# Lesson 11

Las mismas figuras

## Warm-up: Cuántos ves: 1 más y 1 menos en tableros de 5 (10 minutes)

### Narrative

The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. The synthesis highlights that the images show 1 more and 1 less than the initial image. When students use the dot images to subitize, they look for and make use of the structure of 5 and 1 more or 1 less (MP7).

### Launch

• Groups of 2
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // “How many do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

### Activity

• Display the image.
• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion.
• Record responses.
• Repeat for each image.

### Student Facing

¿Cuántos ves?
¿Cómo lo sabes?, ¿qué ves?

### Student Response

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### Activity Synthesis

• “¿Cómo les ayuda la primera imagen a saber cuántos puntos hay en la segunda imagen?” // “How does the first image help you figure out how many dots there are in the second image?” (There is only 1 more dot. 5 and 1 more is 6.)

## Activity 1: ¿Qué figuras hacen falta? (10 minutes)

### Narrative

The purpose of this activity is for students to identify shapes that are the same, regardless of orientation, by filling in the missing pattern block in a puzzle. Students rotate the pattern blocks to determine which pattern block will fit, which helps students to develop the idea that a shape is the same in different orientations.

MLR8 Discussion Supports. Synthesis: Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Advances: Speaking

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Give students pattern blocks.
• Display the student book.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (There are lots of different pattern blocks. I wonder why they are all missing a piece.)
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• “Encuentren la ficha geométrica que le hace falta a cada rompecabezas. Díganle a su compañero cómo lo saben” // “Figure out which pattern block is missing from each puzzle. Tell your partner how you know.”

### Activity

• 5 minutes: partner work time
• Monitor for students who rotate the pattern blocks to determine which fit.

### Student Response

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### Activity Synthesis

• Invite previously identified students to share.
• Display the last puzzle:
• “¿Cuál ficha geométrica le hace falta a este rompecabezas? ¿Cómo lo saben?” // “Which pattern block is missing from this puzzle? How do you know?”
• “Aunque la figura esté inclinada, podemos girar el cuadrado anaranjado para darnos cuenta de que encaja” // “Even though the shape is tilted, we can turn the orange square to see that it fits.”

## Activity 2: Encontremos la figura (15 minutes)

### Narrative

The purpose of this activity is for students to identify examples of the same shape in different orientations. As in the previous activity, identifying the same shape in different orientations helps students to notice important properties of the shape, such as having 4 sides and having one side that is longer than the other 3 (MP7).

Representation: Access for Perception. Students with color blindness may benefit from access to colored pencils, or crayons with labels that indicate color and the appropriate pattern block shape.
Supports accessibility for: Visual-Spatial Processing

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Give each group of students pattern blocks and colored pencils or crayons.
• “Encuentren todas las figuras de este rompecabezas que son la misma que la ficha roja que tiene forma de trapecio. Coloréenlas de rojo” // “Find all of the shapes in this puzzle that are the same as the red trapezoid pattern block. Color them red.”

### Activity

• 3 minutes: independent work time
• “¿Colorearon las mismas figuras que su compañero?” // “Did you and your partner color in all of the same shapes?”
• 1 minute: partner discussion
• “Encuentren cuántos trapecios rojos hay. Escriban un número para mostrar cuántos hay” // “Figure out how many red trapezoids there are. Write a number to show how many there are.”
• 1 minute: independent work time
• Repeat the steps with the green triangle, blue rhombus, orange square, yellow hexagon, and tan rhombus pattern blocks.

### Student Response

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### Advancing Student Thinking

If students color shapes other than trapezoids red, consider asking:

• “¿Cómo escogiste cuáles figuras colorear de rojo?” // “How did you choose which shapes to color red?”
• “¿Cómo puedes usar las fichas rojas en forma de trapecio para encontrar las figuras que son la misma?” // “How can you use red trapezoid pattern blocks to find shapes that are the same?”

### Activity Synthesis

• Display the student book and point to the trapezoid in the bottom right corner of the picture.
• “¿De qué color colorearon esta figura? ¿Por qué?” // “What color did you color this shape? Why?” (Sample responses: Red. The red pattern block fit in the shape.)
• “¿Colorearon menos triángulos verdes o menos cuadrados anaranjados? ¿Cómo lo saben?” // “Did you color fewer green triangles or orange squares? How do you know?”

## Activity 3: Centros: Momento de escoger (20 minutes)

### Narrative

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

### Required Materials

Materials to Gather

### Required Preparation

• 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

### Launch

• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
• 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.
• 8 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

### Student Facing

Escoge un centro.

Bloques sólidos geométricos

Construye figuras

Fichas geométricas

Menos, lo mismo, más

### Activity Synthesis

• “Cuando estaban trabajando en los centros, ¿intentaron hacer algo que no funcionó? ¿Qué hicieron? ¿Intentaron hacer algo más?” // “When you were working in centers, did you try something that didn’t work? What did you do? Did you try something else?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy buscamos figuras que correspondían” // “Today we looked for shapes that matched.”
Display a green triangle pattern block and draw these 2 shapes:

“¿Cuál figura creen que es la misma que la ficha geométrica? ¿Por qué creen eso?” // “Which shape do you think is the same as the pattern block? Why do you think that?” (The shape on the left isn’t the same because it has a curved side. The shape on the right is the same because it has three sides and looks like the green pattern block, but it is on its side.)

## Cool-down: Unidad 3, punto de chequeo de la sección B (0 minutes)

### Cool-Down

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