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Instructional Routines
• Which One Doesn’t Belong?
What: Students are presented with four  gures, diagrams, graphs, or expressions with the prompt “Which one doesn’t belong?” Typically, each of the four options “doesn’t belong” for a di erent reason, and the similarities and di erences are mathematically signi cant. Students are prompted to explain their rationale for deciding that one option doesn’t belong and given opportunities to make their rationale more precise.
Why: Which One Doesn’t Belong fosters a need to de ne terms carefully and use words precisely (MP6) in order to compare and contrast a group of geometric  gures or other mathematical representations.
Launch
Arrange students in groups of 2–4. Display the scatter plots for all to see. Ask students to indicate when they have noticed one that does not belong and can explain why. Give students 1 minute of quiet think time and then time to share their thinking with their small group. In their small groups, tell each student to share their reasoning why a particular item does not belong and together  nd at least one reason each item doesn't belong.
Student Task Statement
Which one doesn’t belong?
AB
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Teacher Guide Algebra


































































































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