#Red rectangle with white triangle pdf#

The Standards for Mathematical Practice focus on the nature of the learning experiences by attending to the thinking processes and habits of mind that students need to develop in order to attain a deep and flexible understanding of mathematics.

#Red rectangle with white triangle pdf#

There is also a printable PDF for the coloring activity. There is a printable PDF version of the example shapes attached, or the teacher can draw the figures on the board. While not part of the standard, it may help to also distinguish between non-defining attributes which are not mathematical (such as 'drawn in pencil') and ones that have mathematical content that is not relevant to that particular shape (such as 'has equal sides').

This will help students to understand what defines shapes in general vs just defining one specific shape.Ī student may fill in 'only some' with something mathematical. although this forces students to say (for example) 'three-sided' rather than 'have three sides'.Īt the end of the lesson the teacher can have students assemble a list of things that are never defining attributes for shapes, such as color, size, and orientation, and things that are often defying attributes for shapes, such as number of sides, number of angles, or if the sides are straight or curved. The teacher may desire to include an 'are' in each sentence so that students only need to fill in single words: All triangles are _, but only some triangles are _. Here are some suggestions for modifying or extending this task based on student readiness/needs: Thus, in the end the teacher will need to state for the students which of those attributes are defining attributes by helping the class write a definition for each shape. For example, all rectangles have opposite sides parallel, but this isn't a defining attribute-it is something you can show starting only with the defining attributes that a rectangle is a quadrilateral with four right angles. Some, but not, all of these attributes will be defining attributes. Students start by looking for attributes shared by all the instances of a particular shape. The purpose of this task is for students to discuss and come to understand what constitute defining attributes for triangles, squares, and rectangles. Once the class has working definitions in grade appropriate language for these shapes, students can identify the triangles, rectangles, and squares below. A rectangle is a closed shape with four straight sides and four square corners.Ī square is a closed shape with four straight sides and four square corners. Then the teacher can help them compose a definition for the shape. Each time, the class should complete the appropriate sentence frame once they have settled on a universal attribute. The teacher will repeat the process for rectangles and then squares. When the students have written (or composed) their sentences based on the sentence frames, the class can write the definition of a triangle together: A triangle is a closed shape with three straight sides that meet at three corners. For example, if a student says, 'All of the triangles are white on the inside,' the teacher can ask, 'Would it be possible for a triangle to have a different color on the inside?' When the class comes up with an attribute that is truly shared by all triangles, then the class can complete the sentence frame: All triangles _, but only some triangles _. If students come up with a statement that is true about all of the triangles that they see but not true of all triangles in general, the teacher should ask students if they can imagine a triangle without that attribute.

What do all of these triangles have in common? What makes them different from the figures that are not triangles? What is true for some but not all of these triangles? First pose the question: Here are four triangles.