Geometry: Object Sort and Definition Activity

Protocol

Object that Students Will Sort and Define: Triangles

Group # Group 2
Phase 1 will be led by: Élodie
Phase 2 will be led by: Valérie
We will enact this activity with Grade 2 students at Courtland park
Intended audience
international in St-Bruno.
Time Needed for the
1 hour
Activity:

Instructional Goals

a. Mathematical Content Goals

 Triangles have 3 SIDES AND 3 ANGLES.
 The sides must CONNECT together. (The triangle is not an open shape)
 The sides of the triangle must be STRAIGHT LINES.
 The ORIENTATION does not change the fact that it is a triangle (ex: upside down)
 The sides can be of DIFFERENT LENGTHS.

b. Mathematical Practice Goals

 Make the students THINK and REFLECT about a mathematical idea.
 Bring the students to EXPLAIN their thinking.
 Have the students JUSTIFY their ideas.
 MAKE SENSE of other’s thinking and of a new mathematical idea.

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.

 A triangle has 3 straight sides that can be of different lengths and must connect together.

Expectations for Students’ Participation in Mathematical Activity

 In this activity, we expect students to raise their hand in order to give an answer. (Because we want
to be able to press on their understanding and be able to address any misconceptions)
 We also expect them to explain their thinking. (Because we want to be able to lead them on the
path to understanding)
 We might be asking them to explain their peers’ thinking, therefore they will need to be listening all
the time. (Because we want to help students make sense of multiple solutions)

Materials:
 Smart board
 Document for the smartboard ready (i.e. including the table and the shapes that we will be able to
drag in order to sort them)

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 Cut-outs of the “triangles”
 Drawn representation of the expectations in order to have a visual for the students
 White board (to write down the initial ideas) & dry erase marker
 Chart paper (extra – if needed)

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

C
A B

F
G

Anticipated students thinking (e.g., how will they sort the objects and why):

 Use the table below to sort the objects in the ways that you think students are likely to.
 For each object, explain how you think students will justify that sort (e.g., “I think this can’t be a
triangle because it’s too skinny.”)

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 Triangles Not Triangles I’m Not Sure

 A – Because it has 3  A – Because of the weird  A – The sides are weird,

sides and kind of looks
like a triangle.
 B – I think this one is a
triangle because it has 3
sides.
 C – Because it looks like
a triangle.
 D – Because it has 3
sides and 3 pointy
edges.
 F – Because there are 3
sides and 3 pointy
edges.
 G – Because it has 3
sides.
 M – Because there are
3 sides.
sides.
 B – It is not a triangle
because it has a straight
side at the bottom.
 C – We assume that no
student will put it here.
 D – Because it does not
look like a triangle. It
does not have a point at
the top.
 F – Because it is too long
and upside down.
 G – Because there are
no pointy edges.
 M – Because there is a
hole in the triangle.
but there are 3 of them,
so maybe, but I don’t
know.
 B – I am not sure
because it does not look
like a usual triangle.
 C – I am not sure
because it is not put the
same way than usually.
(referring to the tilt.)
 D – It has 3 sides, but a
big wide edge.
 F – Because of the long
sides. I don’t know if
that makes it a triangle.
 G – There are 3 sides,
but no pointy edges.
 M – There are 3 sides
but there is a hole.

Planning for a Discussion after the sort:

Property that the Object

Object will help to Highlight for How does this object highlight these
(list in the order that the Students properties? Why have you chosen to sequence
you will sequence them (note: we suggest focusing on
during discussion)
this object in this way?
approximately 3-4 properties,
depending on the grade level)
The object highlights these properties since it has
3 straight sides. We sequenced it this way in
- Straight sides
B order to introduce first properties with the
- 3 sides
students which would be that triangles have 3
sides that are straight.
The object highlights this property since it has a
hole. We sequenced it this way since the
-There is a hole, all edges
M students will have knowledge of what is a
must be connected.
triangle, and we want them to realize that this
one has a hole which makes it incomplete.

