# Lesson 5

Exploremos nuestras herramientas matemáticas

## Warm-up: Observa y pregúntate: Usa herramientas distintas (10 minutes)

### Narrative

The purpose of this warm-up is for students to consider how different tools can be used to represent the same thing. When students describe how each object represents a house and make connections between the objects, they show their ability to reason abstractly and quantitatively (MP2). In the synthesis, students repeat what their partner has said to continue building their skill with listening to the ideas of others (MP3).

### Launch

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

### Activity

• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion

### Student Facing

¿Qué observas?
¿Qué te preguntas?

### Activity Synthesis

• Invite several students to share what they heard their partner say.

## Activity 1: Conozcamos “Cubos encajables: Construye lo que ves” (10 minutes)

### Narrative

The purpose of this activity is to introduce stage 2 of the Connecting Cubes center. Students use connecting cubes to make objects pictured on cards. As they work, observe whether students match the connecting cubes to the image or count the number of connecting cubes in the image to create their own object (MP6).

### Required Materials

Materials to Gather

Materials to Copy

• Connecting Cubes Stage 2 Cards

### Required Preparation

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

### Launch

• Groups of 2
• “Vamos a conocer un centro nuevo que podrán escoger cuando trabajemos en centros” // “We are going to look at a new center that you can choose during center choice time.”
• Display the student book.
• “¿Cómo podrían usar cubos encajables con esta imagen?” // “How could you use connecting cubes with this picture?” (We can make things with our connecting cubes that look like the picture in the book.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

### Activity

• Give each group of students connecting cubes and a set of cards.
• Display the student page.
• ”Usen sus cubos encajables para construir este objeto” // “Use your connecting cubes to build this object.”
• 3 minutes: independent work time
• “Escojan otra tarjeta y usen sus cubos encajables para construir el objeto” // “Choose another card and use your connecting cubes to build the object.”
• 3 minutes: independent work time

### Activity Synthesis

• “Muéstrenle a su compañero lo que hicieron y descríbanlo” // “Show your partner what you made and describe it to them.”
• 2 minutes: partner discussion
• Invite several students to share what they heard their partner say.

## Activity 2: Conozcamos “Fichas geométricas: Rompecabezas” (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 2 of the Pattern Blocks center. Students use pattern blocks to fill in simple puzzles.

MLR8 Discussion Supports. Point to each shape and invite students to chorally repeat the name of the color in unison 1–2 times: "green shape" and "yellow shape."
Engagement: Develop Effort and Persistence. Some students may benefit from feedback that emphasizes effort and time on task. For example, using pattern blocks to fill in the pictures or describing which pattern blocks were used to fill in the picture.
Supports accessibility for: Attention, Social-Emotional Functioning

### Required Materials

Materials to Gather

Materials to Copy

• Pattern Blocks Stage 2 Mat

### Launch

• Groups of 2
• “Vamos a conocer un centro nuevo que podrán escoger cuando trabajemos en centros” // “We are going to look at a new center that you can choose during center choice time.”
• Display student book.
• “¿Cómo pueden usar las fichas geométricas con esta imagen?” // “How could you use pattern blocks with this picture?” (We can use the pattern blocks to fill in the picture.)

### Activity

• Give each group of students pattern blocks and a mat.
• “Usen sus fichas geométricas para completar el rompecabezas” // “Use your pattern blocks to fill in the puzzle.”
• 4 minutes: independent work time
• “Muéstrenle a su compañero cómo completaron el rompecabezas. Cuéntenle qué fichas geométricas usaron” // “Show your partner how you filled in the puzzle. Tell them which pattern blocks you used.”
• 2 minutes: partner discussion
• “Escojan otro rompecabezas para completar con las fichas geométricas” // “Choose another puzzle to fill in with your pattern blocks.”
• 2–3 minutes: independent work time

### Activity Synthesis

• “¿Cuál fue su rompecabezas favorito?” // “Which puzzle was your favorite?”
• 30 seconds: quiet think time
• “Cuéntenle a su compañero por qué fue su favorito” // “Tell your partner why it was your favorite.”
• 1 minute: partner discussion

## Activity 3: Centros: Momento de escoger (15 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that focus on using math tools.

Students choose from any stage of previously introduced centers.

• Connecting Cubes
• Pattern Blocks
• Geoblocks

The center choices will remain the same in the upcoming lessons. Keep the materials from each center organized to use each day.

### Required Materials

Materials to Gather

### Required Preparation

• Gather Materials from:
• Pattern Blocks, Stage 1 and Stage 2
• Connecting Cubes, Stage 1 and Stage 2
• Geoblocks, Stage 1 and Stage 2

### Launch

• “Hoy pueden escoger la herramienta matemática con la que quieren trabajar” // “Today you will get to choose the math tool you want to work with.”
• 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

### Activity

• Invite students to work at the center of their choice.
• 10 minutes: center work time
• Monitor for students who create objects, patterns, or buildings the class can describe during the synthesis.

### Student Facing

Escoge un centro.

Bloques sólidos geométricos

Cubos encajables

Fichas geométricas

### Activity Synthesis

• Invite previously selected students to share their work.
• “Cuéntenle a su compañero cómo _____ describió su trabajo” // “Tell your partner how _____ described their work.”

## Lesson Synthesis

### Lesson Synthesis

“Hoy pudimos escoger una herramienta matemática para trabajar. También escuchamos atentamente a otros estudiantes para poder repetir sus ideas matemáticas” // “Today, we got to choose a math tool to work with. We also listened carefully to other students so we could repeat their math ideas.”

“Practiquemos contar hasta 10” // “Let’s practice counting to 10.”

Demonstrate counting to 10. Count to 10 as a class 1–2 times.

Math Community

Display Math Community poster.

Explain to students that norms are expectations that help everyone in the room feel safe, comfortable, and productive doing math together.

”Vamos a hacer una lista de normas para hacer matemáticas juntos. Un ejemplo de norma es 'Escuchar cuando otros comparten sus ideas'. ¿Qué otras normas deberíamos establecer para nuestra clase?” // “We are going to make a list of norms for how we do math together. One example of a norm is  ‘Listen as others share their ideas.’ What other norms should we set for our class?”

Share and record responses.

## Student Section Summary

### Student Facing

Exploramos muchas herramientas matemáticas.

Cubos encajables

Fichas geométricas

Bloques sólidos geométricos

Fichas de dos colores

Tableros de 5