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?

Yeah, three is an odd number because if I halve it, I'd have one left over. 11 is an odd number because if I halved it, there would be one left over. And five is an odd number because if I halved it there'd be one left over. Mm-hmm. 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? NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. 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 bottom right corner: 4 triangles are joined at the points form a big purple and green square.Below the starbust, is a blue text box with text: Can you make a case for why each one doesn’t belong?] 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.

Mmm, what are you thinking? Mmm, so, this would be a good time to get out your paper and pencil and see if you could write down an idea for why each one of those dominoes you think...sorry, why one of those dominoes doesn't belong. And then...yes, I know. 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. There’s also an accompanying teacher’s guide, with teaching ideas across the grades from kindergarten to high school. (Look inside the guide here.)In the bottom left corner: 4 triangles are joined alternating on their angled sides to form a parallelogram.] Speaker 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.] 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 yellow round shape appears over the 4:4 domino in the top left section. Then the shape moves across to the 6:5 domino in the top right, then over the 2:3 domino below, and then across to the 3:0 on the left.] I was inspired by the work of Christopher Danielson, so I started creating my own WODB activities geared towards students in elementary and middle school. How many students are on the roster for this class?” would produce numerical data that does not vary. There is only one value in the data set, so there is no variability. 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.

Number 18

A green starburst shape appears in the upper right corner. Inside is text: Which one doesn’t belong?] Under the starburst, a blue text box appears with text: Can you make a case for why each one doesn’t belong?] Speaker 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!’ Learn about the NSW education department, who we are and how we operate. Explore our people, accountabilities, jobs, opportunities and much more.