Geometry: Object Sort and Definition Activity

Protocol

Object that Students Will Sort and Define: Polygons

Group # G4
Phase 1 will be led by: Maria Provias
Phase 2 will be led by: Kristal Ward
Phase 3 will be led by: Philip Borges
Intended audience
(i.e., who will be your We will be using grade X students for our enactment. The students
students in the participating are from X Elementary School.
activity you Enact):
Time Needed for the
The enactment should take one full hour.
Activity:

Instructional Goals

a. Mathematical Content Goals

 Through this activity, students will further expand their understanding on Polygons.
 In addition, we would like the students to understand that polygons have three or more sides
and three or more angles.
 The sides of polygons must be connected to one another (Closed)
 Polygons must have straight lines, meaning there can not be any curved lines in a polygon
 A Polygons sides could be of varying lengths.
 Straight means maintaining a constant heading.
 (Through learning about economical definitions) If we specify that an object is closed and has
straight sides, then it will automatically have angles.
 Through the discussion, students will develop a definition of a polygon that resembles the
following: Polygons are a type of closed shape that has at least three straight sides that connect
(or are closed).

b. Mathematical Practice Goals

 Through this activity, students will …

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.

 Polygons are a type of closed shape that has at least three straight sides that connect (or are
closed).

Expectations for Students’ Participation in Mathematical Activity

 In this activity, we expect students to…

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 Stay attentive to one another’s thinking.
 To raise their thumbs when they either agree, disagree or aren’t sure of a certain solution.
 Since we are in a safe space, all the questions and answers are to be heard.
 To try and build off of one another’s ideas
 To enjoy the lesson

Materials:
 white board, white board markers, and handouts
 Student materials:
o Handouts, pencil(s), eraser, glue, and scissors

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

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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.”)

Polygons Not Polygons I’m Not Sure

This is a polygon because it has

four sides and is closed.

These are not polygons because

they are not closed.

This is a polygon because it has

more than three side, and more
than three angles.

This is not a polygon because it

doesn’t have three or more
sides.

This is a polygon because it is

has more than three sides and
its closed.

This is not a polygon because it

doesn’t have three or more
sides, it only has one.
This is a polygon because it has
more than three side, and more
than three angles.

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 This is a polygon because it has
three sides and straight lines.

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 sides of polygons must This object highlights this property because the
be connected to one object is not closed and does not create a shape.
another (Closed).

This object highlights this property because

The sides of polygons must
compared to the first object it is closed and
be connected to one
creates a way to scaffold the students.
another (Closed).

This object is a polygon that has the minimum

Polygons have three or
number of sides a polygon can have. This object
more sides and three or
will be shown first to concentrate on the fact
more angles.
that it must have three or more sides.

Polygons have three or This object will be shown second to highlight

more sides and three or that when there are three or more sides, there
more angles. has to be three or more angles.

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 This object shows this property given that it has
Polygons must have straight
one side that is curved rather than straight, it
lines, meaning there cannot
will be used to examine whether they
be any curved lines in a
understood the concept of having straight lines
polygon.
or not.

This object will first be used to elicit the idea

Polygon sides can be of
that a polygon can have lines with different
different lengths.
lengths.

To further justify this idea, this polygon will be

Polygon sides can be of
shown and used to scaffold the students
different lengths.
understanding of the subject matter.

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

 We will continuously remind them of the definition of a polygon.
 Try to elicit their ideas and have them build off of one another’s thinking to find better
solutions.
 We will choose different groups and students to participate in order to have a mix of skill levels.
This would allow students to mix their ideas together and learn new information based off of
one another's ideas.
 If a certain shape is causing a large amount of confusion, we can use certain keywords to elicit
ideas.

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

 We can create shapes that are more complex (similar to the new shape introduced at the end of
the activity)

NOTE: Talk to your instructor about additional ideas of what to press on, depending on the age group
you’re intending to work with.

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 Phase 1: Launching the Object Sort

Instructional goals that will be targeted during this part of Phase 1:

 Mathematical vocabulary (Define what a polygon is and isn’t)

 Have students sort of the given figures and have them explain why they sorted them this way.

Introduce your group and establish expectations for student participation.

Before starting the lesson, I will be setting the expectations for the activity. The expectations my
teammates and I will carry through the entire lesson are as follows.

1) Listen to your peers.

a. Students will be asked to rephrase their peer’s ideas to orient each other to their
thinking and to ensure that students are paying attention/listening to their peers.
2) Thumbs up, down, or in the middle
a. Thumbs up can also be used to share their answers
b. Thumbs up or down will be used to show if they agree or disagree with an idea
c. Thumbs up, down, or in the middle to show me how they feel about what we’re
discussing. (Thumbs up  they understand and are comfortable, thumbs down 
they do not understand and are not comfortable with the concepts, thumbs in the
middle  not sure)
3) Explain your thinking.
a. Students will be expected to explain their thinking. They need to explain why they
think a certain way.

