## IM Commentary

This task builds on the geometric knowledge that students developed in 2nd grade (2.G.1). In this task, students ultimately use the definitions they are given for three types of quadrilaterals and what they know about parallel sides to identify that a square fits all the definitions and explain why. By drawing examples and non-examples for each kind of shape, students get an opportunity to explore their individual properties before relating their knowledge of all three to the defining attributes of a square.

Students should be encouraged to work in small groups and use the correct vocabulary as they talk together about classifying shapes. Students should take care to draw their figures with a straight-edge so that they can draw precise shapes. It is a good idea to have a whole-group discussion about this task to be sure that students understand the relationship between these different quadrilaterals.

For students who need more scaffolding, the teacher can provide a bank of shapes for them to sort as “examples” and “non-examples” in part (a). These can be cut-outs or graphics on the page, depending on the needs of the students. A graphic organizer would help students to summarize their thinking from this task.

## Comments

Log in to comment## Jacelyn says:

almost 2 yearsHi, I have some alignment concerns about this task. It seems like all of Task B is aligned to 5.G.B, rather than 4.G.A. In order to complete this task successfully, students must understand the hierarchical nature of shape attributes, as well as the idea that attributes of a category of shapes propagate the subcategories of shapes that fall within that category; the explanation even shows the Venn diagram which is not expected until 5.G.B.4. Additionally, the hierarchical definitions of Rectangle and Rhombus in Task A seem more like 5.G.B definitions than 4.G.A. Can you please verify that this task is appropriate for 4.G.A.2?

## Phyllis.Chinn says:

over 5 yearsThis task is missing commentary -- why do it and at what stage of learning? I think it is a summarizing activity of the standard since the children must recognize lots of attributes to do it successfully. In the commentary you might want to mention the on-going disagreement as to whether a parallelogram is a special trapezoid. That will be relevant for the graphic organizer. Maybe include a Venn diagram for the teacher as to which shapes are special cases of which others. Phyllis