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

Experiment with transformations in the plane.

Prove theorems involving similarity.

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

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

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

Understand similarity in terms of similarity transformations.

Apply geometric concepts in modeling situations.

Understand and apply theorems about circles.

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

Use coordinates to prove simple geometric theorems algebraically.

Make geometric constructions.

Define trigonometric ratios and solve problems involving right triangles.

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

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

Understand congruence in terms of rigid motions.

Understand and apply the Pythagorean Theorem.

Prove geometric theorems.

Analyze, compare, create, and compose shapes.

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

Find arc lengths and areas of sectors of circles.

Apply trigonometry to general triangles.

Reason with shapes and their attributes.

Explain volume formulas and use them to solve problems.

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

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

Translate between the geometric description and the equation for a conic section.
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: 5