Series Math Routines with Kristin Gray: Fourth Grade: Which One Doesn't Belong: Fourth & Fifth Grade

Math.4.G.A.2

Common core State Standards

  • Math:  Math
  • 4:  Grade 4
  • G:  Geometry
  • A:  Draw and identify lines and angles, and classify shapes by properties of their lines and angles
  • 2: 
    Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

Download Common Core State Standards (PDF 1.2 MB)

|
Math.4.G.A.3

Common core State Standards

  • Math:  Math
  • 4:  Grade 4
  • G:  Geometry
  • A:  Draw and identify lines and angles, and classify shapes by properties of their lines and angles
  • 3: 
    Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Download Common Core State Standards (PDF 1.2 MB)

Which One Doesn't Belong: Fourth & Fifth Grade

Grades 4-5 / Math / Tch DIY
Math.4.G.A.2 | Math.4.G.A.3

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A "Which One Doesn't Belong" routine encourages students to reason about the similarities and differences among a set of numbers, expressions, shapes, or images.

Discussion and Supporting Materials

6 Comments

  • Private message to Troy Parsons

I have done "Which One Doesn't Belong" before.  I like how you take everyone's ideas and go through each one, not just the shape that received the most votes.  The students all seemed engaged and were able to share answers with partners if they did not want to share as part of the larger group.  The wrap-up with the journal was a nice way to end it.  You definitely used several of the CC Math Practices, such as "Constructing Viable Arguements".  After seeing the video, I may apply "Which One Doesn't Belong" to more math content, maybe even making it a weekly "Quick Math" activity to get them thinking for the day.

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  • Private message to Pearl Lam

I really enjoyed watching the whole prcoess of this! I noticed that when a student said that diamond shape had no 90 degree angles, other students made a shaka sign as if in agreement. That's a really cool idea for students to silently express their thinking. This was a great introduction to geometry and I would be sure to include this idea in my own classroom. Great lesson!

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  • Private message to Faranaz Zazai
In this video we see how the students decide which item doesn't belong. I like how every student was involved and entitled to their own opinion. I also liked how the students who were a bit shy involved too by sharing their opinions to the other kids around them. I also liked how the students at the end get to design their own.
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  • Private message to Andrea Cannon
LOVING that the teacher honors all observations of students and takes time allow students to turn and talk. She leans in and listens to conversations. This promotes the use of mathematical talk! There is obviously a community of trust built here, too! Wonderful! I can't wait to try it! Question: Where can I find all kinds of different number talk options? Do you do this daily?
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  • Private message to Tara Elder-Hammond
I like the engaged way the students worked on differences and similarities. They listened intently and shared together then with large groups. A good way to teach working in small groups as well.
Recommended (0)

School Details

Shields (Richard A.) Elementary School
910 Shields Avenue
Lewes DE 19958
Population: 723

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Jennifer Guido

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