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 The object highlights this property since 2 of its 3
sides are curved. We sequenced it this way
A -Curved sides
because the object looks like a triangle, but only
it’s curved sides makes it not a triangle.
The object highlights this property since its 3
sides are curved instead of having angles. We
sequenced it this way in order to help the
G
-Curved sides students see the difference between angles and
curved angles. This will help them say that
triangles have to have straight sides.
The object highlights these properties since it has
3 straight sides and that the sides are closed.
-Straight sides Some of the sides are longer which makes the
-Closed triangle larger. The triangle is placed upside
-3 sides down which might confuse some students. We
D -Length of the lines does sequenced it this way to show the students that
not matter the orientation of the triangle does not matter.
-The orientation does not We chose to show this one first because it is easy
matter to see that the triangle is just upside down. We
though it could be a good idea to put this one first
since it respects the other properties seen above.
-3 sides The object highlights these properties since it
-Closed had 3 straight lines, it is closed and it is tilted a
-The orientation does not little to the right. We sequenced it this way in
C
matter order for the students to have a second thought
-Straight sides on the orientation. Since this one is less tilted, the
students might see it better.
-Straight sides
The object highlights these properties since it has
-closed
3 straight sides and that the sides are closed. Two
-3 sides
sides of the triangle are longer which makes it
F -Length of the lines does
seem longer. We sequenced it this way in order
not matter
to see the last property of triangles which is that
-The orientation does not
the length of the sides does not matter.
matter

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

 If the activity is too challenging, we will want to focus on less content goals. For example, we could
focus more on the fact that the triangle has 3 sides (which is more obvious) and develop on that. We
could even draw new objects (easier than the ones previously chosen) on the board and sort them
as a big group.
 We could give the students more partner talk, therefore they will have access to another way of
seeing and addressing the problem then their own.

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

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 We could draw different shapes (harder than the ones chosen) on the board and ask the students to
sort them individually (by drawing them in the column they would put them in.

ÉLODIE’S PART
PHASE 1
Instructional goals that will be targeted during this part of Phase 1:
 Make the students THINK and REFLECT about a mathematical idea.

Introduce your group and establish expectations for student participation.

 The setting of the instruction of the activity will be less formal than me teaching at board. I will
ask the class to come and sit down in front of me (sitting at a chair). This will allow me to create
a warm ambiance and to get the students’ trust and listening. These students know Valérie, as
she did her third stage with them, but they do not know me.

I will say: Hello everyone! My name is Miss Élodie and this is my colleague that you already know Miss
Valérie! Today we will be doing a math activity with you guys. We think that you will be really good at
answering our questions and that is why we chose your classroom to work with. To give you some more
details, I will ask you to come sit close to me. When I say go, you can get up and quietly go sit down at
the chair in front of me.

 Go! (The students will come quietly to sit down)

I will say: For this activity to be fun and engaging, I have to ask you some things and I hope you are
willing to do them for me!

 Here, I will have a sheet of paper (big enough) where I will write down the expectations for the
lesson.

 I will say: What do you think you need to do, how do you think you need to behave in order for
us to have fun during the activity?

 I will write down the ideas of the students – putting emphasis on the ideas that align with our
following ideas:
- Raising your hand
- Listening to others
- Explain your ideas

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 Elicit Students’ Initial Ideas about the Focal Object (e.g., triangle)
Here you will want to elicit students’ initial ideas about the focal object (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 object on the board prior to students thinking about what
a triangle is.

 What is a triangle?
 What do you see when you look at a triangle?
 Do the triangles all look the same?

Here, partner talk would be well suited for this part of the lesson.

Record students’ ideas. – On the white board with the dry erase pen.

Introduce the sorting activity

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

I will say: For the next activity, here is what we will be doing.

 I will have all the necessary material at my disposal (handout, cut-outs of the triangles)

I will say: Here is what you will have as material for the next activity. (Show the material). What do
you think we might do with this material?

