Lesson 13

The purpose of this warm-up is to elicit the idea that positional words and names of shapes can be helpful in describing objects, which will be useful when students find and describe solid shapes in their environment in a later activity. 

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

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

• “¿Qué tipos de figuras ven en la imagen?” // “What kinds of shapes do you see in the picture?”
• “¿Ven objetos parecidos a una esfera? ¿Ven objetos parecidos a un cilindro?” // “Do you see any objects that look like a sphere? Do you see any objects that look like a cylinder?”
• As students share, prompt them to use positional words to describe the location of the object by asking “¿En dónde ven eso?” // “Where do you see that?”

The purpose of this activity is for students to identify and describe solid shapes in their environment (MP4, MP6). The shape walk can occur in many locations, such as a classroom, school, gym, playground, or library. Additional objects may need to be added to the environment to ensure that there are examples of a variety of solid shapes. Students may identify objects that are not exact examples of solid shapes. If this happens, consider acknowledging similarities between the shapes (“Esta figura tiene una punta como un cono, pero no es un cono” // “This shape has a point like a cone, but it is not a cone.”). Students use their own language to describe the solid shapes and are not required to use names of solid shapes. As students identify solid shapes, encourage students to describe the location of the object using positional words such as above, below, beside, and next to.

• Groups of 2
• Give students access to solid shapes.
• “Escojan 2 figuras sólidas” // “Choose 2 solid shapes.”
• 30 seconds: independent work time

• “Vamos a hacer un recorrido. Van a buscar objetos que se parezcan a sus figuras sólidas. Háblenle a su pareja sobre las figuras que encuentren” // “We are going to go for a walk. Your job is to look for objects that look like your solid shapes. Tell your partner about the shapes you find.”
• 10 minutes: shape walk
• Monitor for students who use positional words to describe the location of shapes.
• “Háblenle a su pareja sobre su objeto favorito. ¿En dónde lo vieron?” // “Tell your partner about your favorite object. Where did you see it?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

• Invite students who used positional words to describe the location of shapes to share.
• “_____ vio una bombilla redonda debajo de la pantalla de la lámpara. Se parecía a una esfera” // “____ saw a round light bulb below the lamp shade. It looked like a sphere.”
• “_____ vio un libro en la repisa. Se parecía a una caja” // “_____ saw a book on the bookshelf. It looked like a box.”
• Display image:

• “¿A cuál figura se parece este reloj?” // “Which shape does this clock look like?” (Students say “cylinder” or hold up a cylinder.)
• Display image:

• “¿A cuál figura se parece este sombrero de fiesta?” // “Which shape does this party hat look like?” (Students say “cone” or pick up a cone.)
• “En la siguiente actividad, vamos a usar plastilina para hacer figuras que muestren los objetos que vimos” // “In the next activity, we are going to use clay to make shapes that show the objects we saw.”

The purpose of this activity is for students to model objects in the environment using clay (MP4). Students choose a solid shape to represent the object and then make the shape out of clay.

• Groups of 2
• Give each student a piece of clay. Give students access to solid shapes.

• “En nuestro recorrido vi un balón de baloncesto. Si lo hiciera con plastilina, ¿a qué figura se parecería?” // “I saw a basketball on our walk. If I made it out of clay, which shape would it look like?” (Students point to the sphere or describe it.)
• 30 seconds: quiet think time
• Share responses.
• “Escojan un objeto que hayan visto en su recorrido de figuras. Escojan la figura a la que el objeto se parece” // “Pick one object that you saw on our shape walk. Choose the shape that the object is.”
• 30 seconds: independent work time
• “Usen su plastilina para hacer la figura” // “Use your clay to make the shape.”
• 2 minutes: independent work time

• Invite selected students to share the shapes they built.
• As each student shares, ask the class to point to the solid shape that most looks like the object they built.
• “¿Alguien más vio un objeto que se pareciera a esta figura?” // “Did anyone else see an object that looked like this shape?”

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.

• Build Shapes
• Geoblocks
• Counting Collections
• Match Mine
• Shake and Spill

• Gather materials from: 
  • Build Shapes, Stages 1-3
  • Geoblocks, Stages 1-4
  • Counting Collections, Stage 1
  • Match Mine, Stage 1
  • Shake and Spill, Stages 1-4

• “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

• Display a cylinder.
• “¿Creen que podrían construir un cohete con este cilindro? ¿Qué otras figuras necesitarían?” // “Do you think you could build a rocket ship with this cylinder? Which other shapes would you need?”