In this example, it is evident that any of them could be the imposter, as they all have at least one thing that makes them unique, and they all share some sort of commonalities with the other shapes. The goal, then, is for students to describe what characteristic makes each one unique. The following chart lays out some explanations of how each shape is unique (i.e., the but students might find more. “imposter”) Trapezoid Rectangle Hexagon Square Shape is All shapes are red    blue. The circle is All shapes have a on the edge of    circle inside this shape. This shape All shapes have 4 has six    sides sides. This shape All shapes have solid has dotted    lines lines. Step 2: Introduce the paint example (see attachment). Allow students time, at first, to write down any observations that they have about the suspects. Encourage them to solve for any missing information that they can deduce about each As long as the statements are true, they can write them down. “suspect.” Is there any missing information that you can deduce? Are there any similarities/differences between the suspects? Extension: If you have already chosen one imposter, try to find a reason for another suspect to be the imposter. Have students discuss their choices of imposter in groups. Then have the groups explain their reasoning to the class. There are many different ways that students can describe the imposters. Here are some possible characteristics: Picture Words Graph Table (Cups or All have same labels Quarts needs    Conversion) The red paint (part) is All comparisons involve parts compared to    being compared to parts the purple (whole)
In this example, it is evident that any of them could be the imposter, as they all have at least one thing that makes them unique, and they all share some sort of commonalities with the other shapes. The goal, then, is for students to describe what characteristic makes each one unique. The following chart lays out some explanations of how each shape is unique (i.e., the “imposter”) but students might find more. Trapezoid Rectangle Hexagon Square All shapes are red Shape is blue.    All shapes have a circle inside  The circle is on the edge of this shape.   All shapes have 4 sides   This shape has six sides.  All shapes have solid lines    This shape has dotted lines. Step 2: Introduce the paint example (see attachment). Allow students time, at first, to write down any observations that they have about the suspects. Encourage them to solve for any missing information that they can deduce about each “suspect.” As long as the statements are true, they can write them down. Is there any missing information that you can deduce? Are there any similarities/differences between the suspects? Extension: If you have already chosen one imposter, try to find a reason for another suspect to be the imposter. Have students discuss their choices of imposter in groups. Then have the groups explain their reasoning to the class. There are many different ways that students can describe the imposters. Here are some possible characteristics: Picture Words Graph Table All have same labels (Cups or Quarts needs Conversion)    All comparisons involve parts being compared to parts  The red paint (part) is compared to the purple (whole)  
Rich%20Tasks%20October%20Explanation.docx