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.
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.
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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
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School Details
Shields (Richard A.) Elementary School910 Shields Avenue
Lewes DE 19958
Population: 560
Data Provided By:
Teachers
Jennifer Guido
Newest
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4 MIN
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5 MIN
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5 MIN
UNCUT CLASSROOMS
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TCHERS' VOICE
English Language Arts
6 Comments
Troy Parsons Apr 27, 2019 6:30pm
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.
Pearl Lam Apr 24, 2019 10:38pm
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!
Faranaz Zazai Nov 22, 2017 1:14am
Andrea Cannon Nov 11, 2017 7:25am
Tara Elder-Hammond Aug 2, 2017 6:32pm