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Activity 1

20 mins

Which Three Go Together: Design 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Which Three Go Together?

Materials

None

Activity Narrative

The purpose of this activity is for students to use their knowledge of geometric figures or numbers in base-ten to complete a Which Three Go Together? If there is time, students can facilitate their Which Three Go Together? with another group.

MLR8 Discussion Supports. Display sentence frames to support small-group discussion: “I agree because . . . .” and “I disagree because . . . .”
Advances: Speaking, Conversing.

Representation: Internalize Comprehension. Activate background knowledge. Display the Which Three Go Together? and begin by asking, “What language might we use to talk about the math you see here?”
Supports accessibility for: Language, Attention, Memory

Launch

Groups of 3–4
“Now you will work with your group to complete a Which Three Go Together? One problem has geometric figures and the other has numbers. Choose one of the two problems to complete.”
“The activity has a missing item. Decide how to complete it so that each group of 3 goes together.”

Activity

10 minutes: small-group work time
As students work, monitor for groups who discuss and design:
- Figures based on parallel or intersecting lines, segments, rays, or angles.
- Numbers based on odd or even, place value in base-ten, or comparison statements.

Student Task Statement

Choose either the problem with geometric figures or numbers. Then complete the Which Three Go Together.

Geometric Figures

Which 3 go together?

Complete the set. A. B. C. D.

Decide on a fourth figure to complete the Which Three Go Together.

For each group of 3 figures, discuss one reason why they go together.

A, B, and C go together because:

A, B, and D go together because:

A, C, and D go together because:

B, C, and D go together because:

Numbers

Which 3 go together?

Decide on a fourth number to complete the Which Three Go Together.

For each group of 3 numbers, discuss one reason why they go together.

A, B, and C go together because:

A, B, and D go together because:

A, C, and D go together because:

B, C, and D go together because:

Student Response

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Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Choose small groups to share the different reasons the items go together for one or both problems as time permits.
Ask students to share their completed Which Three Go Together? and ask the class to share reasons the items go together.
As each group shares, continually ask others in the class if they agree or disagree and the reasons why.
Ask others in the class if they reasoned about the properties of the given figures the same way as the presenting group but produced a different item to complete it. Invite them to share their thinking and creation.

Activity 2

15 mins

Which Three Go Together: Design 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Which Three Go Together?

Materials

None

Activity Narrative

The purpose of this activity is for students to use their knowledge of operations and expressions to complete a Which Three Go Together? with two unknown items. They work together to propose new expressions that share a feature with the other groups of 3 items.

Launch

Groups of 2 or 4
“Now you will work with your group to complete another Which Three Go Together? This activity has two items missing. Work together to make sure each new expression you add has a reason why it goes together with the others."

Activity

10 minutes: small-group work time
As students work, monitor for groups who discuss and write expressions, based on some of the following:
- The kind of numbers used.
- How many numbers are used.
- The order of the numbers.
- The symbols.
- The value of the expression.

Student Task Statement

Here is an incomplete Which Three Go Together. It has two missing expressions.

Which 3 go together?

Write 2 expressions to complete the Which Three Go Together.

For each group of 3 expressions, discuss one reason why they go together.

A, B, and C go together because:

A, B, and D go together because:

A, C, and D go together because:

B, C, and D go together because:

Student Response

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Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Choose small groups to share the different reasons the expressions they chose go together.
Ask students to share their completed Which Three Go Together? and ask the class to share reasons the expressions go together.
As each group shares, continually ask others in the class if they agree or disagree and the reasons why.
“What were some features of the expressions that you looked at or experimented with to complete your set?” (The kind of numbers used, how many numbers are used, the order of the numbers, the symbols, the value of the expression.)