Lesson 11

Comparemos y clasifiquemos figuras sólidas

Warm-up: ¿Qué sabemos sobre los cilindros? (10 minutes)

Narrative

The purpose of this What Do You Know About Cylinders is to invite students to share what they know about cylinders.

Required Preparation

• Gather a cylinder to display.

Launch

• Display a cylinder.
• 1 minute: quiet think time

Activity

• Record responses.

Activity Synthesis

• “Una cosa que sabemos sobre un cilindro es que puede rodar. ¿Pueden pensar en otras figuras sólidas que pueden rodar?” // “One thing that we know about a cylinder is that it can roll. Can you think of other solid shapes that can roll?” (A sphere or a ball.)

Activity 1: Comparemos figuras sólidas (10 minutes)

Narrative

The purpose of this activity is for students to compare solid shapes. In making comparisons, students have a reason to use language precisely (MP6). Students choose 2 solid shapes and describe and record at least one way they are the same and one way they are different. Students may draw pictures or use letters or words to record. Some characteristics students may use to compare the shapes include:
• size
• orientation (“the point is facing down”)
• flat and curved surfaces
• square, triangular, or circular faces
• corners
• “points” (pyramids and cones)

The purpose of the activity synthesis is to share attributes students used to compare shapes. Consider making a list of different ways students compared shapes and remind them of some of these attributes during the next activity.

Representation: Access for Perception. Synthesis: Use gestures while students describe the differences between the two cylinders to emphasize that one is shorter and one is thinner.
Supports accessibility for: Visual-Spatial Processing

Required Materials

Materials to Gather

Required Preparation

• Each group of 2 students needs at least 6-8 solid shapes.
• Gather a cone, a cube, and two different cylinders to display in the activity synthesis.

Launch

• Groups of 2
• Give each group of students at least 6-8 solid shapes.
• “Escojan dos figuras. Díganle a su pareja al menos una manera en la que las figuras se parecen y una manera en la que son diferentes. Muestren cómo pensaron. Usen dibujos o palabras” // “Choose two shapes. Tell your partner at least one way the shapes are alike, or the same, and one way that they are different. Show your thinking with drawings or words.”
• 1 minute: quiet think time
• 2 minutes: partner discussion

Activity

• “Por turnos, escojan dos figuras y díganle a su pareja al menos una manera en la que las figuras se parecen y una manera en la que las figuras son diferentes. Muestren cómo pensaron. Usen dibujos o palabras” // “Take turns choosing two shapes and telling your partner at least one way that the shapes are alike and one way that the shapes are different. Show your thinking with drawings or words.”
• 5 minutes: partner work time
• Monitor for students who compare shapes based on their size, corners, points, and number of flat faces.

Student Facing

parecido diferente

____________________

____________________

____________________

____________________

____________________

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Activity Synthesis

• Display a cone and a cube.
• “¿Qué tienen en común estas figuras? ¿Qué es diferente?” // “What is alike, or the same, about these shapes? What is different?” (Both have a flat side. The cube has many points and this shape only has one point.)
• Display 2 different cylinders, one that is thin and tall and one that is wide and short.
• “Descríbanle estas figuras a su pareja” // “Describe these shapes to your partner.” (They both have circles on them. They are both solid shapes. One is shorter. One is thinner.)
• “Estas dos figuras son cilindros” // “These shapes are both cylinders.”

Activity 2: Clasifiquemos figuras sólidas (15 minutes)

Narrative

The purpose of this activity is for students to sort solid shapes. Different ways students may sort include:
• shapes that roll and shapes that do not roll.
• shapes with a sharp point and shapes that do not have a sharp point.
• shapes with a circular face and shapes that do not have a circular face.
• shapes with a square face and shapes that do not have a square face.
• shapes with all flat faces and shapes that have some faces that are not flat.

If the sorting mat provided in the student workbook is too small for students to sort the shapes, consider giving students two pieces of construction paper, or ask students to keep the two groups separate in their work area.

MLR8 Discussion Supports. Students should take turns sorting the shapes and explaining their reasoning to their partner. Display the following sentence frames for all to see: “Observé _____, entonces yo . . .” // “I noticed ___ , so I . . .” Encourage students to challenge each other when they disagree.

Required Preparation

• Each group of 2 students needs at least 6-8 solid shapes from the previous activity.