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 polygon?
 Can any shape be a polygon?
o Why or why not?
o What kind of shapes can be polygons then?

To get as many ideas as possible I will be pressing student’s thinking by asking them questions. To
further explore their ideas, I will be orienting students to each other’s thinking by asking them if they
agree or disagree with an idea, they need to give me a reason. Furthermore, I will be using the
thumbs up technique to see where my students stand. I may give them some time to think in pairs
then share what they come up with to create a deeper discussion and to be able to pull more ideas
from them.

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 Record students’ ideas.

To record the students’ ideas, I will be making a list on the whiteboard this way everyone will have
access to these ideas which will help in discussion and hopefully coming to a consensus.

Introduce the sorting activity

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

To explain the sorting activity, I will be showing students the different materials they will be working
with. (The grid handout, the shape handout, pencil(s), eraser, glue, and scissors). From there, I will be
explaining the sorting portion of the activity. They will need to cut out the shapes and glue them in
the grid under the appropriate section of their choice. I will warn them that it is best to cut out one
shape at a time and only glue once they are sure that that’s where they want to place the shape. This
will ensure that students do not lose their shapes and will give them the flexibility to move the shape
should they change their minds (if they glue it will be hard for them to change its categorization).
Once this is explained, I will inform the students that they need to write down the reason why they
selected to place the shape where they did (they can write their explanation next to or below each
shape).

Note that I will also be asking the students to leave a white space around each shape so we can see it
entirely (do not cut on the lines) I will have an example of a precut shape for reference.

After we have gone through everything, I will be asking the students if they are comfortable with the
instructions (they will be asked to show their thumbs). If anyone does have concerns they will be
addressed before I send them off to work. The activity will be done in pairs (this information will be
given to them last since I do not want them to get distracted with finding their partner while I am
explaining the activity). Lastly, I will be asking for two volunteers to pass out the hands out.

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:

 We can ask them to repeat the instructions for the activity.
 Orient them to the ideas jotted down on the board (the characteristics and definitions they came up
with for polygons)
 Say something like “There’s quite a few options here, which one do are you both comfortable with?”
o This is to get the students to select the shape they may find easier to categorize than the
rest.

Press on students’ thinking as you circulate:

 Why did you choose to place the shape in that category?
 If they are unsure about the shape we can ask something like, “Why are you unsure of this shape?”
or “What’s the factor that’s causing you to be unsure of the category for this shape?”

Once most students have sorted most objects, call them back together for a whole-class discussion.
During the enactment we will have an hour to complete the lesson. This gives each person 20 minutes.
Therefore, we’ll say that it will roughly take 10 minutes for the beginning of phase one then 10 minutes
for the sorting activity. This will be followed by phases two and three.

Phase 2 (Whole Class Discussion)

Instructional goals that will be targeted during Phase 2:

1. Polygons have three or more sides and three or more angles.

2. The sides of polygons must be connected to one another (Closed)

Remind students of your group’s expectations for participation.

I will tell them how well they are doing but remind them to:
1. Listen to your peers.
2. Thumbs up, down, or in the middle
3. Explain your thinking.

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 Generate a list of how students sorted the objects.

I will sort the polygons into three categories according to how the students labeled them. It will
hopefully look similar to the chart below, but it is possible some students may label some objects as
“I’m not sure”.

Polygons Not Polygons I’m Not Sure

Write on the board:

At this point on the board there will be our expectations, I will also write on the board “Rules for what
makes a Polygon.” I will also label the earlier list as “Initial Ideas about a Polygon. The chart above will
also be on the board.”

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 Focus on a particular property The sides of polygons must be connected to one another (Closed)

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.

 Elicit students’ justifications.

Students may say something along the lines of:

“It is not a polygon because it is open, and it is not a shape.”
“What do you mean by it is open?”
“Well it does not connect.”

 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 polygon
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 polygon or it is not a polygon?

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 polygon). Then ask the students who think it is a
polygon to share. Then, ask the students who thought it is not a polygon 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.

Focus on the object that everyone agrees is a Polygon.

Students may say something along the lines of:

“It is a polygon because it is closed.”
“What do you mean by it is closed?”

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 “There are four straight lines, and the all touch, there are no open spaces.”
If a students says they do not think it is a polygon, I will ask them why they think that, and I
will ask if anyone in the class has a different answer.

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

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

Focus on a particular property - polygons have three or more sides and three or more angles
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.

