options: Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
problem_activity: Narrative
The purpose of this activity is for students to begin to distinguish triangles from other shapes. By working with variants and non-examples of triangles, students begin to develop their understanding of what makes a shape a triangle. Students may more easily identify equilateral triangles as triangles but may also identify other examples as triangles. When students discuss with their group which group a shape should be placed in, students informally describe the attributes of the shape (MP6).
Required Materials
Materials to Copy
Triangle Sort Cards
Required Preparation
Cut out triangle cards from the blackline master. Each group of 4 needs 1 set of cards.
Launch
Groups of 4
Give each group a set of cards.
“Work with your group to sort the shapes into 2 groups. Put the shapes that are triangles on the left side of your page. Put the shapes that are not triangles on the right side of your page. When you place a shape, tell your group why you think the shape belongs in that group.”
Activity
4 minutes: small-group work time
Monitor for students who discuss attributes of triangles when sorting.
“Write a number to show how many shapes are in each group.”
1 minute: independent work time
“Walk around to see how the other groups organized their shapes. Did they organize them the same way that your group did?”
6 minutes: work time
Student Facing
Let’s put the shapes into 2 groups.
Triangle
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Not a Triangle
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Student Response
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Advancing Student Thinking
I
f students put shapes other than triangles into the group of triangles, consider asking:
“How did you choose which group to put this shape in?”
“What is alike, or the same, about all of the shapes in this group?”
Activity Synthesis
Display cards O, K, and G next to each other.
“Noah says that the shape in the middle is not a triangle because it is pointing down and triangles have to point up. Do you agree with Noah? Why or why not?“


correct_option_index: 5