 Here I will get answers of what they think we will be doing. This question is to keep them
engaged and excited for the activity that will come. If a student hits the right answer, I will
start from that to launch the explanations. If not, I will just say that these were really good
ideas, but that I will tell them what we will be doing exactly.

Instructions – I will say: I am going to ask you, on your own, to take out all the things in the bag and
to put them on the handout.
 Look at the handout – you see three different columns, on the first one, it is written triangle;
what should you put there? (Get answers, make sure that they understand that they have to
put the shapes that they think are triangles)
 Can someone tell me what the second column stands for? (Not triangles); what should you
put there?
 The third column is where you put the ones that make you unsure.
 There is no right answer! We are trying to look at your thinking and get you to explain to us
how you understand.

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 objects that they will sort.

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 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 objects in a particular category. It is not important that
they have correctly sorted the objects—however it is very important that they can communicate a
rationale for sorting the way they did. Below are some questions you can ask of students. Add/modify
these depending on what you anticipate students doing or having difficulty with.

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

 What should you put in the first column? (triangles) Can you show me an object that you could put
there?
 Do you think this object (showing the student one object) is a triangle? (yes/no) ok, then where
should you put it?

Press on students’ thinking as you circulate:

 Why do you think that this shape is a triangle?
 Do you think that triangles can have that shape? Why?
 What makes you think that this is a triangle?
 How did you decide that this was not a triangle?

Once most students have sorted most objects, call them back together for a whole-class discussion.
See PHASE 2 – Remind the students of expectations.

PHASE 2:
Instructional goals that will be targeted during Phase 2:
Content goals:
 The sides must CONNECT together. (The triangle is not an open shape)
 The sides of the triangle must be STRAIGHT LINES.

Practice goals:
 Bring the students to EXPLAIN their thinking.
 Have the students JUSTIFY their ideas.
 MAKE SENSE of other’s thinking and of a new mathematical idea.

Remind students of your group’s expectations for participation.

 Let’s get back together!
 Speaking of working together, what did we say already about how to behave during this
activity? (go back to the sheet/list created with the students to remind them)
 I find that you are doing very well so far – I have seen a lot of students do X (i.e. raise their
hands or any of our expectations) and I am very pleased by your good behavior, let’s continue
on that path!

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 Generate a list of how students sorted the objects.

 We will find out how the students sorted their items by asking them to work in teams, and we
will ask those teams to tell us where they put their triangle.
 For example, we could have 4 sets of shapes in 4 different colors and say: “the green team
where did you put this shape” and then do it on the smartboard.

Triangles Not Triangles I’m Not Sure

Write on the board: “Rules for what makes a triangle.” Label the earlier list as “Initial Ideas about a
Triangle.

Smartboard White board

Rules for what makes a Triangle: Initial ideas on what we think is a

 Rule triangle:
 Rule  idea
 Rule  idea
  idea


Focus on a particular property: A triangle is a closed shape

Choose 2 objects that, through discussion, are likely to HIGHLIGHT this property. For example, one
object could be an example, and one object could be a non-example.

 Focus on the object that everyone agrees is a triangle (e.g., the example object).

We think it is a good idea to use the object B – we believe that it is the most likely to be put as a
triangle by most of the students. It exhibits the property targeted.

We think that in contrast, we could use the triangle M – it has a hole and therefore is a great
counterexample to show the property.

 Elicit students’ justifications.

 What made you think that this shape was a triangle?

 Can you give me a reason why we should put it in the triangle section?

 If there is disagreement between students…

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 Ask students to evaluate the two ideas. This might be a good time to use partner talk.

Say: So it looks like we have two different ideas here. One idea is that this object is a triangle
because …. Another idea is that this object is not a triangle because…. 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. Start with the
incorrect ideas first (those that think it is not a triangle). Then ask the students who think it is a
triangle to share. Then, ask the students who thought it is not a triangle to discuss what they think
about the others’ ideas (“____, what do you think of what ____ is saying?”).

