Lesson 2

The purpose of this warm-up is to introduce students to the full Which One Doesn’t Belong routine. In this routine, students compare 4 different images and analyze the characteristics or attributes of the images. It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another. In this warm-up, students compare 4 images of buttons. By the end of the section, students will compare 4 images of shapes. Listen to how students create an argument and use or revise their language to make their argument clear to others (MP3, MP6).

• Groups of 2
• Display the image.
• “Escojan uno que sea diferente. Prepárense para compartir por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

• “Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Share and record responses.

• Display the button with only two dots.
• “¿Por qué este botón es diferente?” // “Why does this button not belong?” (It only has two dots. It does not have four dots like the other buttons.)

The purpose of this activity is for students to connect objects in the environment to flat shapes. Students look at an illustration of objects in the environment and match them to the shapes they look like. Students may match each shape with multiple examples in the image. Students discuss how the object and the shape are alike. When students make and describe their own choices for how they represent real-world objects with geometric shapes, they prepare to model real-world problems with mathematics (MP4).

• Groups of 2
• “Unan con una línea cada figura con el objeto al que se parece. Díganle a su pareja en qué se parecen la figura y el objeto” // “Draw a line to match each shape to the object that it looks like. Tell your partner how the shape and the object are alike, or the same.”

• 5 minutes: partner work time

• Invite students to share which objects they matched each shape to.

The purpose of this activity is for students to identify shapes that are the same regardless of their size or orientation. While students may name the shapes in the activity, students do not need to identify the shapes in order to match the shapes that are the same. When students observe that a shape is the same even though the size, color, and orientation may differ, they identify a common mathematical property of the shapes (MP7).

• Groups of 2
• Draw

  

  

  and

  

  

• “¿Qué observan sobre estas figuras?” // “What do you notice about these shapes?” (They are the same shape but 1 is standing up and one is laying down.)
• 30 seconds: quiet think time
• 1 minute partner discussion.
• Share responses.
• “¿Cómo saben que son la misma figura?” // “How do you know that they are the same shape?” (They have the same sides and corners. I can imagine flipping the second one up and it would be the same as the first one.)
• “Ahora van a buscar más figuras que sean las mismas. Coloreen la figura que es la misma que la primera figura de cada fila. Díganle a su compañero cómo supieron que las figuras son las mismas” // “Now you are going to look for more shapes that are the same. Color the shape that is the same as the first shape in each row. Tell your partner how you know they are the same.”

• 5 minutes: partner work time

• Display the problem with a square.
• “¿Cuál figura es la misma? ¿Cómo saben que es la misma?” // “Which shape is the same? How do you know they are the same?” (The second one because it isn’t stretched out like the first shape. The second one because they are both squares, one is just smaller.)

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts.

Students choose from any stage of previously introduced centers.

• Picture Books
• Bingo
• Shake and Spill

• Gather materials from: 
  • Picture Books, Stages 1-3
  • Bingo, Stages 1 and 2
  • Shake and Spill, Stages 1 and 2

• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Piensen qué les gustaría hacer primero” // “Think about what you would like to do first.”
• 30 seconds: quiet think time

• Invite students to work at the center of their choice.
• 10 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 10 minutes: center work time

• “¿Cuál centro disfrutaron más hoy? ¿Qué disfrutaron de este centro?” // “Which center did you enjoy most today? What did you enjoy about this center?”