Lesson 16

The purpose of this warm-up is to elicit the differences students notice between the two figures, which will be useful when students describe the changes their partners make in a later activity.

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

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

• “¿Qué semejanzas y qué diferencias observan?” // “What similarities and differences do you notice?”
• “En nuestra primera actividad de hoy, vamos a seguir pensando en las diferencias que observamos en las figuras” // “We are going to keep thinking about the differences that we notice in figures in our first activity today.”

The purpose of this activity is for students to use the vocabulary they have learned to describe changes they notice in a two-dimensional figure (MP6).

In this activity, students select a two-dimensional figure and draw it in their workbook while making one change. Their partner describes the change they notice using appropriate vocabulary from this unit.

• Create a set of cards from the blackline master for each group of 2 students.

• Groups of 2
• Give each pair of students a set of cards.

• 5 minutes: independent work time
• 5 minutes: partner work time
• Monitor for students who use geometric vocabulary to describe the changes they notice.

• Display student drawings.
• Invite previously selected students to share.

The purpose of this activity is for students to practice drawing and describing figures with points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.

Students draw two-dimensional figures and then describe it to their partner. Their partner attempts to draw the figure without seeing it, making it important to use precise language to communicate important features of the figure (MP6).

• Groups of 2

• 5 minutes: independent work time
• 8–10 minutes: partner work time
• Monitor for diagrams that reflect a variety of geometric features.
• Monitor for students who consider both geometric features and measurement in the description.

• Invite previously selected students to share.
• “¿Qué le hubiera ayudado a su compañero a hacer un dibujo más preciso?” // “What would have helped your partner make a more accurate drawing?” (If I described the measure of the angle, measure of the line segment, the location, a grid, using a straight edge)