Geometry: Definitional Sort Activity

Protocol

Object that Students Will Sort and Define: Triangles

Group # M1
Phase 1 will be led by: Miriam
Phase 2 will be led by: Ava
Phase 3 will be led by: Miriam and Ava
Intended audience
(i.e., who will be your
Grade 2 Students
students in the
activity you enact):
Time needed for the
40 Minutes
activity:

Instructional Goals

a. Mathematical Content Goals

• Through this activity, students learn about the properties that constitute a triangle:
o (a) Triangles have three sides
o (b) The sides of a triangle must connect. In other words, the triangle is closed
o (c) The sides of a triangle must be straight lines
o (d) The orientation of the triangle does not change its status as a triangle (e.g., if we turn
a triangle “upside down,” it is still a triangle); and
o (e) The sides can be of different lengths

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

• Through this activity, students will identify and refer to mathematical properties as well as
classify examples or non-examples using a definition.

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 type of closed shape made up of 3 straight sides and 3 angles.

Expectations for Students’ Participation in Mathematical Activity

• In this activity, we expect:
o Students to explain their thinking
o Students to listen to each other
o Students to be prepared to try to make sense of each other’s ideas

EDEE 332 Winter 2023 1

Materials:
• Photocopies of triangle examples and non-examples sheet, cut into individual triangles (enough for
each student)
• Whiteboard/chalkboard/smartboard to display examples and record student thinking

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

EDEE 332 Winter 2023 2

 I think this is a triangle
because it has three
straight sides that touch.
I don’t think this is a triangle
because the side is going down
and it needs to go up to touch
the other side.
I don’t know if this is a
triangle because I see it
has three sides, but one
side does not touch the
other side.

I think this is a triangle

because it has three
straight sides that touch.
I don’t think this is a triangle
because it has 3 sides, so it is a I am not sure if this is a
rectangle and not a triangle. triangle because I see it
has 3 sides that touch but
they are bent.
I think this is a triangle
because it has 3 straight
sides that touch.

I think this is a triangle

because it has 3 straight
sides that touch.

Planning for a Discussion after the sort:

EDEE 332 Winter 2023 3

 Property that the
Shape will help to
Highlight for the
Shape Students How does this shape highlight these
(list in the order that you will sequence (Note: we suggest properties? Why have you chosen to
them during discussion) focusing on sequence this shape in this way?
approximately 3-4
properties or idea,
depending on the grade
level)
During the opening, we expect
students to say that triangles have 3
sides. Students will already be
familiar with this shape, and with
Triangles have three some pressing, students will likely
sides say that they categorized it as “not a
triangle” because it does not have 3
sides. We will begin with this shape
to establish the property that
triangles have 3 sides.
Using triangle E will highlight the
property that triangles have three
sides, as student will have already
stated. This triangle will serve as a
Triangles have three
visual representation of the property
sides
they would have already stated. It
would also serve as an opportunity
for a student to bring forward
another criterion.
After establishing that a triangle has
3 sides we will present I as a non-
The sides of a triangle
example of a shape that has 3 sides,
must connect, or the
but it is not a triangle because it is
triangle must be
not closed. Therefore, Triangle I will
closed
introduce the property that all
triangles must be closed.
The implementation of Triangle G
will address the property that the
sides of triangles are straight. We
The sides of a triangle
chose to include this triangle next
must be straight lines
because it does have 3 sides that are
closed but it is not a triangle because
the sides are curved.

EDEE 332 Winter 2023 4

 Once we have established that the
sides of a triangle must be straight,
we will build on our definition by
The sides can be
discussing the property that the sides
different lengths
can be different lengths. Triangle B
demonstrates this property because
all 3 sides are different lengths.

Triangle F will serve as another

representation for the property that
The sides can be the sides of triangles can be different
different lengths lengths. Using this example will show
students another depiction of what
different lengths sides can look like.

Triangle L reinforces that a triangle is

The orientation of the
closed and has three straight sides
triangle does not
but presses students to discuss
change it status as a
whether its orientation affects its
triangle
classification as a triangle.

