Lesson 7

The purpose of this True or False is to elicit strategies and understandings students have for adding multi-digit numbers. It prompts students to rely on their understanding of the properties of operations and place value. The strategies used here will be helpful as students find the perimeter of shapes with repeated side lengths later in the lesson.

• Display one equation.
• “Hagan una señal cuando sepan si la ecuación es verdadera o no, y puedan explicar cómo lo saben” // “Give me a signal when you know whether the equation is true and can explain how you know.”
• 1 minute: quiet think time

• Share and record answers and strategy.
• Repeat with each equation.

• “¿Cómo pueden explicar su respuesta sin encontrar el valor de ambos lados?” // “How can you explain your answer without finding the value of both sides?”

The purpose of this activity is for students to understand that many different shapes can have the same perimeter. Students start to focus more specifically on shapes with repeated side lengths, so they can leverage the efficient addition strategies elicited in the warm-up (MP7).

• Groups of 2
• Display the shapes.
• “¿Cuál figura piensan que tiene el perímetro más largo y cuál tiene el más corto?” // “Which shape do you think has the longest perimeter and which has the shortest?” (I think shape J has the longest—it looks like a really long shape. I think D has the shortest. It is small.)
• 1–2 minutes: partner discussion
• Share responses.

• “Con su compañero, encuentren el perímetro de 3 figuras” // “Work with your partner to find the perimeter of 3 shapes.”
• “Después, individualmente, encuentren al menos una figura que tenga el mismo perímetro que una de las figuras que escogieron” // “Then, work independently to find at least one shape that has the same perimeter as a shape you chose.”
• 5 minutes: partner work time
• 2–3 minutes: independent work time
• Monitor for students who use sides of the same length or symmetry of the shape to find the perimeter in efficient ways.

• “¿Cómo encontraste el perímetro de esta figura?” // “How did you find the perimeter of this shape?”
• “¿Qué otras estrategias puedes usar para no tener que contar las unidades una por una?” // “What other strategies could you use so you wouldn’t have to count one unit at a time?”

• Invite students to share a variety of methods for finding the perimeter of the different shapes. Ask students who found the perimeter of shapes in efficient ways to share their reasoning.
• Consider asking: “¿Alguien encontró el perímetro de otra manera?” // “Did anyone find the perimeter in a different way?”
• “Las figuras A y G se ven muy diferentes, pero sus perímetros tienen la misma longitud. ¿Cómo es posible?” // “Shapes A and G look very different but have the same length for their perimeter. How could that be?” (The shapes may look different but the distance around each is the same number of units. Different shapes can have the same perimeter.)

The purpose of this activity is for students to draw shapes with specific perimeters. Students may create any shape that uses horizontal and vertical lines. Since diagonal lines that connect the dots are not one length unit, students cannot find the perimeter of shapes that include diagonal sides. Encourage students to be creative in drawing their shapes to reinforce the idea that different shapes can have the same perimeter.

• Groups of 2

• “Individualmente, dibujen dos figuras que tengan cada uno de los perímetros. Prepárense para explicar cómo dibujaron sus figuras” // “Work independently to draw two shapes that have each perimeter. Be prepared to explain how you drew your shapes.”
• 8–10 minutes: independent work time
• Monitor for students who:
  • draw shapes other than rectangles or squares
  • can explain their method for drawing shapes with a specific perimeter, such as drawing sides of the same length first or drawing sides one at a time around the shape
• “Compartan con su compañero las figuras que dibujaron. Piensen en qué se parecen y en qué son diferentes sus figuras. Luego, trabajen juntos en el último problema” // “Share the shapes you drew with your partner. Think about how your shapes are alike and how they are different. Afterwards, work on the last problem together.”
• 5 minutes: partner work time

• Select previously identified students to share their strategies for drawing shapes for one of the perimeters in the first problem.
• “Para dibujar la figura que tuviera cierto perímetro, ¿qué perímetro escogieron con su compañero? ¿Por qué escogieron ese número?” // “What perimeter did you and your partner choose to draw a shape for? Why did you pick that number?”