Lesson 10

The purpose of this warm-up is to elicit the idea that shapes can be combined to make patterns and pictures, which will be useful when students put together pattern blocks to make shapes in a later activity. While students may notice and wonder many things about these images, the shapes in the design of the quilt are the important discussion points. 

The images in this warm-up are of quilts made by a group of women in Gee’s Bend, Alabama. Consider reading the book “Stitchin’ and Pullin’: A Gee’s Bend Quilt” by Patricia McKissack and showing students more examples of quilts as a part of the Notice and Wonder activity. Examples of quilts from the book that are made of different shapes than the one shown in the student workbook will give students the opportunity to notice and wonder different things.

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

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

• Display the image:

  

  

• Consider displaying images of other quilts from this website: https://www.soulsgrowndeep.org/quilt-categories/patterns-geometry
• “Estas fotos muestran edredones que fueron hechos por mujeres de Gee's Bend, Alabama. ¿Qué figuras ven en los edredones?” // “These pictures show quilts that are made by women in Gee’s Bend, Alabama. What shapes do you see in the quilts?” (There are rectangles, squares, and circles.)
• “¿En qué parte ven figuras que se juntaron para formar otra figura?” // “Where do you see shapes that are put together to make another shape?” (There are a lot of rectangles that make a square. There are rectangles that are put together to make a bigger rectangle.)

The purpose of this activity is for students to learn stage 4 of the Pattern Blocks center within the context of the warm-up. Students put together pattern blocks to form larger shapes. Students practice recognizing written numbers and counting out a given number of objects. Students describe and compare the shapes that they create.

In this activity, students put together the pattern blocks to make their own quilt. Consider taking pictures of the designs that students create and combining them to make a class quilt. Students may or may not put the pattern blocks together to look like something specific, such as a boat or a square. The recording sheet is printed in the student book for this activity. The blackline master is available for students to use during center activities in future lessons.

• Groups of 2
• “Muchas veces se busca juntar figuras para hacer prendas de vestir, cobijas, edredones y otras cosas. ¿Sus familias tienen o hacen cobijas o edredones especiales que tengan figuras? ¿Cómo los describirían?” // “Shapes are often put together to make things like clothes, blankets, and quilts. Does your family have or make any special blankets or quilts that have shapes on them? How would you describe them?” 
• 30 seconds: quiet think time
• Share responses. 
• Give each group of students pattern blocks.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Fichas geométricas’. Se llama ‘Cuenta separando y construye’. Van a contar y separar las fichas geométricas y las van a usar para hacer su propio patrón para un edredón” // “We are going to learn a new way to do the Pattern Blocks center. It is called Count Out and Build. You are going to count out the pattern blocks and use them to make your own pattern for a quilt.” 
• Display the student book.
• “Los números me dicen cuántas fichas geométricas de cada tipo debo contar y separar. ¿Cuántas fichas anaranjadas en forma de cuadrado necesito?” // “The numbers tell me how many of each pattern block I need to count out. How many orange square pattern blocks do I need?” (4)
• 30 seconds: quiet think time
• Share responses. 
• “Cuenten y separen las fichas geométricas. Después, junten sus fichas geométricas para hacer un patrón para un edredón. Díganle a su compañero lo que van a crear” // “Count out the pattern blocks. Then put your pattern blocks together to make a pattern for a quilt. Tell your partner about what you are making.”

• 3 minutes: partner work time
• “Esta frase dice ‘Usé más _____ que _____’. Puedo hacer un dibujo de la ficha geométrica o escribir una palabra. Si uso más triángulos que cuadrados, puedo dibujar un triángulo en la primera línea y un cuadrado en la línea que sigue” // “This sentence says ‘I used more _____ than _____.’ I can draw a picture of the pattern block or write a word. If I use more triangles than squares, I can draw a triangle on the first line and a square on the next line.”
• Demonstrate drawing a triangle and a square.
• “Mi frase dice ‘Usé más triángulos que cuadrados’. Completa la frase acerca de tu edredón” // “My sentence says ‘I used more triangles than squares.’ Fill in the sentence about your quilt.” 
• 2 minutes: independent work time
• If time, invite students to count out the pattern blocks listed on the second page and create another quilt. 

