options: Make geometric constructions.

Prove geometric theorems.

Apply trigonometry to general triangles.

Experiment with transformations in the plane.

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

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

Reason with shapes and their attributes.

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

Define trigonometric ratios and solve problems involving right triangles.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

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

Analyze, compare, create, and compose shapes.

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

Apply geometric concepts in modeling situations.

Prove theorems involving similarity.

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

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

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

Understand and apply the Pythagorean Theorem.

Explain volume formulas and use them to solve problems.

Find arc lengths and areas of sectors of circles.

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

Understand similarity in terms of similarity transformations.

Understand and apply theorems about circles.

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

Use coordinates to prove simple geometric theorems algebraically.

Understand congruence in terms of rigid motions.
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: 9