Launch

• Groups of 2
• Give each group of students a collection of at least 6-8 solid shapes.
• “Con su pareja, clasifiquen las figuras en dos grupos. Escriban un número para mostrar cuántas figuras hay en cada grupo” // “Work with your partner to sort the shapes into two groups. Write a number to show how many shapes are in each group.”
• 1 minute: quiet think time
• 3 minutes: partner work time

Activity

• “Piensen en un nombre para cada grupo de figuras que nos diga por qué pusieron esas figuras juntas. Pueden escribir el nombre encima de cada grupo” // “Think of a name for each group of shapes that describes why you put those shapes together. You can write the name above each group. ”
• 1 minute: independent work time
• “Trabajen con otra pareja. Explíquenles cuáles figuras pusieron juntas y por qué” // “Pair up with another group. Explain to them which shapes you put together and why.”
• 4 minutes: small-group work time
• “Clasifiquen sus figuras de otra manera” // “Sort your shapes in a different way.”
• 1 minute: quiet think time
• 3 minutes: partner work time
• Monitor for students who sort the shapes based on attributes, as described in the activity narrative.

Student Facing

_____________________

_______________

_____________________

_______________

Activity Synthesis

• Invite selected students to share how they sorted their shapes.
• As students share, ask questions such as:
• “¿Qué tienen en común todas las figuras de este grupo?” // “What is the same about all of the shapes in this group?” (They all have squares on them.)
• “¿Por qué creen que llamaron ______ a este grupo?” // “Why do you think they named this group _______.”
• “¿Por qué pusieron esta pirámide en este grupo y no en el otro?” // “Why did you put this pyramid in this group instead of the other group?” (Because it has a square on the bottom.)

Activity 3: Conozcamos “Bloques sólidos geométricos: Siente y adivina” (15 minutes)

Narrative

The purpose of this activity is for students to learn stage 4 of the Geoblocks center. Students feel the shape without looking at it and guess the shape. Students may name the same (“It’s a cube.”) or describe an object that looks like the shape (“This is shaped like a box.”).

After they participate in the center, students choose from any stage of previously introduced centers.

• Counting Collections
• Match Mine
• Shake and Spill

Required Materials

Materials to Gather

Required Preparation

• Place 4-6 different solid shapes into a bag that is not see-through for each group of 2 students.
• Gather materials from:
• Counting Collections, Stage 1
• Match Mine, Stage 1
• Shake and Spill, Stages 1-4

Launch

• Groups of 2
• Give each group of students a bag containing 4-6 solid shapes.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Bloques sólidos geométricos’. Se llama ‘Bloques sólidos geométricos: Siente y adivina’” // “We are going to learn a new way to do the Geoblocks center. It is called Geoblocks, Feel and Guess.”
• “Un compañero va a meter la mano en la bolsa y va a sentir una figura sin mirarla. Sientan la figura hasta que puedan adivinar cuál figura es. Cuando hayan adivinado, saquen la figura y muéstrensela a su pareja. Si su pareja está de acuerdo, pongan la figura de nuevo en la bolsa e intercambien roles” // “One partner will reach into the bag and feel one shape without looking at it. Feel the shape until you can guess which shape it is. Once you guess, remove the shape and show it to your partner. If your partner agrees, put the shape back into the bag, and switch roles.”

Activity

• 5 minutes: center work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Bloques sólidos geométricos’” // “Now you can choose another center. You can also continue playing Geoblocks.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice.
• 8 minutes: center work time

Student Facing

Escoge un centro.

Bloques sólidos geométricos

Contar colecciones

Haz una como la mía

Revuelve y saca

Activity Synthesis

• “Para descifrar qué figura es, ¿qué les gusta más: sentirla o escuchar las pistas que les dice su pareja?” // “Which do you enjoy more: figuring out which shape it is by feeling it or by listening to clues from your partner?”

Lesson Synthesis

Lesson Synthesis

Display 2 sets of shapes, a set of shapes with all flat sides (prisms and pyramids) and a set of shapes with at least one curved side.

“Clasifiqué estas figuras en 2 grupos. ¿Por qué creen que puse todas estas figuras juntas y todas estas figuras juntas?” // “I sorted these shapes into 2 groups. Why do you think that I put all of these shapes together and all of these shapes together?” (All of those shapes have flat sides. All of the other shapes are round in some parts.)

Display a half sphere.

“¿En cuál categoría pondrían esta figura? ¿Por qué?” // “Which category would you put this shape in? Why?” (I would put it with the shapes with a round side. It has one flat side and the rest is round or curved.)

Display a pyramid.

“¿En cuál categoría pondrían esta figura? ¿Por qué?” // “Which category would you put this shape in? Why?” (I would put it with the shapes with flat sides. Each side of the pyramid is flat.)