• Invite students to share the shapes they made with pattern blocks. 
• Display two student-created shapes. 
• “¿Qué tienen en común las figuras? ¿En qué son diferentes?” // “What is the same about the shapes? What is different about them?” (Sample responses: They both have 3 green triangles. They used the same shapes but they put them together in a different way. One of them looks like it has a smiley face in the middle.)
• “¿Hay más fichas verdes en forma de triángulo o más fichas azules? ¿Cómo lo saben?” // “Are there more green triangle pattern blocks or blue pattern blocks? How do you know?”

The purpose of this activity is for students to use pattern blocks to fill in simple puzzles. Students need to be more precise in arranging the pattern blocks because the pattern blocks touch at the sides and corners. The puzzles are in black and white so that students are not able to determine which pattern block to use based only on color. The Pattern Block Puzzles blackline master is available for students to use during this activity.

When students make connections between the pattern blocks and the shape outlines in the puzzle, they show their ability to reason abstractly and quantitatively (MP2).

• Groups of 2
• Give each group of students pattern blocks.
• “En la última actividad, juntamos fichas geométricas para hacer edredones. También podemos usar fichas geométricas para hacer cosas que vemos en la vida real. Cierren sus ojos y piensen en algo que encuentran en su casa o su barrio. Usen fichas geométricas para construirlo” // “In the last activity we put together pattern blocks to make quilts. We can also use pattern blocks to make things that we see in real life. Close your eyes and think about something that you see at home or in your community. Use the pattern blocks to make what you see.”
• 2 minutes: independent work time
• “Díganle a su compañero qué construyeron y por qué” // “Tell your partner about what you made and why.”
• 2 minutes: partner discussion
• Share responses.
• “Cada rompecabezas se parece a algo que vemos en la vida real. Completen cada rompecabezas poniendo las fichas geométricas sobre él. Escriban un número que muestre cuántas fichas geométricas usaron de cada tipo. Háganle una pregunta a su compañero sobre cada rompecabezas en la que usen la palabra ‘menos’” // “Each puzzle looks like something we see in real life. Use the pattern blocks to fill in each puzzle. Write a number to show how many of each pattern block you used. Ask your partner a question about each puzzle using the word ‘fewer’.”

• 6 minutes: partner work time

• “¿Cómo supieron cuál ficha geométrica encajaría?” // “How did you know which pattern block would fit?”
• Display the first puzzle filled in with pattern blocks:

  

  

• “¿Qué pregunta pueden hacer sobre esta figura usando la palabra ‘menos’?” // “What is a question that you can ask about this shape using the word ‘fewer’?” (Are there fewer green triangle pattern blocks or fewer tan pattern blocks? Are there fewer green triangle pattern blocks or yellow pattern blocks?)

The purpose of this activity is for students to choose from activities that offer practice building shapes and putting together shapes to form larger shapes.

Students choose from any stage of previously introduced centers.

• Geoblocks
• Build Shapes
• Pattern Blocks
• Less, Same, More

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

• Gather materials from:
  • Geoblocks, Stages 1 and 2
  • Build Shapes, Stages 1 and 2
  • Pattern Blocks, Stages 1-4
  • Less, Same, More, Stages 1-4

• “Hoy vamos a escoger centros de los que ya conocemos. También pueden seguir jugando ‘Fichas geométricas: Cuenta separando y construye’. Pueden juntar las fichas geométricas para hacer un edredón o cualquier cosa que escojan” // “Today we are going to choose from centers we have already learned. You can also continue playing Pattern Blocks, Count Out and Build. You can put the pattern blocks together to make a quilt or anything you choose.”
• 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

• Invite students to work at the center of their choice. 
• 10 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 10 minutes: center work time

• Invite a student who built a shape out of straws to share.
• Invite a student who put together pattern blocks to share.
• “¿En qué se parecen las figuras que construyeron con pajillas y las figuras que hicimos juntando fichas geométricas? ¿En qué son diferentes?” // “What is the same about the shapes that you built with straws and the shapes that we created when we put together pattern blocks? What is different?”