If students do not come to consensus, move to the next object. Having a new object may help to
resolve disagreement.

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

 Why do you think this one is/is not a triangle?

 Don’t you think it looks like a triangle?
 How do we know if this one is a triangle or not?

 If there is disagreement between students repeat the questions above.

 Once all the students agree, record a collective rule.

 Can we say that to be a triangle we need something particular?

 Can we write something down that would be true for all the triangles?

VALÉRIE’S PART
PHASE 2 CONTINUED

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

Choose 2 objects that, through discussion, are likely to HIGHLIGHT this property. For example, one
object could be an example, and one object could be a non-example.

 Focus on one of the objects intended to highlight the focal property.

We chose to focus on the triangle A- Since it still seems to have the shape of a triangle, but two of
the sides are not straight lines.

We chose to focus on the triangle G for the second triangle- Since the triangle G is is completely
curved, we think that this will help the students get a clear understanding of this idea.

 Elicit students’ justifications.

 Why do you think this one is/is not a triangle?

 Don’t you think it looks like a triangle?

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  How do we know if this one is a triangle or not?

 If there is disagreement between students…

Ask students to evaluate the two ideas. This might be a good time to use partner talk.

Say: So it looks like we have two different ideas here. One idea is that this object is a triangle
because …. Another idea is that this object is not a triangle because…. 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. Start with the
incorrect ideas first (those that think it is a triangle). Then ask the students who think it is not a
triangle to share. Then, ask the students who thought it was a triangle to discuss what they think
about the others’ ideas (“____, what do you think of what ____ is saying?”).

If students do not come to consensus, move to the next object. Having a new object may help to
resolve disagreement.

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

 Why do you think this one is/is not a triangle?

 How can we know if it is a triangle?
 What makes it a triangle or not?

 If there is disagreement between students repeat the questions above.

 Once all the students agree, record a collective rule.

 What could we say about triangles up to now?

 What can we write down that is true for all triangles?

If an object is difficult to sort, do one of the following:

 [Compare to another agreed upon object] Ask: “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]
Ask: “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?”

PHASE 3:

Instructional goals that will be targeted during Phase 3:

Content goals:
 The ORIENTATION does not change the fact that it is a triangle (ex: upside down)
 The sides can be of DIFFERENT LENGTHS.

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 Practice goals:
 Bring the students to EXPLAIN their thinking.
 Have the students JUSTIFY their ideas.
 MAKE SENSE of other’s thinking and of a new mathematical idea.

Remind students of your group’s expectations for participation.

I will look back at the sheet they filled with Élodie and ask the students to repeat these expectations to
me:
- Raising your hand
- Listening to others
- Explain your ideas

 Focus on a particular property: The ORIENTATION does not change the fact that it is a triangle
(ex: upside down)

Choose 2 objects that, through discussion, are likely to HIGHLIGHT this property. For example, one
object could be an example, and one object could be a non-example.

 Focus on one of the objects intended to highlight the focal property.

The object we chose to talk about is the object D- Since it has the first properties that we discussed
and that the most obvious property of this triangle is that it is upside down.

The second object is the object C- Since it respects the different properties of a triangle we
discussed earlier, but it is tilted a little bit to the right.
 Elicit students’ justifications.

 Why do you think this one is/is not a triangle?

 Don’t you think it looks like a triangle?
 What makes it a triangle or not?

 If there is disagreement between students…

Ask students to evaluate the two ideas. This might be a good time to use partner talk.

Say: So it looks like we have two different ideas here. One idea is that this object is a triangle
because …. Another idea is that this object is not a triangle because…. 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. Start with the
incorrect ideas first (those that think it is not a triangle). Then ask the students who think it is a
triangle to share. Then, ask the students who thought it is not a triangle to discuss what they think
about the others’ ideas (“____, what do you think of what ____ is saying?”).

If students do not come to consensus, move to the next object. Having a new object may help to
resolve disagreement.

