# Lesson 15

Construyamos y contemos con figuras sólidas

## Warm-up: Exploración de estimación: ¿Cuántos cubos? (10 minutes)

### Narrative

The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. Encourage students to make an estimate without counting each cube.

### Required Materials

Materials to Gather

### Required Preparation

• Make a tower with 16 connecting cubes.

### Launch

• Groups of 2
• Display a tower of 16 connecting cubes.
• “¿Qué estimación sería muy alta?, ¿muy baja?, ¿razonable?” // “What is an estimate that’s too high?” “Too low?” “About right?”
• 1 minute: quiet think time

### Activity

• “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• “Miremos los mismos cubos encajables de otra manera” // “Let’s look at the same connecting cubes in a different way.”
• Break apart the tower, fill a 10-frame with connecting cubes, and put the rest of the cubes in a pile.
• “Teniendo en cuenta esto, ¿quieren ajustar o cambiar sus estimaciones?” // “Based on this, do you want to revise, or change, your estimates?”
• 1 minute: quiet think time
• 1 minute: partner discussion
• Record responses.

### Student Facing

1. Escribe una estimación que sea:

muy baja razonable muy alta
2. Escribe una estimación que sea:

muy baja razonable muy alta

### Activity Synthesis

• “Miremos nuestras estimaciones ajustadas. ¿Por qué estas estimaciones fueron más precisas la segunda vez?” // “Let’s look at our revised estimates. Why were these estimates more accurate the second time?” (We could see there were 10 cubes and some more.)
• “Hay 16 cubos encajables” // “There are 16 connecting cubes.”

## Activity 1: Una torre alta (10 minutes)

### Narrative

The purpose of this activity is to build towers with solid shapes and count how many solid shapes are in the tower. Students will need to think strategically about which shapes to use and their properties. For stacking shapes, it is important to have flat faces. Students may notice that spheres can not be used to build towers. Pyramids and cones can be used as the top of the tower, but nothing can be stacked on top of them. The purpose of the activity synthesis is to discuss the attributes of shapes and why students chose the shapes they did to build their towers.

MLR8 Discussion Supports. During group work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Original speakers can agree or clarify for their partner.

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• “Usen figuras sólidas para hacer la torre más alta que puedan” // “Use solid shapes to make the tallest tower you can.”
• 3 minutes: independent work time

### Activity

• “Comparen su torre con la de su pareja. ¿En qué se parecen? ¿En qué son diferentes?” // “Compare with your partner. How are your towers the same? How are they different?” (Sample response: We both used a lot of cubes. My tower has a point on top. My partner’s tower is taller.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• “Escriban un número para mostrar cuántas figuras solidas usaron en su torre” // “Write a number to show how many solid shapes you used in your tower.”
• 2 minutes: independent work time
• “¿Quién usó más figuras sólidas en su torre: ustedes o su pareja?” // “Did you or your partner use more solid shapes in their tower?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

### Student Facing

¿Cuántas figuras sólidas usaste en tu torre?

_______________

### Activity Synthesis

• Invite students to share their towers.
• “¿Qué figuras usó ____?” // “What shapes did ____ use?” (There are some cubes and a pyramid on top.)
• “¿Cuántas figuras usó ___?” // “How many shapes did ___ use?” (4)
• “¿Usaron una esfera en su torre? ¿Por qué?” // “Did you use a sphere in your tower? Why?” (No. I could not put anything on top of it because it’s round. It rolled away because it’s round.)
• “¿Usaron un cono en su torre?” // “Did you use a cone in your tower?” (It worked at the very top but I could not put anything on top of the cone.)

## Activity 2: ¿Qué pueden hacer con estas figuras? (15 minutes)

### Narrative

The purpose of this activity is for students to build with a given number of solid shapes. Students practice counting out objects as they count out specific numbers of solid shapes. After they build with the shapes, students determine how many shapes they used altogether, which may require rearranging what they built in order to count accurately. Students describe and compare what they built with their partner.

Engagement: Develop Effort and Persistence. Invite students to generate a list of shared expectations for group work. Ask students to share explicit examples of what those expectations would look like in this activity.
Supports accessibility for: Social-Emotional Functioning

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 4 students needs 6 cubes, 6 cylinders, and 6 cones.

### Launch

• Groups of 2
• “Con su pareja, usen 5 cubos, 4 cilindros y 6 conos en su construcción. Asegúrense de que lo que construyan tenga por lo menos una torre” // “Work with your partner and use 5 cubes, 4 cylinders, and 6 cones to build. Make sure that what you build has at least one tower.”
• 3 minutes: independent work time

### Activity

• “¿Cuántas figuras usaron? Escriban un número para mostrar cuántas figuras usaron” // “How many shapes did you use? Write a number to show how many shapes you used.”
• 2 minutes: independent work time
• “Trabajen con otro grupo y describan lo que armaron. ¿En qué se parecen las cosas que armaron? ¿En qué son diferentes?” // “Pair up with another group and describe what you made. How are they the same? How are they different?”
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• Monitor for students who use comparison language such as more or taller when they compare their creations.
• Repeat the steps for the second problem.

### Student Facing

1. 5 cubos

4 cilindros

6 conos

¿Cuántas figuras usaste en total?

_______________

2. 3 conos

4 cubos

5 cilindros

¿Cuántas figuras usaste en total?

_______________

### Student Response

If students count the solid shapes while they are in a tower and count some of the shapes more than one time or do not count all of the shapes, consider asking:
• “¿Cómo descifraron cuántas figuras sólidas había en la torre?” // “How did you figure out how many solid shapes were in the tower?”
• “¿Cómo pueden reorganizar las figuras sólidas para que sea más fácil contarlas?” // “How could you rearrange the solid shapes to make them easier to count?”

### Activity Synthesis

• Invite previously identified groups of students to share what they built. (I made a house with cubes and pyramids that has 2 towers. My towers are taller than their towers.)

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

### Narrative

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

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Build Shapes, Stages 1-3
• Geoblocks, Stages 1-4
• Counting Collections, Stage 1
• Match Mine, Stages 1 and 2
• Shake and Spill, 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.

Construye figuras

Bloques sólidos geométricos

Contar colecciones

Haz una como la mía

Revuelve y saca

### Activity Synthesis

• “Escojan uno de los centros en los que jugaron hoy. Díganle a su pareja cómo le explicarían las reglas del centro a un estudiante nuevo. ¿Qué sugerencias le harían?” // “Choose one of the centers that you played today. Tell your partner how you would explain the rules of the center to a new student. What tips would you give them?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy construimos con figuras sólidas y las contamos” // “Today we built with and counted solid shapes.”

Display a tower created out of a variety of solid shapes.

“¿Qué preguntas tipo ‘¿Cuántos?’ pueden hacer sobre esta torre?” // “What ‘how many’ questions can you ask about this tower?” (How many shapes are there? How many cubes are there? How many cones are there?)

“Estas son ideas de preguntas que pueden hacer cuando construyan con figuras en los centros” // “These are ideas of questions that you can ask when you build with shapes in centers.”