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

• One way we would adjust the activity if it were too challenging is to reduce the number of shapes
the students will classify. Therefore, we would be reducing the number of properties they will be
discussing. For example, if it is too difficult, we could devote more time to focusing on the property
that the triangle must be closed rather than moving on to the idea that the sides of a triangle are
straight.

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

• One way we would adjust the activity if it is too easy is to introduce more controversial examples of
triangles too reinforce the properties of a triangle. For example, we could introduce another scalene
triangle which is a triangle students may be less familiar with. This scalene triangle could reinforce
the idea that the sides can be different lengths.

NOTE: Talk to your instructor about additional ideas of what to press on, depending on the age group
you’re intending to work with.

EDEE 332 Winter 2023 5

 Phase 1: Opening

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

• Students will identify and refer to mathematical properties

Introduce your group and establish expectations for student participation.

• Hello, we are Ms. Miriam and Ms. Ava we will be doing a math activity with you where you will be
sorting shapes.
• We expect that each of you will participate in this activity by trying to sort the shapes into
categories. It is okay if you are unsure, but we just want you to try. We also expect you to explain
your thinking to us and your friends. When your friends are explaining their thinking, we expect
you to listen carefully to each other. Lastly, we expect you to try to and make sense of each
other’s ideas. This means, you try and see if you understand what they are saying and ask each
other questions if you are confused.

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.

• What makes a triangle?

• What does a shape need to be a triangle?
• What does a triangle look like?
• As students share their ideas, we will create a public record of students’ thinking by recording
their ideas on the whiteboard.

EDEE 332 Winter 2023 6

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

• You will receive different shapes, and it is your job to decide whether they are a triangle. As
we are explaining, we will show the shapes to the students.
• You are going to get 9 shapes and you will have to decide whether they are a triangle or not.
You will make three groups: One group will be shapes you know are triangles, one group is
shapes you’re not sure if they’re triangles, and the last group is shapes you think are not
triangles. We will write the three groups on the board so students will be able to refer back to
them.
• What questions do you have about the activity before we begin?
• Once you receive the shapes you can begin sorting (We will pass out the shapes.)

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:

• Which shape do you know is a triangle?
• Refer to a specific shape and ask the student “Do you think this is a triangle? Why or why not?”

Press on students’ thinking as you circulate:

• Why did you place this shape in this group?
• Why do you/don’t you think this is a triangle?
• Why do you say this shape is a triangle but this one is not?
• Draw other examples of triangles that you do not see here
• Draw other examples of shapes that are not triangles that you do not see here

Once most students have sorted most shapes we will, call them back together for a whole-class
discussion by saying “Okay everyone, we will come back together to discuss our findings”.

Phase 2 (Follow-up Whole Class Discussion)

Instructional goals that will be targeted during Phase 2:

• Through this activity, students learn about the properties that constitute a triangle:
o (a) Triangles have three sides

EDEE 332 Winter 2023 7

 o (b) The sides of a triangle must connect. In other words, the triangle is closed
o (c) The sides of a triangle must be straight lines
• Through this activity, students will identify and refer to mathematical properties as well as
classify examples or non-examples using a definition.

Remind students of your group’s expectations for participation.

I love how you all were participating actively by sorting the shapes and communicating our ideas. Those
are practices mathematicians use every day. As we switch to our discussion, we need to remember that
we will participate by sharing our ideas, listening carefully to our friends’ ideas, and ask questions if we
don’t understand something. Remember it is okay if we don’t get it right, but we must all participate.

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: Triangles must be closed

We will choose shapes E (an equilateral triangle rectangle) and I (a non-example of a triangle) to focus
on the property that triangles must be closed.

• Elicit students’ justification: “Why do you say that shape E (an equilateral triangle) is/is not a
triangle?“

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

• Elicit students’ justifications for the second shape aimed to highlight the focal property: “Why do
you say that shape I (a non example) is/is not a triangle?”. We could also ask “Do you agree with
[students’ name]? Why or why not?” Furthermore, we could say, “what makes shape E a triangle
but not shape I?”