 Elicit students’ justifications.

I will ask the students why they did, or did not think this was a polygon.
Students may say something along the lines of:
“It is closed, and has three sides.”
I will press on why they mentioned three sides
“Can anyone repeat in their own words what was just said?”
The student will repeat in their own words, and I will ask if anyone disagrees.

 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.

Students may say something along the lines of:

“Well it has more than three sides, so I think it is a polygon.”
Depending on the students answers I will press their thinking.

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

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

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 (Whole Class Discussion Continued)

Instructional goals that will be targeted during Phase 3:

 In addition, we would like the students to understand that polygons have three or more sides
and three or more angles.
 The sides of polygons must be connected to one another (Closed)
 Polygons must have straight lines, meaning there can not be any curved lines in a polygon

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  A Polygons sides could be of varying lengths

Remind students of your group’s expectations for participation.

 Stay attentive to one another’s thinking.

 To raise their thumbs when they either agree, disagree or aren’t sure of a certain solution.
 Since we are in a safe space, all the questions and answers are to be heard.
 To try and build off of one another’s ideas
 To enjoy the lesson

Focus on a particular property - Straight sides

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.

 Elicit students’ justifications.

 Do you think we can call this a Polygon? Show me a thumb if you think it is a polygon, and
show a one with your finger if you don’t think it is a polygon.
 Choose student, Why do you think that? Or Why not?
 Does this shape look familiar?
 How many sides do you think this object has?
 (If unsure say) Let’s count them together

 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.

 What do you see here?

 Can anyone tell me if they see a difference?
 The other object had a line and angles, what makes this one and the other one
different? They both have lines and angles.

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

If two students have conflicting ideas, I will listen to both of them and use the “what do you think
of what so and so are saying”, to elicit their thinking in order to come to a common ground.

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

Here I would explain to the students that the rule of any polygon is that it requires straight lines.
Thus, the first polygon would not be a polygon given that one of the sides is curved.

If an object is difficult to sort…

 I will go over the problem with them
 I could ask them to identify what they find difficult.
 If it is a problem with the shape, I could have all the students count the number of sides they
see together. If a student has a different answer than others, then I will ask them to explain
their reasoning.

Focus on a particular property - polygons 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.

 Elicit students’ justifications.

 Do you think this is a polygon? Show me a thumb if you think it is a polygon and show a one
with your finger if you don’t think it is a polygon.

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  Choose student, Why do you think that? Or Why not?
 Does this shape have any particular aspect that sticks out to you?
 (If they are unsure ask about the line, if they see a difference or something off)
 Mention size of lines in a subtle way. Such as; how big would this object be? Or how much
space do you think it could take?
 How many sides do you think this object has?
 It has 5 sides, is that too much or too little for a polygon?
 (Make reference to a previous concept) Is the object closed?
 Does it has straight lines?

 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.

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

 What do you see here?

 Can anyone tell me if they see a difference?
 The other object had 5 lines, how many does this one have?
 What do both these objects have in common?
 Is there anything special about the sides?

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

If two students have conflicting ideas, I will listen to both of them and use the “what do you think
of what so and so are saying”, to elicit their thinking in order to come to a common ground.

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

 Here I would tell the students;

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  The rule here is that a polygon can have sides which have different lengths. Since it has over
three sides, has more than three angles, has no curves and no openings it can work since in this
case it follows the idea of a polygon.

If an object is difficult to sort…

I will address it at the source, for example if the idea of size is difficult to understand, I will give them
examples and make reference to previously mentioned rules.

Applying the Collective Definition to a New Object

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

I will ask the students if they think this is a Polygon, then I will give them time to speak in partner
talk.

 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.
I will ask the students what they discussed during their discussion period to see what they said and
what they taught about the task at hand.

 Follow the same process as before to elicit students’ justifications and resolve disagreement.

 I will ask them what they see.

 I will ask if this shape has three or more sides?
 Is it closed?
 Does it contain straight sides?
 Are the sides of different lengths?
 Does it have any curved lines?
 I will then ask them that if this object follows all the rule, would it be considered a polygon.

Writing a Final Definition

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 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 (or a polygon
a polygon)?

 Ask them to either work silently or 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

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Handouts:

Polygons Not Polygons I’m Not Sure

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 Shape bank

1) Cut out one shape at a time.

2) Decide if the shape is a polygon, not a polygon, or you’re not sure.
3) Glue the shape in the box you picked.
4) Next to the shape or under it write why you think that shape belongs there.
a. Why is this shape a polygon? Why is it not a polygon? Why are you unsure about the
shape?
b.
**Make sure that you leave a little bit of white space around the shape so we can see the full shape**

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