# Lesson 1

Exploremos los cubos encajables

## Warm-up: Observa y pregúntate: Cubos encajables (15 minutes)

### Narrative

The purpose of this activity is to elicit ideas students have about connecting cubes. Students learn the Notice and Wonder routine which will be used throughout the year. This routine provides an opportunity for all students to contribute to the conversation and for the teacher to listen to what knowledge students already have.

For all of the routines, consider establishing a small, discreet hand signal that students can display to indicate they have an answer they can support with reasoning. This signal could be a thumbs-up, a certain number of fingers that tells the number of responses they have, or another subtle signal. This is a quick way to see if students have had enough time to think about the problem. It also keeps students from being distracted or rushed by hands being raised around the class.

A picture of connecting cubes is provided. However, it is preferable to display a collection of actual connecting cubes. Students also have at least one connecting cube to examine up close.

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Give each student at least one connecting cube and display a collection of connecting cubes or the image in the student book.
• “¿Qué observan? Piensen en silencio, después lo compartirán con un compañero” // “What do you notice? Think quietly to yourself, and then you will share with a partner.”
• 30 seconds: quiet think time

### Activity

• “Cuéntenle a su compañero lo que observaron” // “Tell your partner what you noticed.”
• 1 minute: partner discussion
• Share and record responses.
• “¿Qué se preguntan?” // “What do you wonder?”
• 30 seconds: quiet think time
• “Cuéntenle a su compañero lo que se preguntaron” // “Tell your partner what you wondered.”
• 1 minute: partner discussion
• Share and record responses.

### Student Facing

¿Qué observas?
¿Qué te preguntas?

### Activity Synthesis

• “Estos se llaman cubos encajables. ¿Qué creen que podrían hacer o construir con los cubos encajables?” // “These are called connecting cubes. What is one thing you think you could do or make with the connecting cubes?”

## Activity 1: Conozcamos “Cubos encajables: Explora” (15 minutes)

### Narrative

The purpose of this activity is for students to explore and use connecting cubes. Students have an opportunity to explore the connecting cubes before they are asked to use them to represent mathematical situations in later lessons. As students work, observe whether students sort, count, or use comparison language while working with connecting cubes. Students will have opportunities to continue exploring connecting cubes in centers in future lessons. This is stage 1 of the Connecting Cubes center.

MLR8 Discussion Supports. Create a visual display of what students want to do or make with the connecting cubes. As students share ideas, include a drawing or annotation to illustrate connections.
Engagement: Develop Effort and Persistence. Students might need guidance as to what actions happen during partner work time. Invite students to discuss what it looks like when they are working with their partner while exploring the connecting cubes. Generate a list of shared expectations for partner work.
Supports accessibility for: Social-Emotional Functioning

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• “Una herramienta es una cosa que usamos para ayudarnos a hacer algo. Un crayón es una herramienta. Yo uso crayones para poner diferentes colores en los dibujos que pinto. ¿Cuáles son algunas herramientas que ustedes y sus familias usan en sus casas?” // “A tool is a thing that you use to help you do something. A crayon is a tool. I use crayons to add different colors to the pictures that I draw. What are some tools that you and your family use at home?” (My grandfather uses a spoon to stir the soup. My mom uses a hammer to hang up pictures. I use a stool to help me reach the sink.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share and record responses.
• “Vamos a usar muchas herramientas en matemáticas este año. Los cubos encajables son una de esas herramientas” // “We will use many different tools during math this year. Connecting cubes are one of these tools.”
• Give a container of connecting cubes to each group.
• “Exploremos los cubos encajables. ¿Han usado cubos encajables o alguna herramienta como esta antes? ¿Qué quieren hacer o construir con los cubos encajables?” // “Let’s explore connecting cubes. Have you used connecting cubes or another tool like this before? What do you want to make or do with the connecting cubes?”
• 30 seconds: quiet think time
• Share responses.

### Activity

• 10 minutes: partner work time
• “Compartan con su compañero una de las cosas que hicieron o construyeron con los cubos encajables” // “Share with your partner one thing you did or made with the connecting cubes.”
• 2 minutes: partner discussion

### Activity Synthesis

• Invite 3–4 students to share what they did or made with connecting cubes.
• “¿Quién escuchó algo que quisiera ensayar la próxima vez con los cubos encajables?” // “Who heard something they want to try next time with the connecting cubes?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy exploramos los cubos encajables y les contamos a nuestros compañeros lo que hicimos. Hagamos una tabla sobre lo que ustedes hicieron y lo que yo hice en la clase de matemáticas de hoy” // “Today, we explored connecting cubes and told our partners what we did. Let’s make a chart about what you did and what I did while we were doing math today."

Math Community

Prepare a space, such as a piece of poster paper, titled "Comunidad matemática" // “Math Community”​ ​and a T-chart with the header "Hacer matemáticas" // “Doing Math.”​ ​Partition the column into two sections: students and teachers. The two sections encourage the students and teacher to be mindful that both respective parties are responsible for the way math is being done in the classroom.

“¿Qué ven y qué escuchan cuando hacemos matemáticas juntos? ¿Qué estaba haciendo yo? ¿Qué estaban haciendo ustedes?” // “What does it look and sound like to do math together? What was I doing? What were you doing?” (We talked to each other and to the teacher. We had quiet time to think. We shared our ideas. We thought about the math ideas and words we knew. You were writing down our answers. You were waiting until we gave the answers.)

Record responses to revisit in the next lesson.