• If there is disagreement between students ...

“It seems like we have some different ideas about what makes a triangle. One idea is that this shape is
a triangle because it has three sides. We also have some friends who say that this shape is not a triangle
because the sides are not touching. Turn to your partner and discuss which idea do you agree with and
why? Do you think shape I is a triangle? Why or why not?”

EDEE 332 Winter 2023 8

 After students have discussed with their partners, we will ask them to share their ideas with the whole
group. We will ask students with incorrect ideas to share them first. Then we will ask other students to
share. Subsequently, we will ask the first group of students to discuss what they think about the others’
ideas by saying “What do you think of what [students’ name] said?”

• If students do not come to consensus, move to the next set of shapes. Having a new shape may
help to resolve disagreement. Under the rules on the whiteboard, we will list the property that
sides have to be closed with a question mark next to the statement.

• If all the students agree, record a collective rule.

• If all the students agree we will record the collective rule that triangles need to be closed under
“Rules for what makes a triangle.”

Focus on a particular property: The sides of a triangle must be straight lines

We will choose shapes E (an equilateral triangle rectangle) and G (a non-example of a triangle) to focus
on the property that triangles must have straight lines.

• Focus on one of the shapes intended to highlight the focal property.

Elicit students’ justifications.

Why do you believe that shape G is/is not a triangle?

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

• Elicit students’ justifications for the second shape aimed to highlight the focal property.
Why do you believe that shape E is/is not a triangle? Compare it to shape G. What is the same or
different? What stands out to you? Do you agree or disagree with your classmate?

EDEE 332 Winter 2023 9

 • If there is disagreement between students ...

“It seems like we have some different ideas about what makes a triangle. One idea is that this shape is
a triangle because it has three sides. We also have some friends who say that this shape is not a triangle
because the sides not straight. Turn to your partner and discuss which idea do you agree with and why?
Do you think shape I is a triangle? Why or why not?”

After students have discussed with their partners, we will ask them to share their ideas with the whole
group. We will ask students with incorrect ideas to share them first. Then we will ask other students to
share. Subsequently, we will ask the first group of students to discuss what they think about the others’
ideas by saying “What do you think of what [students’ name] said?”

If students do not come to consensus, move to the next set of shapes. Having a new shape may help to
resolve disagreement. Under the rules on the whiteboard, we will list the property that the sides must
be straight with a question mark next to the statement.

• If all the students agree, record a collective rule.

If all the students agree we will record the collective rule that triangles need to have straight lines
under “Rules for what makes a triangle.”

If a shape is difficult to sort we will:

• If a shape is difficult to sort, we will 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 do 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:

• Through this activity, students learn about the properties that constitute a triangle:
o (d) The orientation of the triangle does not change its status as a triangle (e.g., if we
turn a triangle “upside down,” it is still a triangle); and
o (e) The sides can be of different lengths
• Through this activity, students will identify and refer to mathematical properties as well as
classify examples or non-examples using a definition.

Remind students of your group’s expectations for participation.

I love how you all were participating actively by discussing whether triangles sides are closed and that
triangles need to have straight lines. As we move on to the next property of triangles, we need to
remember that we will participate by sharing our ideas, listening carefully to our friends’ ideas, and ask
questions if we don’t understand something. Remember it is okay if we don’t get it right, but we will all
actively participate.

EDEE 332 Winter 2023 10

 Focus on a particular property: The sides of a triangle can be different lengths
Choose 2 shape that, through discussion, are likely to HIGHLIGHT this property. For example, one shape
could be an example, and one shape could be a non-example. Alternatively, you might have two non-
examples.

• Focus on one of the shapes intended to highlight the focal property.

• Elicit students’ justifications: Why do you think that shape B is/is not a triangle? What is the same
or different to the other shapes? What do you notice about this shape? Do you agree or disagree
with your classmates? Why do you say shape B is a triangle, but shape F is not?

