# Lesson 15

Arte de estampados con formas de animales (optional)

## Warm-up: Observa y pregúntate: Animales en el pozo de agua (10 minutes)

### Narrative

The purpose of this warm-up is to elicit descriptions of animals which will be useful when students use familiar shapes to create animals in a later activity. While students may notice and wonder many things about these images, the shapes students see in the animals are the important discussion points.

### Launch

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

### Activity

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

### Student Facing

¿Qué observas?
¿Qué te preguntas?

### Activity Synthesis

• “En esta imagen hay varios animales diferentes. Hay un elefante, algunas avestruces, algunos antílopes y una jirafa en el fondo. ¿Qué otros animales conocen?” // “There are many different animals in this picture. There’s an elephant, some ostriches, some antelopes, and there is a giraffe in the back. What are some other animals that you know?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share and record responses
• “¿Qué figuras podríamos juntar para formar la jirafa?” // “What shapes could we put together to make the giraffe?” (We could use a long rectangle for the neck and a little triangle for its head, a circle for its body and skinny rectangles for its legs and tail.)

## Activity 1: Hagamos estampados de animales (20 minutes)

### Narrative

In this activity, students use shapes to compose animals. Students can create the animal in their student book or on a piece of cardstock or construction paper. They practice describing their animals using shape names, positions of shapes, and the number of shapes (MP6). When students recognize mathematical features of objects in the real world, they model with mathematics. (MP4)

Shape Stamp sets are prepared by the teacher prior to the lesson.

Consider covering the work area or giving each group of students a paper plate to place their stamps on once they have paint on them.

MLR7 Compare and Connect. Synthesis: Lead a discussion comparing, contrasting, and connecting the different representations. Ask, “¿En qué se parecen los animales que hicieron? ¿En qué son diferentes?” // “How are the animals you made the same? How are they different?”
Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization

### Required Materials

Materials to Gather

### Required Preparation

• Make shape stamps from strips of card stock for each group of 4.
• Pour paint onto plates for each group of 4.

### Launch

• Groups of 4
• Give each group of students a set of shape stamps and a paper plate with black paint.
• “Van a usar estos sellos para hacer un animal. Yo voy a hacer un gato. ¿Qué figuras debería usar?” // “You will use these stamps to make an animal. I am going to make a cat. What shapes should I use?” (Circle for the head, triangles for the ears, rectangles for the legs and tail.)
• “Si quiero hacer un círculo para la cabeza del gato, ¿cuál sello debo usar?” // “If I want to make a circle for the cat’s head, which stamp should I use?”
• Invite students to point to the correct shape.
• Demonstrate dipping the stamp into the paint and pressing it on the paper.
• “Tomen turnos en su grupo para usar los sellos de las figuras. Solo necesitan poner un poco de pintura en cada sello” // “Take turns using the shape stamps with your group. You only need a little bit of paint for each stamp.”

### Activity

• “¿Qué animal quieren hacer? ¿Qué figuras van a usar para hacer el animal?” // “Which animal do you want to make? What shapes will you use to make the animal?”
• 30 seconds: quiet think time
• 10 minutes: small-group work time

### Student Facing

Usen los sellos de figuras para hacer un animal.

### Activity Synthesis

• “Muéstrenle a un compañero el animal que hicieron. Mencionen las figuras que usaron para hacer su animal y la parte del animal que está representada por cada figura” // “Show a partner the animal you made. Tell your partner the shapes you used to make your animal and the part of the animal each shape represents.”
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• “Díganle a su compañero cosas sobre las figuras que usaron. Usen las palabras ‘más’ o ‘menos’. Por ejemplo, ¿usaron menos rectángulos o menos círculos para hacer su animal?” // “Tell your partner about the shapes you used using ‘more’ or ‘fewer’. For example, did you use fewer rectangles or circles to make your animal?”
• 30 seconds: quiet think time
• 2 minutes: partner discussion

## Activity 2: Preguntas matemáticas sobre nuestros animales (20 minutes)

### Narrative

The purpose of this activity is for students to ask and answer mathematical questions about the animals that they created in the previous activity. Students brainstorm different types of questions they can ask. Students participate in a gallery walk and ask questions about the animals their classmates made.

### Launch

• Groups of 2
• Invite a student to share the animal they created in the previous activity. Display the animal for all to see.
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share and record responses.
• “Vamos a hacernos preguntas sobre las figuras que usamos en nuestras imágenes de animales. ¿Qué preguntas matemáticas podríamos hacer?” // “We are going to ask each other questions about the shapes we used in our animal pictures. What mathematical questions could we ask?”
• Share and record responses.
• If needed, prompt students to develop different types of mathematical questions. For example:
• “¿Qué preguntas que tengan la palabra ‘cuántos’ podemos hacer sobre el animal?” // “What ‘how many’ questions can we ask about the animal?”
• “¿Hay preguntas que podamos hacer usando la palabra ‘menos’?” // “Are there questions that we can ask using ‘fewer’?”
• “¿Tienen alguna pregunta sobre cuáles figuras usó su compañero?” // “Do you have any questions about which shapes they used?”
• “¿Qué preguntas podemos hacer si queremos saber dónde encontrar ciertas figuras en el animal?” // “What questions can we ask about where we can find certain shapes in the animal?”
• “Cuando caminen alrededor del salón para ver los animales que hicieron sus compañeros, háganles al menos 2 preguntas” // “As you walk around to see the animals that your classmates made, ask them at least 2 questions.”

### Activity

• Invite half of the class to stand next to their animal. Invite the other half of the class to walk around and look at each animal.
• 7 minutes: gallery walk
• Switch groups.
• 7 minutes: gallery walk

### Activity Synthesis

• Invite 2 students to share and display the animal that they created.
• “¿En qué se parecen los animales que ellos crearon y las figuras que usaron? ¿En qué son diferentes?” // “What is the same about the animals that they created and the shapes they used? What is different?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy usamos figuras para crear animales” // “Today we used shapes to create animals.”

Display the image from the warm-up.

“¿Cuáles de estos animales creen que serían más fáciles de hacer con figuras? ¿Por qué? ¿Cuál animal sería el más difícil de hacer?” // “Which of these animals do you think would be easiest to make with shapes? Why? Which animal would be the hardest to make?”

“¿Qué figuras usarían para hacer un elefante?” // “Which shapes would you use to make an elephant?”