, would you really talk that way to a friend? I mean, I know you're going to type that, but really would you say that? And so with this activity, with these texting stories, it also upsens up a whole opportunity to have conversation about responsible digital usage as far as texting. They're not really quite there yet. I don't know, maybe fifth graders are. But I think as teachers, we need to be very cognizant of that and have those conversations with our students. But texting story is a great way that you could have conversations between characters. You could have stories. You can use vocabulary words. It's really flexible. Image collage. So I'm a big fan of images and how images convey what's going on in our classroom. This was in a classroom that I taught at a few years ago and we loved integrating science into our classroom and so in order to either document experiments or document activities that we were doing, I used images. The students, that was the school that I taught at that were one to one. And so students knew how to take pictures to document what they were doing, but also I liked using it to document what was going on in the classroom so that parents could see. Because as you know, when a student adds something to their portfolio, they only see their student. So I really like to do image collages and send those out to parents. So parents can kind of see what some of the other students are doing as well. Also, it's a great way to integrate students' artwork. These were some pictures that they had done in our class of self-portraits. And it's a great way to, again, collect a lot of items and get that out to parents in one opportunity. And we really haven't talked about parent engagement, but I love the conversations that parents have. I was reading in the Facebook comments today, has anybody ever had parents complain about getting too many notifications and everybody's like, no, our parents love it, the more the better. And you can tell by some of these conversations that parents just adore getting examples of their student work. And I really think pictures are a great way to be able to do that. This is image collage, pick collage or pick kids. We actually get a lot of pictures here for a lot of various offers. This is a paid app. So I know that technology directors can get that on volume purchase plans, but we actually carry this on every iPad. I personally think that if you're gonna pay for an app, this is one that I would pay for. It's easy to use and you can use it in a variety of way. This is the activity that I created, wanting students to go ahead and collect three to five pictures and then save them to their photo roll. And then you can add that as a collage. So they can document their group work. They can add that into seesaw. So you can click on that activity and save these. I think when you save these items to your library, you can change that. All right, paper slide video. I feel like I'm rushing through this, but I wanna make sure that we get to all of these items and then have some question times too. Paper slide videos are awesome and it allows students to create or draw pictures. I wanna show you just a little bit of this one. I won't watch the whole thing, but this example was a science lesson that we were doing on bats. We were studying bats. It kind of has a long introduction because they're giving you some bat information, but the meat of it was, is that they were drawing pictures of their vocabulary words. Let me see, I'm gonna go ahead and play this. I'm gonna see. That's how you would save it to your library because I actually clicked on the library. No, that's not right. Yeah, there we go. So here is this example. A thousand insects a night. Bats can live all over the world, except very cold places. Bats can live in caves, dead trees, or even under bridges. Bats roost in dark places. Bats are the only mammal that can fly. Our class has studied bats for the last three weeks. These are some of the things we have learned. This is a picture of a bat and a scientist searching for a bat. She is using a bat detector. When bats roost, they hang on a pole, they rub up our mammals and... So I love that because it's simple. You can have students, you get that student voice, they're just sliding that picture through. Each student can participate. It's meant to be a no edit video. So we practice putting them in order and then practice talking and pulling those out, but there's no editing to that. And you can film that on an iPad. You could film it on a phone as a video and that can easily be added right into... They're from the photo roll as well. So, and then our last project, this was a huge accumulating activity last year. Third grade major project was animal research books. And so if you're not familiar with Book Creator, it is an amazing activity. There is an app, but I have to say that we did it on Chromebooks this year and it was so easy. You can sign up for a free account and I think get up to 40 books. So, or that you can get more later. Every student made interactive books in our class. These are eBooks that we saved. We did it actually in Google Classroom. So we made these books and added it to our Google Classroom and then we were able to add that link into Seesaw from there. This is an example of one of my students books and it has, it's a multimedia book that has not only her voice, but I think I can click that here. Can I turn the page? Yeah, there it goes. So she collected the pictures. They broke it down into chapters. She was able to record her voice. This is our very previous physical characters. So we used archive.com, which added attribution in it automatically. So there was another digital citizenship lesson that we were able to do, but it was a challenge. For the students to do all of their research, they typed the paper into their Google Classroom. They created the books. They had to copy and paste their text into the book. You could type it directly in, but what I love at the end, they were even able to add video