Lesson 1

The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. When students use the structure of 5- and 10-frames to count, they look for and make use of structure (MP7).

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

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

• “¿Alguien vio los triángulos de la misma manera, pero lo explicaría de otra forma?” // “Did anyone see the triangles the same way but would explain it differently?”

The purpose of this activity is for students to put together pattern blocks strategically to make a specific shape. Students use square pattern blocks to fill in 2 squares. Then students work together to create another square and a shape that is not a square, without outlines provided. Students informally compare the shapes that they have created in the activity synthesis. Students count and write numbers to show how many pattern blocks they used.

• Each student needs at least 10 square pattern blocks.

• Groups of 2
• Give each student a copy of the blackline master and access to pattern blocks, including at least 10 orange square pattern blocks.
• Display the blackline master.
• “¿Qué observan?” // “What do you notice?” (The shapes are both squares. One is bigger and one is smaller.)
• 30 seconds: quiet think time
• Share responses.

• “Completen ambas figuras usando únicamente fichas anaranjadas en forma de cuadrado. Después, escriban un número que muestre cuántos cuadrados usaron para completar cada figura” // “Fill in both shapes using only orange square pattern blocks. Then write a number to show how many squares you used to fill in each shape.”
• 3 minutes: independent work time
• “Con su compañero, armen otra figura que sea un cuadrado. Pueden usar cualquier tipo de fichas geométricas. Después, escriban un número para mostrar cuántas fichas geométricas usaron” // “Work with your partner to make another shape that is a square. You can use any kind of pattern blocks. Then write a number to show how many pattern blocks you used.”
• 2 minutes: partner work time
• “Con su compañero, armen una figura que no sea un cuadrado. Usen las fichas anaranjadas en forma de cuadrado” // “Work with your partner to make a shape that is not a square. Use the orange square pattern blocks.”
• 2 minutes: partner work time
• “Tracen o dibujen la figura que hicieron y que no es un cuadrado. Luego, escriban un número para mostrar cuántas fichas anaranjadas en forma de cuadrado usaron” // “Trace or draw the shape that you made that is not a square. Then write a number to show how many orange square pattern blocks you used.”
• 2 minutes: independent work time

• Display one student-created square and a shape made out of pattern blocks that is not a square.
• “¿En qué se parecen las figuras? ¿En qué son diferentes?” // “What is the same about the shapes? What is different about them?” (The square has sides that are the same length. The other shape is short and thin.)
• “¿Cuántas fichas geométricas se necesitaron para armar cada figura?” // “How many pattern blocks did it take to make each shape?”

The purpose of this activity is to solve a puzzle using only one pattern block shape. Students need to change the orientation of the pattern blocks and align the sides of the pattern blocks carefully to fill in the puzzle (MP6). Although the task asks students to use only one kind of pattern block in the second problem, students may choose to fill it with different kinds of pattern blocks. If they do, they should still write a number to represent how many pattern blocks they used.

• Each group of 2 needs at least 16 triangle pattern blocks and 8 rhombus pattern blocks.

• Groups of 2
• Give each group of students a copy of the blackline master and at least 16 triangle pattern blocks and 8 rhombus pattern blocks.
• “En la actividad anterior, usamos fichas en forma de cuadrado para armar cuadrados. Con su compañero, completen este rompecabezas de un rombo. Usen solamente las fichas azules en forma de rombo” // “In the last activity, we used square pattern blocks to make squares. Work with your partner to fill in this puzzle, using only the blue rhombus pattern blocks.”
• 3 minutes: partner work time

• “Esta frase dice: ‘Usé ___ fichas geométricas’. Escriban un número para mostrar cuántas fichas geométricas usaron” // “This sentence says 'I used ___ pattern blocks.' Write a number to show how many pattern blocks you used.”
• 1 minute: independent work time
• Share responses.
• “¿Pueden usar otro tipo de ficha geométrica para completar el rombo?” // “Can you use another kind of pattern block to fill in the puzzle?”
• 1 minute: independent work time
• 2 minutes: partner work time
• Monitor for students who use all triangle pattern blocks to fill in the puzzle.

• If a student used all triangle pattern blocks to fill in the puzzle, invite the student to share.
• If no student used all triangle pattern blocks to fill in the puzzle, ask “Usen solo triángulos para completar el rombo. ¿Cuántos triángulos usaron?” // “Use only triangles to fill in the puzzle. How many triangles did you use?”

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts.

Students choose from any stage of previously introduced centers.

• Geoblocks
• Grab and Count
• Find the Pair

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
  • Grab and Count, Stage 1
  • Find the Pair, Stages 1 and 2

• “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

• 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

• “Cuéntenle a su compañero acerca de algo que hayan construido hoy durante el tiempo de centros” // “Tell your partner about something that you built during centers today.”