These printable worksheets may be useful: Quadrilaterals Game
                                                              Quadrilaterals Game Cards

Why play this game?

This game fits in well into a unit of work on the properties of polygons, that could also include the problems Property Chart and Shapely Pairs

There is an excellent article by Gillian Hatch on the NRICH site, Using Games in the Classroom

She analyses what goes on when geometrical mathematical games are used as a pedagogic device.

These are the headings from the article:

Learning
A game can generate an unreasonable amount of practice
Geometric games create a context for using geometric reasoning
A game will often result in the making of generalised statements
A game can allow the introduction of ideas that are difficult to develop in other ways.
Games seem to be able to lead pupils to work above their normal level

Ways of working
A game leads pupils to talk mathematics
A game can create discussion of all kinds
Games put pressure on players to work mentally
A game does not define the way in which a problem is to be solved or worked out
A game often can be played at more then one level

Pupil experience
It is acceptable to learn the rules of a game gradually
Games are played in a context in which there is usually unthreatening help available
The pieces used in a game are concrete objects
A game allows a pupil to hide until he feels confident

Possible approach

You could introduce the game by showing a possible 'trick', and four cards which do not form a trick. Ask students to identify the collection of cards that 'match', and to explain why.

Demonstrate the game by playing against a pair of students in front of the whole group. Don't worry about the students' strategy at this point - they just need to understand the rules of the game.

Although the game is for two players, having students play in pairs against other pairs will encourage them to justify their reasoning and improve their strategies (such as holding onto more general properties that could apply to more than one shape). Insist that each pair agrees on every move before they discard. Also ensure that opponents check each others' tricks every time a game is finished.

After students have had a chance to play the games, bring the group together to share their strategies. Are there some cards that are better to keep, or discard? Did they find some shapes easier to use in their tricks than others? Encourage students to explain why, referencing the properties of the quadrilaterals.

You could let the pairs play new opponents, and finish the activity by seeing if the whole group can collaborate to beat you.