Cycle of e Second Revision

Geometry: Definitional Sort Activity
Protocol
Object that Students Will Sort and Define: Triangles
Group #G2
Phase 1 will be led by: Alessia Rossi
Phase 2 will be led by: Gabriella Santoro
Phase 3 will be led by: Alessia Rossi/ Gabriella Santoro
Intended audience
(i.e., who will be your
Grade 1 students at Souvenir Elementary School.
students in the
activity you enact):
Time needed for the
30-45 minutes
activity:
Instructional Goals
a. Mathematical Content Goals

 Through this activity, students will …
 Be able to understand triangles by uncovering their definitions with peers.
 Students will learn about the properties that constitute the object.
 Students will develop aspects of their definitional reasoning.
 Through the discussion, students will develop a definition of the object.
b. Goals for Developing Students’ Definitional Reasoning (i.e., Practice Goals)

 Through this activity, students will …
 Students will use mathematical vocabulary to justify their reasoning and understanding
of their ideas.
 Students can draw upon the experience when completing similar tasks in the future.
 Students can use drawings/visual images (on the board or printed images) to solve the
problem and display their findings.
 Students will identify and refer to mathematical properties.
 Classify or construct examples or non-examples using a definition.
 Students will uncover which properties make up the definition of the shape.
Definition(s) you are aiming to generate through this activity:

Note: It is okay if your students do not reach a conventional definition by the end of your session.
 Triangles are a three-sided closed shape with straight lines.
Expectations for Students’ Participation in Mathematical Activity

 In this activity, we expect students to…
EDEE 332 Winter 2023 1

 Be curious about the new mathematical definition they will learn
 Work together to come up with definitions
 Define the shape presented to them
 Be able to know the difference between shapes of different classifications.
Materials:
 Whiteboard
 Whiteboard markers
 Plane figures (cut out) x2 (one small/one larger)
 Worksheet for students to sort shapes
Initial Set of Shapes (cut-and-paste or draw below):

Anticipated students thinking (e.g., how will they sort the shapes and why):
 Use the table below to sort the shapes in the ways that you think students are likely to.
 For each shape, explain how you think students will justify that sort (e.g., “I think this can’t be a
triangle because it’s too skinny.”)
Triangles Not Triangles I’m Not Sure

Shape E: I think this is a triangle because it Shape H: This is not a triangle Shape A: I think it could be a triangle because it
has three lines that touch. I think it looks like because it does not look like has three sides. But I am not sure because of the
a witch’s hat. I think this is a triangle because the rest of them. lines.
it looks like one.
Shape K: This is a circle. Shape G: I think it could be a triangle because it
Shape B: It has three points and three sides. has three sides and points. But I am not sure
because of the lines.
Shape C: It has three points and three sides. Shape J: don’t think this is a
triangle because it looks like a Shape I: I think this is a triangle because there are
Shape D: It has three points and three sides. box three sides. But I am not sure because the lines
don’t touch and there is an open space.
Shape M: It’s a square. It has
Shape F: It has three points and three sides. four sides.
Shape L: I think this is a triangle because there are
Shape L: It has three points and three sides. three sides. But I am not sure because it is upside
down.
Planning for a Discussion after the sort:
Shape Property that the How does this shape

(list in the order that you will sequence them during Shape will help to highlight these properties?
discussion) Highlight for the Why have you chosen to
Students sequence this shape in this
(Note: we suggest way?
focusing on

approximately 3-4
properties or idea,
depending on the
grade level)
-This shape does not highlight
the property that a triangle
has three sides.
-We chose to sequence this

-Three sides
shape this way to ensure
students are exposed to
shapes that are different and
will notice that is has four
sides.
-This shape highlights three

sides.
-Three sides -We chose to sequence this

shape this way to provide
students with an example
that follows this property.
-This shape does not

highlight three sides.
-Three sides -We chose to sequence this

shape this way to ensure that
students understand and
refer to the number of sides.

the property because it is not
a closed shape.
-Closed shape
-We chose to sequence the
shape this way to show
students that if a property is
missing, it can’t be a triangle.

a closed shape, so students
should realize it is not a
triangle and has a hole.

-Closed shape
shapes that look like a
triangle but must realize that
the shape is not closed.
-This shape highlights the

property.

