Which One Doesn't Belong: Third Grade
Common Core State Standards
Math 
Math 
3 
Grade 3 
G 
Geometry 
A 
Reason with shapes and their attributes 
1 
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. 
Download Common Core State Standards (PDF 1.2 MB) 
Common Core State Standards
Math 
Math 
Practice 
Mathematical Practice Standards 
MP3 
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 
Download Common Core State Standards (PDF 1.2 MB) 

Teaching PracticeUsing ExtrovertsAll Grades / All Subjects / EngagementMath.Practice.MP3
 5
 6

Teaching PracticeStudenttoStudent AssessmentGrade 7 / Math / AssessmentMath.Practice.MP3
 84
 40

Lesson IdeaSame or Different?Grade K / Math / ArgumentationMath.K.MD.A.1 / Math.K.MD.A.2 / Math.Practice.MP3
 121
 10

Lesson Idea (Common Core)Conjecturing About FunctionsGrades 68 / Math / ReasoningMath.8.F.B.4 / Math.Practice.MP2 / Math.Practice.MP3
 81
 31

Lesson Idea (Common Core)12 O'Quad High: Trigonometry in FlightGrades 912 / Math / ReasoningMath.F.TF.5 / Math.Practice.MP2 / Math.Practice.MP3
 171
 28

Lesson Idea (Common Core)Multiplying Whole Numbers & FractionsGrades 35 / Math / ReasoningMath.4.NF.B.4b / Math.Practice.MP2 / Math.Practice.MP3
 225
 35

Lesson Idea (Common Core)Beyond Fingers: Place Value & the Numbers 1119Grades K2 / Math / ReasoningMath.K.NBT.A.1 / Math.Practice.MP2 / Math.Practice.MP3
 638
 93

Lesson Idea (Common Core)A Passion for FractionsGrades 35 / Math / ReasoningMath.5.NF.B.4b / Math.Practice.MP2 / Math.Practice.MP3
 517
 59
A "Which One Doesn't Belong" routine encourages students to reason about the similarities and differences among a set of numbers, expressions, shapes, or images.
Tch visited Kristin's Gray's school. Watch the video.
Teacher & School Info

Kristin Gray
 School Details
 Shields (Richard A.) Elementary School Lewes, DE
 Population
 722 students
 District Spending
 $14,381
Supporting Materials

Lesson Plan: Which One Doesn't Belong Planning Guide.PDF

Student Work: Journal Samples.PDF

Reflection and Resources.PDF
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Tch Special Which One Doesn't Belong: Third Grade
Grade 3 / Math / Tch Diy