into their books. I know that Book Creator has gone through some really great updates this summer. So familiarize, oh, isn't that awesome? I thought that's great. Familiarize yourself with Book Creator because I mean, that's an awesome source of media for that. Also, it gives students an opportunity to comment on each other's, to give that amazing feedback back. All right, so here we are. This is my classroom from last year. Building classroom community together. I feel like by the end of the year, I knew my students better. I knew their parents. It was a great opportunity to hear student voices. So these are some of the activities we have. Julie, do we have any questions that we need to go back to? Shelly, this was amazing. So many great ideas and even I am inspired and I think that Book Creator book that Adeline made about elephants was just beautiful. Those turned out amazing really well then and that was a great idea to share with our listeners. I do have a few questions and what's coming in a lot, Shelly, are people asking about, okay, if this is on iPads, how would I do it on Chromebooks?  Regarding the texting story, which was super cool, I think if you go to classtools.net, they have something called an SMS generator that would work in a similar way and you could do that from a Chromebook or computer. I'm gonna type that in the chat box here of this webinar so that you don't have to try to write it down as I'm saying it. Maybe you can just copy and paste it. So I'm gonna do that real quick, but I'm gonna give Shelly another question while I'm doing that. Alicia is asking if anybody has experience using C-Soul with Macbooks. So it wouldn't necessarily be a Chromebook. Do you have anything to say about that, Shelly? Or if not, I can definitely weigh in on that too. I do C-Soul on my MacBook all the time. So I'm working on it now. So I am assuming that pretty much anything you could do on a Chromebook, you could do on the MacBook. So I don't think that would be a problem at all. I mean, we go through the Chrome web browser when we're using that. So I had a Chromebook for years. This is actually my only second year to use a MacBook, but I kind of use it as a Chromebook anyway. So I think using Macbooks will be no problem at all. I think so too. And what I would throw out there for you is just to remember C-Soul is free and it works on any device or platform. So some of the apps that I would have used with my students in the 12th grade classroom or that Shelly was using, we were using iPads and Shelly uses iPads. But as long as we can help you with a similar suggestion, if you're not iOS, C-Soul is gonna work for you whether you're on Kindles or iOS or computers. So that's gonna work for you regardless of your platform. So I typed in that one website, classtools.net in the chat box. I have a question from Denise coming in. Shelly, Denise is asking, are all of the activities that you showed us tonight available in the activity library? Yes, absolutely. I made sure of that before we started. So you can search them by activity. I think you can search them by my name. So yes, they should all be in the activities tab in the library. That's super helpful that Shelly did that too. So that as you're listening tonight, you know later you can go in the library and find her activities. So Shelly was correct. I think you can actually click on my slides too. I think I made those activities so that you could click on the slide and actually add it straight from the slides. Right, and then like Shelly was telling you during the webinar, you can actually edit her activities too. So give it that little heart, like it. Turn that heart pink when you're in the library and then you'll be able to edit your own version of that activity. So if you wanted to change some of her pictures or terminology you could, but she has that foundation of that activity they're waiting for you. So yep, those are all in the library. You can filter by grade or subject or you can keyword search. So if you type in Shelly's name, Shelly Friar, you'll come up with all of her activities. I'm gonna look in the question box again. Denise is passing on her compliments and saying thank you for all of your work, Shelly. Awesome, I appreciate that. Hannah affirms what you said too that her families have been really happy with the notifications as well. And I wanna remind everybody, when a family member creates their own account, they have choices in their account settings for frequency and type of notification. So if you ever do have someone complaining, you can remind them that when they click their profile icon, just like we do as teachers, we go to our settings with the wrench.  For example, I have children who use seesaw and I have chosen to get their notifications in email and not in an SMS because I don't want the texts in the middle of my workday. So like I have that choice as a family member, how I want to get notified. So just empower your parents and family members. They can set those preferences, however they want to be notified and how frequently they want to be notified. Peggy is passing on her thanks to, said it was a jam packed half hour. Thank you, Peggy, as always. I appreciate your support. Kristen and Peggy are both kind of asking about, like if you're on a Chromebook or on a computer and you don't have pick collage because you're not on an iPad, what would you use? I would say Google drawing, maybe. Like that's part of the Google suite of tools that you could add a picture type words on top of the picture. And what else would you add there? Well, I was gonna say, Wes and I did that this summer with teachers because we were really trying to go device agnostic and I had some activities that like image collage on a Chromebook. There are a little more steps that we did and we did do it through Google draw. That activity was more for teachers than it was for actual students or maybe even high school students. But it is possible. I do have an activity for that but I don't think it's in the library because it was really meant for more adults. But yes, it is definitely possible. Also, I wanna highlight all of the CSOL, if you're not in the Facebook groups, either the CSOL teachers or your grade specific group, that is a wealth of information. So all of the questions that we're getting, a lot of those you can find answers in those Facebook groups. So it's a really awesome source to go to those Facebook groups. So please, I mean, they're joining their private groups that you ask and you'll get in right away. Yes, thank you, Shelly. That was a great plug for those Facebook groups. And if you could hear my keyboard clicking, it's just because I'm answering some questions in the question box. You have lots of thanks and gratitude and compliments coming in. So people have been really impressed with all of your suggestions. Alicia is asking another hardware question.  