-Closed shape
shape this way to provide
students with another
example with all triangle
properties.
-This shape highlights that

the lines are not straight.
-Straight line -We chose to sequence this

shapes that look like a
triangle but is not.

this property; the lines are
curved.
-Straight line
shape to show students that
triangles need straight lines.
-This shape highlights the

property of straight lines.
-Straight line
We chose to sequence this
shape this way to show
students that triangles need
straight lines.

Ways we will adjust the activity if it is too challenging:
 Provide students with a shape/figure that covers one property and allows them to see the
difference.
Ways we will adjust the activity if it is too easy:

 Add controversial examples (ex: right triangle, upside down triangle).
NOTE: Talk to your instructor about additional ideas of what to press on, depending on the age group
you’re intending to work with.

Phase 1: Opening
Instructional goals that will be targeted during this part of Phase 1:
Goals for Developing Students’ Definitional Reasoning (i.e., Practice Goals)

● Students will develop aspects of their definitional reasoning. In particular:
o Identifying and referring to mathematical properties.
o Determining what properties are necessary and sufficient for a definition.
Introduce your group and establish expectations for student participation.
Setting and maintaining expectations:

-Good morning class, today Ms. Gabriella and I will be going over a small activity on geometry. When
Ms. Gabriella or I will be speaking, we expect everyone to be sitting quietly. I want you guys to
remember that it is important to use your silent thumbs when you are ready to share your answer
and explain how you got your answer with the class.
-Can everyone show me their silent thumbs, please
-I also want you all as a class to be ready to explain “how” you are breaking down information being
brought up
1. Please use your thinking skills and

2. explain how you thought of your answer(s)
Remember, during our discussion, to be prepared to explain your thoughts and listen carefully to your
peers and be ready to build off one another’s ideas. There are no wrong answers, as we are all
learning something new together.
Elicit Students’ Initial Ideas about the Focal Shape (e.g., triangle)
Here you will want to elicit students’ initial ideas about the focal shape (e.g., triangle). Do not worry
about coming to consensus about all these ideas. Through the following discussion, students will
elaborate on these ideas. Plan out what questions you will ask here to elicit their thinking. It’s
important at this point not to draw the focal shape on the board prior to students thinking about what
a triangle is.
 Okay, we will begin now. My first question to you is, what is a triangle? Think about it for a few
seconds and then turn to a partner to discuss. Once you have an idea of what to say, please put
your silent thumbs up.
Record students’ ideas  write on whiteboard
Introduce the sorting activity

Here you will want to explain the instructions for participating in the sorting activity.

 We will now begin an activity that has to do with sorting. Do we know what sorting means? (Wait
for student response).
 On each desk, there are assorted shapes and a table that has three columns. Column one says
“triangle”, column two says “not triangle”, and column three says “not sure”. You will work in
teams based on where you are sitting. You are allowed to talk with one another and refer to what
was written on the board for what is a triangle. You must sort the shapes to their appropriate
column.
 Let’s do an example together. Look at this shape (E - the equilateral triangle). Show me a thumbs
up if you think it is a triangle and a thumbs down if you think it is not a triangle. (Wait for student
response). Okay, it looks like everyone thinks it is a triangle. Which column should we put it?
(Have a student come up and place it in the right column).
 Do we agree with the response the student gave? (Wait for student response).
if students have mixed opinions, then say, “it looks like we are unsure. Which column should we
put it in?”
 Ms. Gabriella and I will come around the class and listen to you, and your teammates share your
ideas and provide help if needed. Do you have any questions? (Wait for student response). Okay,
please get to work! You have about 1-2 minutes to sort the shapes.
You may want to ask if students have any questions. Otherwise, you would then tell them to get
started sorting. Now is when you would pass out the shapes that they will sort.
Exploration: Monitoring Students’ Progress During Work Time

(All group members should participate in this)
During this phase it is very important that you circulate around the room and assess how students are
approaching the sort. You want to ensure that all students are able to participate in the sort—and
importantly, tell you why they are placing the shapes in a particular category. It is not important that
they have correctly sorted the shapes—however it is very important that they can communicate a
rationale for sorting the way they did.
Questions to ask students who might be struggling to get started:

 Have you looked at the shapes that look alike? Group the similar shapes first, then think about the
definition of a triangle with your team.
 Which are you sure are triangles?
 Why do you think that’s a triangle?
 Are there any others that also look like triangles?
Press on students’ thinking as you circulate:

 Why did you put that shape in that column?
 What is the reason why you think that shape belongs there?
 What made you realize that this shape was a triangle?
 What made you realize that this shape was not a triangle?

