options: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Graph points on the coordinate plane to solve real-world and mathematical problems.

Understand congruence in terms of rigid motions.

Explain volume formulas and use them to solve problems.

Prove theorems involving similarity.

Experiment with transformations in the plane.

Analyze, compare, create, and compose shapes.

Prove geometric theorems.

Use coordinates to prove simple geometric theorems algebraically.

Find arc lengths and areas of sectors of circles.

Apply geometric concepts in modeling situations.

Make geometric constructions.

Reason with shapes and their attributes.

Understand and apply theorems about circles.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Define trigonometric ratios and solve problems involving right triangles.

Translate between the geometric description and the equation for a conic section.

Visualize relationships between two-dimensional and three-dimensional objects.

Understand similarity in terms of similarity transformations.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Classify two-dimensional figures into categories based on their properties.

Apply trigonometry to general triangles.

Understand and apply the Pythagorean Theorem.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Solve real-world and mathematical problems involving area, surface area, and volume.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
problem_activity: Narrative
This warm-up prompts students to carefully analyze and compare quadrilaterals and their sides. When students make comparisons, they have a reason to use geometric language precisely (MP6). The activity also enables the teacher to hear the terminology students know and how they talk about characteristics of two-dimensional figures. The knowledge and ideas that students show here may also be insightful to teachers in the next lesson, when students learn about angles.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2–3 minutes: partner discussion
Record responses.
Student Facing
Which one doesn’t belong?
[IMG]
Student Response
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Activity Synthesis
“How might we know if the sides of a figure are parallel?” (We could extend the lines or measure to see if the two sides are always the same distance apart.)
“All four quadrilaterals have at least one pair of parallel sides. Do all quadrilaterals have at least one pair of parallel sides?” (No) “Can you draw one with no pairs of parallel sides?”


correct_option_index: 26