And really, Alicia, that's a hardware question.  So I think that's worth you thinking about as far as your digital workflow and the norms you wanna establish with your students. And maybe you can talk to your IT about that. I mean, your computers will have cameras on them. It's just a matter of, do you want students picking up computers and walking in pictures with them? I'm gonna interrupt.  Excuse me, Julie. No, please. But you also make a Google Photos gallery. So that might be a neat thing for parents to do is to make a Google Photos. Like if you know you're gonna have a big project on animals to have parents collect pictures and put it in a Google Photos gallery and that might be helpful. Also, I add a lot of things from my phone. So if it's really taking pictures of things around the classroom or out at recess, sometimes I use my phone and I add that in and then the students can actually copy and edit on top of that. So that's a little more teacher specific but I think having a Google Photos gallery would also be a great thing to have. That's actually a really good suggestion, Shelley. And I think you're right that you just kind of have to think about the device and the setup that you have and then try to think about what's the best workaround and making a collection of photos available to your students is probably really helpful. My high school students used photosforclass.com. I type that in the chat box. Like Archive, it's gonna attribute the photos so you can kind of make that point again, reinforce that digital citizenship. Like you're not just cutting and pasting pictures from the internet. You're actually attributing them appropriately. That's really nice too. That's it. Digital citizenship. We need to teach that from the very beginning. There's also a great website for photos. It's called Unsplash. Yes, agreed. I'll type that in the chat box too just so that people can see these typed out. You're so right. And I actually use that a lot too along with photosforclass. I think those are just good things for you to have in your wheelhouse. If you're working with photographs and having students smash them into other apps, just to kind of know what's gonna be appropriate for your students. So our question box is kind of slow right now. So I'm gonna say a few more things. And if you have something to ask Shelly, go ahead and type it in. In these last couple of seconds, I'm gonna remind you that if you're listening to us live right now on September 12th, this is when we're talking live, we actually do have a live CSA chat on Twitter tomorrow on Thursday, September 13th. If you're watching this video later on YouTube, don't worry about that. But I just thought I should go ahead and remind our live listeners tonight that we are gonna be on Twitter tomorrow talking about the activity library. So if you wanna talk a little bit more about what we can do with those activities and how you can customize them and just anything else about activities, we're gonna be chatting about that on Twitter tomorrow. What Shelly has on the screen now is a lot of the information about our various communities. We're pretty active on Twitter and Facebook and Instagram. And then Shelly and I both have our handles right down there at the bottom so you can connect with us that way. I know we're both really happy to answer questions. So Megan has typed in one-to-one iPads and I think she's reminding me probably of something else she asked earlier that maybe now I have forgotten. Megan, give me more context if I'm forgetting. Are we talking about if you don't have one-to-one and you share if you have any ideas for shared iPads? That's probably what we're talking about. My colleague, Angela, is actually doing a webinar in another 45 minutes about shared device setups.  So I think there's gonna be lots of tips. I worked in a one-to-one environment and it sounds like Shelly does too, but I think Angela, who talked kindergarten for many years is always has lots of great tips to share because there were times she only had like five devices in a class of 25 students. So she had lots of ideas of how her littles could really like successfully and effectively UCisa even with limited devices. So hopefully maybe, and if you can't get in that webinar tonight, we'll be tweeting the link out to that YouTube video and it'll be up on YouTube by tomorrow. So definitely look for that, Megan. Thank you for reminding me what you were asking. Thanks, Dory. Thanks for coming. Dory's thanking you, Shelly, in the question box. Sarah's saying thanks too. Thanks again, Alicia. We were happy to have you here and get in those Facebook groups, you guys, because I think you will find that those are very supportive community. And so you can always ask a question there and there will be somebody who can answer it for you. I think everybody was really happy tonight, Shelly. You've been lots of good inspiration. Thanks so much for your time tonight. Thank you, everybody. Yeah, thanks for attending tonight and don't forget to connect with us on Twitter if you have more questions. Bye-bye, everybody. Hope to see you again soon. Have a great evening.