Lesson 6

The purpose of this warm-up is to introduce students to a new routine called What Do You Know About _____? In this routine, students share what they know about triangles. Students may share examples of objects in the world that look like triangles or may describe attributes of triangles.

• Groups of 2
• “¿Qué saben sobre los triángulos?” // “What do you know about triangles?”
• 30 seconds: quiet think time
• 1 minute: partner discussion

• Record responses.

• “¿En qué lugar de su barrio ven triángulos?” // “Where do you see triangles in your community?”
• Draw or display a triangle and a rectangle:

  

  

  

  

• “¿En qué son diferentes estas figuras?” // “How are these shapes different?”

The purpose of this activity is for students to begin to distinguish rectangles from other shapes. By working with variants and non-examples of rectangles, students begin to develop their understanding of what makes a shape a rectangle. When they discuss which group a shape should be placed in, students informally describe the attributes of the shape.

• Cut out rectangle cards from the blackline master. Each group of 4 needs 1 set of cards.

• Groups of 4
• Give each group a set of cards.
• Draw or display a rectangle:

  

  

• “Cuéntenle a su compañero dos cosas que sepan sobre esta figura” // “Tell your partner two things you know about this shape.” (There are 4 sides. It looks like a door. It is a rectangle. It is long and flat.)
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share and record responses.
• If needed, ask “¿Cómo se llama esta figura?” // “What is the name of this shape?”
• 30 seconds: quiet think time
• “Esta figura es un rectángulo” // “This shape is a rectangle.”

• “Juntos, clasifiquen las figuras en 2 grupos. Pongan las figuras que son rectángulos en el lado izquierdo de su página. Pongan las figuras que no son rectángulos en el lado derecho de su página. Cuando pongan una figura, cuéntenle a todos por qué creen que la figura debe estar en ese grupo” // “Work with your group to sort the shapes into two groups. Put the shapes that are rectangles on the left side of your page. Put the shapes that are not rectangles on the right side of your page. When you place a shape, tell your group why you think the shape belongs in that group.”
• 4 minutes: small-group work time
• “Escriban un número que muestre cuántas figuras hay en cada grupo” // “Write a number to show how many shapes are in each group.”
• 1 minute: independent work time
• “¿Cuál grupo tiene menos figuras? ¿Cómo lo saben?” // “Which group has fewer shapes? How do you know?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion

If students put shapes other than rectangles into the group of rectangles, consider asking:

• “¿Cómo escogiste en qué grupo poner esta figura?” // “How did you choose which group to put this shape in?” 

• “¿Qué tienen en común todas las figuras de este grupo?” // “What is alike, or the same, about all of the shapes in this group?” 

• Invite 1–2 groups to share how they sorted the shapes.
• Draw or display a square:

  

  

• “¿En qué grupo pusieron esta figura?” // “Which group did you put this shape in?” (We put it with the rectangles because it has 4 sides. We didn’t put it with the rectangles because it is a square.)
• “Esta figura es un cuadrado, que es un rectángulo especial porque todos sus cuatro lados son iguales de largos” // “This shape is a square, which is a special rectangle because all four sides are the same length.”

The purpose of this activity is for students to use longer and shorter to compare the length of rectangles. Because the endpoints are lined up, students should be able to visually see which rectangle is longer, which allows them to practice using language as they develop their understanding of length (MP6).

• Display the image or draw the shapes:

  

  

• “¿En qué se parecen estos rectángulos? ¿En qué son diferentes?” // “What is the same about these shapes? What is different about them?” (They are both rectangles. The red rectangle is taller, or longer, than the blue rectangle.)
• “¿Cuál rectángulo es más corto?” // “Which rectangle is shorter?” (The blue rectangle is shorter than the red rectangle.)

• “Marquen el rectángulo que es más largo. Cuéntenle a su pareja cómo saben cuál rectángulo es más largo” // “Circle the rectangle that is longer. Tell your partner how you know which rectangle is longer.”
• 1 minute: partner work time
• Repeat the steps with the second problem.
• “Marquen el rectángulo que es más corto. Cuéntenle a su pareja cómo saben cuál rectángulo es más corto” // “Circle the rectangle that is shorter. Tell your partner how you know which rectangle is shorter.”
• 1 minute: partner work time
• Repeat the steps with the last two problems, first with longer and then with shorter.

• Display the last problem.
• “Usen las palabras ‘más largo que’ para describir estos rectángulos” // “Use ‘longer than’ to describe these rectangles.”
• “Usen las palabras ‘más corto que’ para describir estos rectángulos” // “Use ‘shorter than’ to describe these rectangles.”
• Invite students to chorally repeat these words or phrases in unison 1–2 times:
  • “El rectángulo amarillo es más largo que el rectángulo rojo” // “The yellow rectangle is longer than the red rectangle.”
  • “El rectángulo rojo es más corto que el rectángulo amarillo” // “The red rectangle is shorter than the yellow rectangle.”
• Rotate the book so that the yellow rectangle is on top:

  

  

• “¿Cuál rectángulo es más largo?” // “Which rectangle is longer?”
• “Aunque los volteamos, el rectángulo amarillo es más largo que el rectángulo rojo” // “Even though we turned them, the yellow rectangle is longer than the red rectangle.”

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.

• Counting Collections
• Which One
• Picture Books
• Bingo
• Shake and Spill

• Gather materials from: 
  • Counting Collections, Stage 1
  • Which One, Stage 1
  • 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

• “¿Qué sintieron que fue un reto hoy mientras trabajaban en los centros? ¿Por qué les pareció un reto?” // “What was something that felt challenging during centers today? Why did it feel challenging?”