When students examine the properties of two-dimensional figures to classify, analyze, and describe objects and their relationships, common misconceptions may arise. For example, students may not recognize that a square is a special kind of rectangle.
For this Discussion, you will examine common misconceptions related to classifying two-dimensional figures into categories based on their properties and share ideas for learning activities to successfully address these misconceptions.
To prepare:
Think about the common misconceptions that you might expect to occur as students classify two-dimensional figures into categories based on their properties.
Reflect on learning activities that could be used to address these misconceptions.
By Day 5 of Week 3:
Post an example of a misconception that may arise when students work on tasks related to classifying two-dimensional figures into categories based on their properties. Describe a learning activity that could be used to address this misconception.
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