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

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

Why do you think shape F is/is not a triangle? What makes this shape similar/different to shape B?
What do you notice about this shape that does/doesn’t makes it a triangle?

• If there is disagreement between students ...

We could say, “It seems like we have two different ideas here. Student A is arguing that the second
shape is not a triangle because ‘the sides are too skinny’ and Student B is saying that it doesn’t matter if
the sides are different sizes. Turn to your partner to talk about which idea you agree with and why? Do

EDEE 332 Winter 2023 11

 you think shape F is a triangle or is it not a triangle?” As students discuss their ideas we will be walking
around observing what they are saying in order to sequence their ideas.

Once students have a couple minutes to discuss with their partners we will share with the larger group.
First students with incorrect ideas will present them to the group. Subsequently, students with correct
ideas will share. Finally, we will ask students to discuss what they think about their peers ideas by
asking “What do you think about what _______ is saying?” “Would you like to present a new idea in
response to ______’s idea?

If students do not reach an agreement, we will move on to applying the collective definition to a new
non-example.

If all students agree we will record a collective rule under our previously established rules on the board.
If students do not reach a consensus, we will record the rule but place a question mark at the end of
the statement.

If a shape is difficult to sort…

If a shape is difficult to sort, we could ask them to compare the shape to the rules we previously
established. For example, we could ask, “Does this shape fit these rules?” Additionally, if students are
not focusing on the lengths of the sides we could direct them by asking: “What do you notice about the
sides of the triangle?”

Furthermore, one more strategy to implement if a shape is difficult to sort is that we will tell the
students that both shapes are examples 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 do we
need to add to our rules to help us know that this is 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).
“we’re going to give you another shape that you have not seen yet and we want you to decide whether
it is a triangle or not.”

• Give students partner talk time.

“You will have time to talk with a partner and share your ideas about where this shape is a triangle.”
Think about all the properties we have talked about so far. Look at the list we’ve created together on
the board and use those properties to decide.”

EDEE 332 Winter 2023 12

 • Find out how students sorted the shape.
To find out how students sorted the shape we will ask them for a thumbs up if they believe the shape is
a triangle or a thumbs down if they do not think it is a triangle.

• Follow the same process as before to elicit students’ justifications and resolve disagreement.
We will then ask students to share “why do you think this shape is/is not a triangle?”

• If there is disagreement between students ...

“It seems like we have some different ideas about what makes a triangle. One idea is that this shape is
a triangle because it has three sides. We also have some friends who say that this shape is not a triangle
because the sides not straight. Turn to your partner and discuss which idea do you agree with and why?
Do you think shape I is a triangle? Why or why not?”

After students have discussed with their partners, we will ask them to share their ideas with the whole
group. We will ask students with incorrect ideas to share them first. Then we will ask other students to
share. Subsequently, we will ask the first group of students to discuss what they think about the others’
ideas by saying “What do you think of what [students’ name] said?”

If a shape is difficult to sort we will:

• If a shape is difficult to sort, we will tell the students which shape is in fact an example/non-
example and ask them to explain why it is a non-example based on our already agreed upon
criteria.

Writing a Final Definition

We will review the revised list of triangle properties recorded on the board. We will press students
towards a definition by asking “What makes a triangle a triangle?”

We will give them a few moments with a partner to come up with a definition based on the ideas
recorded on the board. We will tell them that they need a definition that they could use to teach
someone else what a triangle is.

Students will share the definitions with the class.

Conclude the activity

EDEE 332 Winter 2023 13

 • We will conduct a short think pair share where students will first take some time to think about the
following prompt: What did you learn about triangles today. Subsequently, they will turn to their
partners and share their ideas. Lastly, one student from each pair will share their ideas with the
group.
• We will also thank students for their participation and express how they followed the expectations
of the group by participating individually and discussing their ideas with their peers.

EDEE 332 Winter 2023 14