We are currently studying geometry. The standards for geometry list one important understanding to develop before 4th grade, “Reason with shapes and their attributes.” If you click through the link you can read more about the specifics, but the activity that gets students reasoning about shapes and their attributes the most, in my opinion, is Which One Doesn’t Belong? This activity allows students to share their thinking about shapes and their properties without the fear of being wrong. Why? Because every answer is correct as long as you can justify your reasoning! You can read more about how I implement “Which One Doesn’t Belong?” in my class and you can use it for more than just geometry.
But this post is about how I used this activity as a basis for an instructional routine. Grace Kelemanik, Amy Lucenta, and Susan Janssen Creighton give the following seven core elements of instructional routines:
- articulation of a math practice goal
- individual think time
- partner work
- full-group discussion of ideas
- final math practice reflection
- access through multiple modalities and multiple representations
- liberal use of math practice-focused prompts
@bkdidact I tend not to shoot for agree/disagree. Instead, I want kids to be able to see things in new ways.
— Christopher (@Trianglemancsd) December 13, 2016
— Tracy Johnston Zager (@TracyZager) December 13, 2016
Which One Doesn’t Belong?
Slides: WODB Instructional Routine
Worksheet: WODB Graphic Organizer