Lesson 3

The purpose of this warm-up is to elicit the mathematical questions that students produce about shapes composed of pattern blocks, which will be useful when students create and ask questions about shapes in a later activity. While students may notice and wonder many things about the shape, the questions that students can answer about the image are the important discussion points. As students discuss and justify their questions and answers, they share a mathematical claim and the thinking behind it (MP3).

• Groups of 2
• Display the image.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

• Reread each of the questions that students shared.
• As you read each question, ask: “¿Podemos averiguar la respuesta a esta pregunta? ¿Cómo?” // “Can we figure out the answer to this question? How?” (We can figure out how many blue rhombuses she used by counting. We would have to ask Mai why she didn’t use any square pattern blocks.)

The purpose of this activity is for students to develop math questions about shapes created from pattern blocks. Arrange students around the room so that students can easily circulate to see each other’s shapes. Consider expanding the gallery walk into a larger activity. Invite other students, teachers, or family members to participate and ask students questions about their shapes. 

When students ask mathematical questions and recognize the mathematical features of the shapes and the pattern blocks they are made of, they model with mathematics (MP4).

• Give students access to pattern blocks.
• “Junten fichas geométricas para armar una figura” // “Put together pattern blocks to make a shape.”
• 2 minutes: independent work time
• “Caminen por el salón y miren todas las figuras que se armaron. Piensen en al menos una pregunta que pueden hacer sobre cada figura que vean. Escriban al menos una pregunta que quieran compartir con todos. Pueden hacer un dibujo o escribir palabras y números como ayuda para recordar la pregunta” // “Walk around and look at the shapes that everyone created. Think of at least one question that you can ask about each shape that you see. Write down at least one question that you want to share with the class. You can draw a picture or write words and numbers to help you remember the question.”

• Invite half the class to stand next to their shape while the other half of the class walks around and looks at the shapes.
• 5 minutes: gallery walk
• Switch groups.
• 5 minutes: gallery walk

• Choose one student-created shape to display.
• “¿Qué preguntas se les ocurrieron sobre la figura de _____?” // “What questions did you think of to ask about _______’s shape?”
• Share and record responses.
• If not mentioned in the discussion, ask “¿Qué preguntas podemos hacer sobre la figura de _____ en las que usemos las palabras ‘más’ o ‘menos’?” // “What questions can we ask about _____’s shape that use ‘more’ or ‘fewer’?” (Did she use more triangles or more hexagons to make the shape? Which pattern blocks did she use fewer of?)
• Share and record responses.
• “Piensen en una historia que pueden contar sobre la figura de _____. Piensen en una pregunta que pueden hacer al final de la historia” // “Think of a story that you can tell about _____’s shape. Think of a question that you can ask at the end of the story.”
• Share responses.
• “En la siguiente actividad, van a inventar y a contar historias sobre su figura” // “In the next activity, you will make and tell stories about your own shape.”

The purpose of this activity is for students to develop and solve story problems about shapes made from pattern blocks. Students will likely gravitate toward Put Together, Total Unknown or Add To, Result Unknown story problems. The purpose of the activity synthesis is to highlight Take From, Result Unknown story problems. When students solve the story problems they reason abstractly and quantitatively.

• Groups of 2
• Give students access to pattern blocks and connecting cubes or two-color counters.
• “Junten fichas geométricas para armar una figura. Usen 2 tipos diferentes de fichas geométricas” // “Put together pattern blocks to make a shape. Use 2 different kinds of pattern blocks.”
• 3 minutes: independent work time

• “Piensen en un problema-historia que podrían contarle a su compañero sobre su figura. Recuerden que deben pensar en una pregunta que vaya al final” // “Think of a story problem that you could tell your partner about your shape. Remember to think of a question to go at the end.”
• 2 minutes: quiet think time
• “Compartan con su compañero la figura que crearon y el problema-historia que pensaron. Resuelvan el problema-historia que les compartió su compañero. Muestren cómo pensaron. Usen objetos, dibujos, números o palabras” // “Share the shape you created and the story problem with your partner. Solve the story problem that your partner shares. Show your thinking using objects, drawings, numbers, or words.”
• 5 minutes: partner work time

• Choose 1 student-created shape to display.
• “Piensen en una historia que pueden contar sobre la figura de _____. Recuerden que deben pensar en una pregunta que vaya al final de la historia” // “Think of a story that you can tell about ______’s shape. Remember to think of a question to go at the end of the story.”
• Share and record responses.
• If not mentioned in the discussion, ask “¿Qué tipo de historia puedo contar sobre la figura de _____ en la que use una resta, es decir, ‘quitar’?” // “What kind of story could I tell about _____’s shape that uses subtraction, or taking away?” (____ made a shape with 8 pattern blocks. Then her little sister took 2 of the pattern blocks away.)

The purpose of this activity is for students to learn stage 7 of the Pattern Blocks center. Students count out a given number of objects as they put together pattern blocks to make a new shape. Students also practice drawing shapes. A blank template is included at the end of the blackline master so that additional numbers can be written in.

 After they participate in the center, students choose from any stage of previously introduced centers.

• Geoblocks
• Grab and Count
• Find the Pair

• Gather materials from: 
  • Geoblocks, Stages 1 and 2
  • Grab and Count, Stage 1
  • Find the Pair, Stages 1 and 2

• Groups of 2
• Give each student a recording sheet and pattern blocks.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Fichas geométricas’. Se llama ‘Fichas geométricas: Construye y dibuja’” // “We are going to learn a new way to do the Pattern Blocks center. It is called Pattern Blocks, Build and Draw.”
• Display the blackline master.
• “En cada página dice cuántas fichas geométricas deben usar. En esta página dice: ‘Junta 15 fichas geométricas para armar una figura’. Armen una figura con 15 fichas geométricas y luego compártanla con su compañero. Después de haber verificado que su compañero usó 15 fichas geométricas, dibujen o tracen la figura que armó su compañero” // “Each page tells you how many pattern blocks you need to use. This page says 'Put together 15 pattern blocks to make a shape.' Make a shape with 15 pattern blocks and then share it with your partner. Once you’ve checked to make sure your partner used 15 pattern blocks, draw or trace your partner’s shape.”

• 5 minutes: center work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Fichas geométricas’” // “Now you can choose another center. You can also continue playing Pattern Blocks.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice. 
• 7 minutes: center work time

• “¿Cuáles fichas geométricas les pareció más retador dibujar? ¿Por qué creen que fue más retador?” // “Which pattern blocks did you find the most challenging to draw? Why do you think they were the most challenging?”