Once most students have sorted most shapes, call them back together for a whole-class discussion.
 YouTube 5-minute timer: https://www.youtube.com/watch?v=_W0bSen8Qjg

 There is one minute left, please have your columns sorted.
 Alright friends, it is now time to talk about what we did in our groups. Remember to sit quietly
when listening to our peers talk. Please raise your silent thumb if you would like to participate in
any discussion. Who would like to explain how they sorted the shapes in the column? (Wait for
student response).
Phase 2 (Follow-up Whole Class Discussion)
Instructional goals that will be targeted during Phase 2:
 Mathematical Content Goals

 Students will learn about the properties that constitute the object.
o Students will develop an understanding that:
 (a) Triangles have three sides
 (b) The sides of a triangle are closed.
Remind students of your group’s expectations for participation.
Good morning class, it is now my turn to go over the sorting activity with you. You are doing such a
great job listening to Ms. Alessia and I. Please remember that when either of us are speaking, we
expect everyone to be sitting quietly. It is important to use your silent thumbs when you are ready to
share your answer and give an explanation to how you got your answer with the class.
-Can everyone show me their silent thumbs please.
brought up

peers and be ready to build off one another’s ideas. There are no wrong answers, as we are all learning
something new together.
Write on the board: “Rules for what makes a triangle.” Label the earlier list as “Initial Ideas about a
Triangle.”
Focus on a particular property: A triangle has three sides

 Teacher will say: Does anyone think this a triangle?
(Wait for student response)
Teacher: Does anyone think it is NOT a triangle?
 Elicit students’ justifications.
 Assumption on what students may say with teacher response:

Student A: Yes, it is a triangle.
Teacher response: Why do you think it is a triangle?
Once response is given, teacher: Does everyone agree with student X? If not, what do you think?
Student B: There are sides.
Teacher response: How many sides do you see? Why does that make it not a triangle? Please come
up and show the class the sides to this shape.
(Wait for student and movement to the front of the class)
Teacher response: Why does this mean it is not a triangle? (After student counts each side/ wait for
student response).
Teacher response: So, does this four-sided shape three sides like a triangle? (student response).
** If there is disagreement, move to the next shape.
 Elicit students’ justifications for the second shape aimed to highlight the focal property.


Student A: No, it is not a triangle.
Teacher response: Does everyone agree with student X? If not, what do you think?
(Wait for student responses)
Student B: There are sides.
Teacher response: How many sides do you see? (Wait for student response). How many sides does a
triangle have?
 If there is disagreement between students ...
Teacher: So, it looks like we have two different ideas here. One idea is that this shape is a triangle
because (say what student says here). Another idea is that this shape is not a triangle because (say
what student says here). Please turn to your partner and discuss which idea do you agree with and
why? Do you think it is a triangle or it is not a triangle?
After students have discussed with their partner, ask them to share with whole group.
Teacher: So, now students I would like for you guys to share your responses.
(Teacher will write student responses on the board)
Start with the incorrect ideas first. Then ask the others to share. Then, ask the first group of
students to discuss what they think about the others’ ideas
(If students are incorrect say this… if not continue)

Teacher: ____, what do you think of what ____ is saying?
If students do not come to consensus, move to the next set of shapes. Having a new shape may help
to resolve disagreement.
If students disagree, we will show this new shape:
 If all the students agree, record a collective rule.
Teacher= Okay students, do we now understand that a triangle has three sides.

*If students agree on a particular property (i.e., that a triangle has three sides), list it on the board
under “Rules for what makes a triangle”
*If students do not agree, put a question mark next to the property
Focus on a particular property: A triangle must be a closed shape.
 Focus on one of the shapes intended to highlight the focal property.


Student A: Yes, this is not a triangle.
Teacher response: Why do you think it is not a triangle?
Student B: No, it is not a triangle.
Teacher response: Does everyone agree with student X?? (Wait for student responses).




