Which One Doesn't Belong?: A Shapes Book

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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.] 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? Does the question you wrote fit best with the questions from number 1, 2, or 3? Explain your reasoning. What are the favorite colors of students in this class?” would produce categorical data with some variability.

A speech bubble out of the yellow shape appears that reads: It’s the only one that shows zero and some more.] With your group, decide what the responses for question number 1 have in common. Then do the same for questions numbered 2 and 3. I love the answer key in this book. The thing about this WODB sets is that they are designed so every answer could be the correct answer. So the answer key shares insights kids may notice about each shape and how they might respond. It is a great resource and a great place to understand how to create your own sets (and help kids create their own.) 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.] 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?We started off with the first set of figures and I asked everyone to think silently about which figure didn’t belong. I called on Noah to share his thoughts. Noah chose a figure and explained why that figure was different than the rest. Learn about the NSW education department, who we are and how we operate. Explore our people, accountabilities, jobs, opportunities and much more. 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.]Skills NSW helps post high school students find courses in vocational training across a wide variety of industries and course providers. 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. The question that you ask determines the type of data that you collect and whether or not there is variability in the data collected. In earlier grades, you learned that there is variability in a data set if not all of the values in the data set are the same. These are examples of statistical questions because they are answered by collecting data that has variability: 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?

Did you think about that too? Oh, you had a different reason for why that one. That's really cool. Keep a hold of that. You'll need it later. What about this one? 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. 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!Danielson writes, “I made this book to spark conversations, thinking and wonder” (p. 36). He has succeeded. I enjoyed using this book to facilitate conversations with first and fourth graders. Students were engaged and were eager to communicate their ideas and listen to others. I noticed improvement in their ability to craft mathematical arguments in support of their choices. In the end, the fourth graders composed their own set of shapes to challenge others with “which one doesn’t belong.” I also shared the book with colleagues and even brought it out at a family party. 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? 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? 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. This bold-color shapes book is, as the author had hoped, “a resource that can make a meaningful contribution to geometry instruction” (p. 16) but can also reside in an elementary school library. It allows for meaningful conversations, unanswered questions, and deep dives into the subtle and complex similarities and differences between shapes.