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

 Is this one a triangle?

 What makes it a triangle or not?
 What does it have that is similar or different from the triangle above?

 If there is disagreement between students repeat the questions above.

 Once all the students agree, record a collective rule.

 What did we just discuss about triangles?

 What could we write down that is the same for all triangles?

If an object is difficult to sort…

 I will look at previously sorted triangles that the students agreed on. I will ask them questions like:
 Does this triangle correspond to the properties that we noted before?
 Does this triangle look like this one ( showing a previous triangle like the object B ).

 Focus on a particular property: The sides can be of DIFFERENT LENGTHS.

Choose 2 objects that, through discussion, are likely to HIGHLIGHT this property. For example, one
object could be an example, and one object could be a non-example.

 Focus on one of the objects intended to highlight the focal property.

The first object we chose to focus on is the object F- Since the triangle has clearly 2 sides that are
longer than the other one.

The second object is the object D- Since we already saw the previous properties and that the
orientation is already established as a property of triangles, the length of the sides is what we can
focus on.
 Elicit students’ justifications.

 Is this one a triangle?

 What does this one have that is different from the ones we saw before?
 Does this difference make it a triangle or not?

 If there is disagreement between students…

Ask students to evaluate the two ideas. This might be a good time to use partner talk.

Say: So it looks like we have two different ideas here. One idea is that this object is a triangle
because …. Another idea is that this object is not a triangle because…. 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. Start with the
incorrect ideas first (those that think it is not a triangle). Then ask the students who think it is a

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 triangle to share. Then, ask the students who thought it is not a triangle to discuss what they think
about the others’ ideas (“____, what do you think of what ____ is saying?”).

If students do not come to consensus, move to the next object. Having a new object may help to
resolve disagreement.

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

 Does this triangle have sides that are longer than the others?
 Does it make it a triangle or not?

 If there is disagreement between students repeat the questions above.

 Once all the students agree, record a collective rule.

 What did we just discuss about triangles?

 What could we write down that is the same for all triangles?

If an object is difficult to sort…

I will look at previously sorted triangles that the students agreed on. I will ask them questions like:
 Does this triangle correspond to the properties that we noted before?
 Does this triangle look like this one ( showing a previous triangle like the object C ).

Applying the Collective Definition to a New Object

 Show the students a new example (that was not in the initial sort).

 Give students partner talk time.

 Find out how students sorted the object.

You can use thumbs up, thumbs down, thumbs to the side to see what students decide.
 Put a thumbs up if you think that the pizza slice is a triangle.
 Put a thumbs up if you think the pizza slice is not a triangle.
 Follow the same process as before to elicit students’ justifications and resolve disagreement.

 What makes it a triangle or not?

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  By looking at what we wrote earlier on triangles, what properties of a triangle does this
pizza slice have?
 Does this make it a triangle or not?

If some students are unsure, I will go back to triangles we saw earlier and ask them how similar or
different they are.

Writing a Final Definition

Step back and evaluate the revised list of properties of the focal object (e.g., triangle or polygon). Press
towards a definition. NOTE: With upper elementary grades, you may wish to press for an economical
definition.

 Read the statements for what makes a [triangle].

Ask: How could we say, using the simplest language, what makes a triangle a triangle a triangle?

 Ask them to either work with a partner to think about how they would fill in the blank:
A triangle is ___________________________________________.

Press on the idea that students should use what has already been recorded. (Collect these definitions to
help you assess what students learned in the lesson).

Conclude the activity

 So today, we discussed triangles, and we created a definition of what a triangle is. I would like
you to turn to a partner and discuss for 2 minutes about what you learned today.
 Who wants to share what they learned today? (Here I want to make a review of the properties
of triangles)
 I want to thank you all for your participation. You were very attentive and you explained you
thinking so that your peers understood what you were saying which was amazing since it
helped for the whole class discussion.
 I will tell other comments on what I will observe during the activity in order to reinforce their
good work.

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