Student A: No, this is not a shape.
Teacher response: Why is it not a shape? (Wait for student response). Does everyone agree with
student X? If not, what do you think? (Wait for student responses)
Student B: Yes, it is a triangle. It has three sides.
Teacher response: Is that the rule we are looking at now? (Wait for student response). What rule
are we looking at? (Wait for student responses)
Teacher response: Great job X! You are making a great point. It fits our rules so far.
Student C: No, it is not a triangle. It is opened on the top.
Teacher response: What do you mean it is open at the top? Can someone show us?(Wait for student
to volunteer and point to the open space.
Teacher response: Why does it matter if it is open at the top? (wait for student)

Teacher response: Student X, who said it was a triangle… what do you think of your peers ideas?
(Wait)
If students disagree, we will show this new shape:
Teacher= Earlier we agreed that this was a triangle. What is different about this triangle compared to
the previous?
Teacher =Do we now understand that a triangle must be a closed?
(Wait for student response).
*If students agree on a particular property (i.e., that a triangle must be a closed shape), list it on the
board under “Rules for what makes a triangle”
If a shape is difficult to sort, do one of the following:

 [Compare to another agreed upon shape] For example: “Hmmm, but this triangle over here that we
agreed upon also has [set of properties]. Why is this not a triangle?”
 [Compare to the agreed upon properties in order to keep the collective definition at the forefront]
For example: “But in our rules, we agreed that a triangle has [set of properties]. So, using what we
currently have as our rules, is this a triangle or not? Why or why not?”
 [Tell the students which shape is in fact an example/non-example and ask them to think about what
they need to revise about their rules] For example: “This is in fact a triangle. Look at these shapes
and think about what we need to add to our rules to help us know that this is a triangle?”
Phase 3 (Follow-Up Whole Class Discussion Continued)
Instructional goals that will be targeted during Phase 3:
a. Mathematical Content Goals

● Students will learn about the properties that constitute the object.
o Students will develop an understanding that:
▪ (a) Triangles have three sides
▪ (b) The sides of a triangle are closed

▪ (c) The sides of a triangle must be straight lines;
Remind students of your group’s expectations for participation. (DON’T NEED TO DO IT)
Setting and maintaining expectations:

- Thank you so much for your participation so far, Ms. Gabriella and I are very happy with your
participation so far. Let us just remind you that we should be sitting quietly. I want you guys to
remember that it is important to use your silent thumbs when you are ready to share your answer and
explain how you got your answer with the class.
-Can everyone show me their silent thumbs, please
brought up

peers and be ready to build off one another’s ideas. There are no wrong answers, as we are all learning
something new together.
Focus on a particular property: A triangle has straight lines
 Focus on one of the shapes intended to highlight the focal property.


Student A: Yes, this is a triangle.
Teacher response: Why do you think it is a triangle?

Teacher response: Does everyone agree with student X?
Teacher response: If not, what do you think?
Student B: No, it is not a triangle The sides look round.
Teacher response: What do you mean by round?
(Wait for student response/ ask student to show what they mean)
Teacher. Response: What does this shape remind you of?
Student C: No, it is not a triangle.
Teacher response: Would you like to further explain why you think that?
(Wait for student responses).

 Elicit students’ justifications for the second shape aimed to highlight the focal property.

Student A: No, this is not a triangle.
Student B: No, it is not a triangle.
Teacher response: Would you like to further explain why you think that?
Teacher response: Now, why can’t triangles have curved sides?


*If students agree on a particular property (i.e., that a triangle must be a closed shape), list it on the
board under “Rules for what makes a triangle”
Applying the Collective Definition to a New Example or Non-Example
 Show the students a new example (that was not in the initial sort).

