Which One Doesn't Belong?: A Shapes Book

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OK, so this one doesn't work. Why else might five not belong? What are you thinking? Ah, OK. Yes, lots of different answers. But some of you are thinking this as well. Below the starbust, is a blue text box with text: Can you make a case for why each one doesn’t belong?] 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! But there was so much I didn't know! This teacher guide--which is not so long but long enough to have depth and lots of new learning--helped me to understand how much more powerful this routine could be if I were more intentional as a teacher. The focus on geometry is interesting to me because it is an area of math teaching that I need to learn more about. The book has an entire chapter called "How Children Become Geometers". This chapter helped me see the big jump kids do from elementary school to high school geometry and how much better we can do to help them build understanding by understanding the levels of understanding kids have and build around geometry.

On average, what is the furthest, in miles, that each student in this class has ever been from home? A speech bubble out of the yellow shape appears that reads: Oh… this one is a near double too… double 5 is 10, then 1 more is 11.]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 is also the only even number… all of the others are odd!] What's the reason why this domino doesn't belong? Ah, yes, I had noticed the same thing that some of you noticed…

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? 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. I plan to continue exploring this book and use it again next year, but with a few changes. I think it would be very beneficial to do this activity first, as a pre-assessment to our geometry unit. What do they already know? What misconceptions do they have?

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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”. I think it would also be very interesting to have the students write their own reflections. Did they find this activity interesting and why? What do they think they learned from this activity?

Information about working in or operating early childhood education services including outside school hours care. Plus, information for parents including how to choose a service and supporting your child for their transition to school. Oh, that's really nice. So, can I make a case now for why each one doesn't belong? Yes, we did that. My classes thoroughly enjoyed this book and our conversations about shapes. It generated deep thinking and brought up a few questions that we are still wondering about. In a good way!’ Which One Doesn't Belong? is a brilliant new math book from Stenhouse. A MUST-HAVE if you teach math at any age I think.

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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.] What is the average class size at this school?” would produce numerical data with some variability. I started sharing WODB activities with my students because I was struggling to find ways to get all of my students engaged, especially those who struggle with mathematics and are reluctant to participate. Learn about the NSW education department, who we are and how we operate. Explore our people, accountabilities, jobs, opportunities and much more. It's the only one that's half of ten. Three is less than half of ten. Eight is more than half of ten, and, well, 11 is more than ten in total. Oh, OK.Numerical data are expressed using a number. For example, to answer the question “How tall are the students in this class?” you would measure the height of each student which would result in numerical data. 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.