Lesson 7

This warm-up prompts students to carefully analyze and compare attributes of flat shapes. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminologies students know and how they talk about attributes of shapes.

• Groups of 2
• Display image.
• “Escojan una 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 compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 2-3 minutes: partner discussion
• Share and record responses.

• “Encontremos al menos una razón por la que cada una es diferente” // “Let’s find at least one reason why each one doesn’t belong.”

The purpose of this activity is for students to build and compare flat and solid shapes. Students are not expected to build precise shapes. Using clay to build the shapes helps students feel the difference between flat and solid shapes. The terms “flat” and “solid” are introduced in the activity synthesis. Students may benefit from getting to hold and see the solid shapes up close as they build them.

• Each student needs a piece of clay.
• Gather a cone and cylinder to display.

• Groups of 2
• Give each student a piece of clay.
• “Usen su plastilina para hacer una figura que conozcan” // “Use your clay to make a shape that you know.”
• 1 minute: independent work time
• “Compartan su figura con su pareja. ¿En qué se parecen? ¿En qué son diferentes?” // “Share your shape with your partner. How are they the same? How are they different?” (The shapes are different. I made a circle and my partner made a triangle.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

• Display a cylinder.
• “Hagan esta figura con su plastilina” // “Make this shape with your clay.”
• 2 minutes: independent work time
• Display a cone.
• “Hagan esta figura con su plastilina” // “Make this shape with your clay.”
• 2 minutes: independent work time
• “Descríbanle a su pareja la figura que hicieron. ¿A qué se parece?” // “Describe the shape that you made to your partner. What does it look like?” (It looks like an ice cream cone. It’s tall. It has a point on the bottom.)
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• Share responses.

• Display a group of flat shapes and a group of solid shapes that students created.
• “¿En qué son diferentes las figuras que hicimos primero y el resto de figuras que hicimos?” // “What is different about the shapes that we made first and the rest of the shapes that we made?” (The shapes that we made first are all flat. The other shapes stick up.)
• “Las primeras figuras que hicimos eran figuras planas, como círculos y rectángulos. Después, construimos otras figuras. ¿Cómo podemos llamar a estas figuras?” // “The first shapes that we made were flat shapes, like circles and rectangles. Then we built some other shapes. What can we call these shapes?” (solid shapes, big shapes)
• “Estas figuras son figuras sólidas” // “These shapes are solid shapes.”
• “Usen su plastilina para hacer una figura plana” // “Use your clay to make a flat shape.”
• “Usen su plastilina para hacer una figura sólida” // “Use your clay to make a solid shape.”

The purpose of this activity is for students to identify shapes as flat and solid as they sort shapes into groups. A sorting task gives students opportunities to analyze the structure of the shapes and identify common properties and characteristics (MP7). If the sorting mat provided in the student workbook is too small for students to sort the shapes, consider giving students two pieces of construction paper, or ask students to put the solid shapes on one side of the table and the flat shapes on the other side.

• Each group of 2 needs a set of solid shapes and a set of cards.

• Groups of 2
• Give each group of students a set of solid shapes and a set of flat shapes cards.

• “Con su pareja, clasifiquen las figuras en dos grupos. Escriban un número para mostrar cuántas figuras hay en cada grupo” // “Work with your partner to sort the shapes into two groups. Write a number to show how many shapes are in each group.”
• 3 minutes: partner work time
• “Trabajen con otra pareja. Muéstrenle cómo clasificaron sus figuras. ¿Clasificaron todas las figuras de la misma manera?” // “Pair up with another group. Show them how you sorted your shapes. Did you sort all of the shapes in the same way?”
• 3 minutes: small-group work time
• “¿Qué nombre le podrían dar a cada grupo de figuras para mostrar por qué pusieron juntas esas figuras?” // “What could you call each group of shapes to show why you put those shapes together?”
• Monitor for a group that sorts by flat shapes and solid shapes.

If students identify a pyramid as flat because “parece un triángulo” // “it looks like a triangle,” consider asking:

• “¿Qué tienen en común todas las figuras de este grupo?” // “What is the same about all of the shapes in this group?” 
• Display a pyramid and a triangle next to each other and ask “¿Qué observan sobre estas figuras? ¿En qué son diferentes?” // “What do you notice about these shapes? What is different about them?”

• Invite previously selected students to share the way they sorted the shapes into flat shapes and solid shapes.
• “Este grupo tiene figuras planas. Este grupo tiene figuras sólidas” // “This group has flat shapes. This group has solid shapes.”
• Display a square.
• “¿Esta figura debe estar con las figuras planas o con las figuras sólidas? ¿Por qué?” // “Should this shape go with the flat shapes or the solid shapes? Why?” (It is a flat shape. If we put it on our desk, it doesn’t stick up.)
• Display a cube.
• “¿Esta figura debe estar con las figuras planas o con las figuras sólidas? ¿Por qué?” // “Should this shape go with the flat shapes or the solid shapes? Why?” (It is a solid shape. It sticks up and takes up space.)

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
• Match Mine
• Shake and Spill

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

• Gather materials from: 
  • Counting Collections, Stage 1
  • Match Mine, Stage 1
  • Shake and Spill, Stages 1-4

• “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. 
• 8 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

• Display 4 pattern blocks arranged as pictured.

• “¿Qué le dirían a su pareja sobre en qué lugar poner la ficha roja en forma de trapecio?” // “What would you tell your partner about where to put the red trapezoid pattern block?” (It’s under the yellow hexagon and over the blue rhombus.)