Launch

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Compare objects based on their attributes.

Students identify attributes in a set of pictures and isolate one attribute to select what doesn’t belong.

Display the set of pictures for the Which One Doesn’t Belong? routine.

With your eyes, look at the picture that doesn’t belong. Think about which one doesn’t go with the other pictures. Inside your head, think about why that picture doesn’t belong with the other pictures. What is different about that picture?

Establish routines that allow time for all students to formulate their own ideas. After sufficient think time, point to the picture of the wheel.

If you think the wheel doesn’t belong with the rest of the pictures, stand up.

Gather the standing students around you and whisper to them, asking why they think the wheel doesn’t belong. Elicit as many reasons as you can in an efficient way. Be sure everyone in the group whispers. Have students return to their seats. Summarize the small group’s reasoning to the whole group.

Our friends said the wheel doesn’t belong with the other pictures because it isn’t orange. Repeat these steps for each of the pictures that students choose.

• Color – The wheel doesn’t belong because it’s not orange.

• Size – The basketball doesn’t belong because it’s smaller than the others.

• Shape – The hat doesn’t belong because it’s not round.

• Use – The orange doesn’t belong because you can eat it and you can’t eat the other things.

Transition to the next segment by framing the work. You were good at using things like color and size to tell about objects. Today, we will use words to compare more things.

Teacher Note

In the first days of school, it is important to practice management routines that allow for maximum student learning. Two examples are written in Launch.

Beginning sentences with quiet reminders like “With your eyes” or “Inside your head” fosters think time for all students.

Whispering in a group will engage those not in the group because they will inherently try to listen to the “secret” being discussed in the group.

Language Support

Consider using strategic, flexible pairings throughout the module based on students’ mathematical and English language proficiency.

• Pair students who have different levels of mathematical proficiency.

• Pair students who have different levels of English language proficiency.

As applicable, complement any of these options by pairing students who speak the same native language.