options: Understand congruence in terms of rigid motions.

Make geometric constructions.

Prove theorems involving similarity.

Use coordinates to prove simple geometric theorems algebraically.

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

Apply trigonometry to general triangles.

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

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

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

Prove geometric theorems.

Find arc lengths and areas of sectors of circles.

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

Experiment with transformations in the plane.

Understand and apply theorems about circles.

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

Analyze, compare, create, and compose shapes.

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

Reason with shapes and their attributes.

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

Understand and apply the Pythagorean Theorem.

Define trigonometric ratios and solve problems involving right triangles.

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

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

Apply geometric concepts in modeling situations.

Understand similarity in terms of similarity transformations.

Explain volume formulas and use them to solve problems.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
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: 16