 Give students partner talk time.
Teacher = Alright now friends, I have shown you a new image of a shape and I would like everyone, in
pairs, to discuss the shape. Pretend you are detectives trying to figure out if this shape is a triangle or
not. Make sure to use the rules that we have indicated on the board and the properties that we have
explored on triangles. For example, ask yourselves; does this shape have 3 sides? is this shape a closed
shapes and does this shape have straight lines? You have 2 minutes to discuss this with your peers.
 Find out how students sorted the shape .
Teacher= You can use thumbs up if you agree that it is a triangle, thumbs down If you do not think it is a
triangle, and thumbs to the side if you are not sure.
 Follow the same process as before to elicit students’ justifications and resolve disagreement.
Teacher= Thank you for putting up your thumbs. Who would like to explain?
Student A (thumbs down): I do not think it is a triangle, as it does not have the properties of a triangle.
Teacher: Why do you think it does not have those properties? Come up and show us.
Teacher: It does look different from the triangle we have looked at. How can we use our rules to help us
figure out if it is a triangle?
Student A: It must be a closed shape, have 3 sides, and straight lines.
Teacher: Great, who agrees or disagrees? What do we think?
Student B (thumb to the side): I am not sure about it.
Teacher: Look at the board and ask yourself if all the properties we wrote out can be found in this new
shape.
Student C (Thumbs up): Yes, I think it is a triangle.
Teacher: Okay, which properties of a triangle does this shape have?
Teacher: Can anyone help student X to see what are the properties of a triangle? (Wait for student
response). Yes, student x, would you like to explain that to student C?
Teacher: Student C, maybe you can move the shape to make it look like the other triangle we looked at
before.
Writing a Final Definition
 Read the statements for what makes a [triangle] .

Ask: How could we say, using the simplest language, what makes a triangle a triangle? Turn to your
partner and discuss. You can look at the board and look at the materials we have used this morning.
 Ask them to either work silently or with a partner to think about how they would fill in the blank :
Teacher= Now that you spoke with a partner, what do you think a triangle is…

Students: A triangle has three sides, is a closed shape and has straight lines.
Conclude the activity:
 Rose, thorn, bud activity

Rose: Name something you learned about triangles
Thorn: What is something you did not understand
Bud: What is a question you still have about triangles

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Geometry: Definitional Sort Activity

Object that Students Will Sort and Define: Triangles

a. Mathematical Content Goals

b. Goals for Developing Students’ Definitional Reasoning (i.e., Practice Goals)

Definition(s) you are aiming to generate through this activity:

 Triangles are a three-sided closed shape with straight lines.

Expectations for Students’ Participation in Mathematical Activity

EDEE 332 Winter 2023 1

Initial Set of Shapes (cut-and-paste or draw below):

EDEE 332 Winter 2023 2

Triangles Not Triangles I’m Not Sure

Planning for a Discussion after the sort:

Shape Property that the How does this shape

EDEE 332 Winter 2023 3

-We chose to sequence this

-This shape highlights three

-Three sides -We chose to sequence this

-This shape does not

-Three sides -We chose to sequence this

-This shape does not highlight

EDEE 332 Winter 2023 4

-We chose to sequence this

-This shape highlights the

-We chose to sequence this

-This shape highlights that

-Straight line -We chose to sequence this

-This shape does not highlight

-This shape highlights the

EDEE 332 Winter 2023 5

Ways we will adjust the activity if it is too easy:

EDEE 332 Winter 2023 6

Instructional goals that will be targeted during this part of Phase 1:

Goals for Developing Students’ Definitional Reasoning (i.e., Practice Goals)

Introduce your group and establish expectations for student participation.

Setting and maintaining expectations:

-Can everyone show me their silent thumbs, please

1. Please use your thinking skills and

Record students’ ideas  write on whiteboard

Introduce the sorting activity

EDEE 332 Winter 2023 7

Exploration: Monitoring Students’ Progress During Work Time

Questions to ask students who might be struggling to get started:

Press on students’ thinking as you circulate:

EDEE 332 Winter 2023 8

 YouTube 5-minute timer: https://www.youtube.com/watch?v=_W0bSen8Qjg

Phase 2 (Follow-up Whole Class Discussion)

Instructional goals that will be targeted during Phase 2:

 Mathematical Content Goals

Remind students of your group’s expectations for participation.

-Can everyone show me their silent thumbs please.

1. Please use your thinking skills and

Focus on a particular property: A triangle has three sides

EDEE 332 Winter 2023 9

 Elicit students’ justifications.

 Assumption on what students may say with teacher response:

** If there is disagreement, move to the next shape.

 Teacher will say: Does anyone think this a triangle?

EDEE 332 Winter 2023 10

 If there is disagreement between students ...

(Teacher will write student responses on the board)

(If students are incorrect say this… if not continue)

If students disagree, we will show this new shape: