Lesson 6

• Groups of 2
• “What do you know about triangles?”
• 30 seconds: quiet think time
• 1 minute: partner discussion

• Record responses.

• “Where do you see triangles in your community?”
• Draw or display a triangle and a rectangle:

  

  

  

  

• “How are these shapes different?”

• 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:

  

  

• “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 “What is the name of this shape?”
• 30 seconds: quiet think time
• “This shape is a rectangle.”

• “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
• “Write a number to show how many shapes are in each group.”
• 1 minute: independent work time
• “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:

• “How did you choose which group to put this shape in?” 
• “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:

  

  

• “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.)
• “This shape is a square, which is a special rectangle because all four sides are the same length.”

• Display the image or draw the shapes:

  

  

• “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.)
• “Which rectangle is shorter?” (The blue rectangle is shorter than the red rectangle.)

• “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.
• “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.
• “Use ‘longer than’ to describe these rectangles.”
• “Use ‘shorter than’ to describe these rectangles.”
• Invite students to chorally repeat these words or phrases in unison 1–2 times:
  • “The yellow rectangle is longer than the red rectangle.”
  • “The red rectangle is shorter than the yellow rectangle.”
• Rotate the book so that the yellow rectangle is on top:

  

  

• “Which rectangle is longer?”
• “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

• “Today we are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “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
• “Choose what you would like to do next.”
• 10 minutes: center work time

• “What was something that felt challenging during centers today? Why did it feel challenging?”