Which One Doesn't Belong?: A Shapes Book

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Which One Doesn't Belong? and other resources and I've always found the routine to be a good one for math learning and supporting conversations around math. At the conclusion of the unit, I would like to repeat the activity and see how their answers and explanations change. Will I see any growth in their vocabulary? Will they notice new differences based on the properties of the figures? Makes sense, doesn’t it? But, is it mathematically correct? I don’t know. My students gave me some pretty good arguments justifying their reasoning! We decided we needed to do some research on the word scalene. Does it only apply to triangles? I thought the WODB activity might generate some interesting conversations and serve as a review for our geometry unit which we were concluding. So we gave it a try!

OK, so what about 11 then? Well, we worked out that it's odd, but so is three and five. They're both odd. What's a reason... Aha! I hear you. What is the average class size at this school?” would produce numerical data with some variability. Under the starburst, a blue text box appears with text: Can you make a case for why each one doesn’t belong?] Speaker On average, what is the furthest, in miles, that each student in this class has ever been from home?

This website was inspired by the MTBoS

Which One Doesn’t Belong? has won the Mathical Book Prize, which will be presented to Christopher Danielson at the National Math Festival in Washington, DC on April 22, 2017. The Mathical Book Prize is an annual award for fiction and nonfiction books that inspire children of all ages to see math in the world around them. Give students 2 minutes to write a question of their own that could be answered using data from the class. After giving students time to discuss the questions in their groups, pause for a whole group discussion. The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools. A speech bubble out of the yellow shape appears that reads: This one shows a near double… double 2 and 1 more is 5.] Speaker

Below is more text: Then, ask your family, friends or your classmates about the next diagram…see if you can work together to come up with a reason for each collection.] Below the starbust, is a blue text box with text: Can you make a case for why each one doesn’t belong?] A speech bubble out of the yellow shape appears that reads: This one shows a doubles fact. It’s the only one to show a double.]A speech bubble out of the yellow shape over 2:3 appears that reads: Ok, so this one doesn’t work. Why else might 5 not belong? So what about this one? What's one reason why this one doesn't belong? OK. Yes, it's... Oh, I almost said it's the only domino with three on it, but it's not actually. Learn about the NSW education department, who we are and how we operate. Explore our people, accountabilities, jobs, opportunities and much more. For each of the 4 questions, write a survey question that will help you collect data from the class that can be analyzed to answer the question.

In the top right corner: a purple triangle and a green triangle create a square, is next to a purple triangle. Below the purple triangle is a green triangle. These are examples non-statistical questions because they are answered by collecting data that does not vary: And this one? Has three, mm-hmm. So if you had to make an argument or case for why each domino doesn't belong, who would you argue for does not belong? But I knew what the student meant, and so did the rest of the class. When I asked him to explain, he said a scalene triangle is a triangle with all three sides having different lengths. A scalene quadrilateral, therefore, is a quadrilateral with all four sides having different lengths.Categorical data are expressed using characteristics. For example, to answer the question “What brand of phones do people use?” you would survey several people and their answers result in categorical data.

The yellow round shape disappears. A blue text box appears at the top centre with text: Can you make a case for why each one doesn’t belong?] They also agreed that Sarah’s reasoning was correct. One student then said, “You mean we are all correct?” The conversation had reached a turning point. As we explored more sets of figures, I didn’t hear, “I disagree” or “I think you’re wrong”. Instead, I heard “ Wow, I didn’t think of that” and “I saw something different”. Another observation I found very interesting was how students borrowed vocabulary from one setting and tried to apply (maybe misapply) it to a new setting. Have you ever heard of a scalene quadrilateral? Neither had I!In the bottom right corner: 4 triangles are joined at the points form a big purple and green square.