Lesson 2

• Display numbers from 1 to 100.
• “Contemos hasta 100” // “Let’s count to 100.”
• Point to the numbers as students count to 100.

• “Ahora contemos hasta 100 de 10 en 10” // “Now let’s count to 100 by 10.”
• Demonstrate counting by 10 to 100, pointing to each number as you count.
• “Contemos hasta 100 de 10 en 10” // “Let’s all count to 100 by 10.”
• Have students repeat the count multiple times.

• “Vamos a seguir practicando el conteo hasta 100 de 10 en 10” // “We will keep practicing counting to 100 by 10.”

The purpose of this activity is for students to compare groups of up to 10 objects. Students fill in the pattern block puzzle using 2 kinds of pattern blocks and then determine which pattern block they used fewer of. Monitor for students who:

• Can visually see which kind of pattern block they used more of, usually when there is a significant difference, such as 5 trapezoids and 2 triangles.
• Line up the pattern blocks and look to see which line has more.
• Count how many of each pattern block they used and use their knowledge of the count sequence to compare the numbers (MP2).

•  To display during the activity synthesis, create: 
  • a shape with 6 green triangle pattern blocks and 2 red trapezoid pattern blocks. 
  • a shape with 6 blue rhombus pattern blocks and 7 red trapezoid pattern blocks.

• Groups of 2
• Give each student a copy of the blackline master and access to pattern blocks.
• “Completen el rompecabezas de pato. Usen solamente triángulos verdes y trapecios rojos. Escriban un número para mostrar cuántas fichas geométricas usaron” //  “Fill in the duck puzzle. Only use green triangles and red trapezoids. Write a number to show how many pattern blocks you used.”
• 2 minutes: independent work time

• “¿Usaron menos trapecios rojos o menos triángulos verdes? ¿Cómo lo saben?” // “Did you use fewer red trapezoids or green triangles? How do you know?” (There are fewer green triangles. I counted 3 triangles and 4 trapezoids. 3 is less than 4.)
• 1 minute: independent work time
• 2 minutes: partner discussion
• Share responses
• “Con su compañero, completen el rompecabezas de perro usando fichas geométricas. Escriban un número para mostrar cuántas fichas geométricas usaron” // “Work with your partner to fill in the dog puzzle with pattern blocks. Write a number to show how many pattern blocks you used.”
• 2 minutes: partner work time
• “Díganle a su compañero algo sobre las fichas geométricas que usaron. Usen las palabras ‘más’ y ‘menos’” // “Tell your partner about the pattern blocks you used with the words ‘more’ and ‘fewer.’”
• 30 seconds: quiet think time
• 1 minute: partner discussion

• Invite students to share how they filled in the dog puzzle and their comparison sentence.
• Display a shape created with 6 triangle pattern blocks and 2 red trapezoid pattern blocks.
• “¿Cómo pueden averiguar si hay más trapecios o más triángulos en este rompecabezas?” // “How would you figure out if there were more trapezoids or more triangles in this puzzle?” (We can just see. There are only 2 trapezoids and there are a lot of triangles.)
• Display a shape created with 6 blue rhombus pattern blocks and 7 red trapezoid pattern blocks.
• “¿Cómo pueden averiguar si hay más rombos o más trapecios en este rompecabezas?” // “How would you figure out if there were more rhombuses or more trapezoids in this puzzle?” (We can line them up. We can count them.)

The purpose of this activity is for students to compare groups of up to 10 objects. After students fill in the puzzle, they count and write a number to show how many pattern blocks they used. Writing a number encourages students to use the written numbers when comparing with their partner, rather than lining up the objects. Students may notice that using smaller pattern blocks, such as triangles, helps you use more shapes (MP7).

• Groups of 2
• Give each student a copy of the blackline master and access to pattern blocks.
• “Usen las fichas geométricas para completar este rompecabezas. La frase dice: ‘Usé ___ fichas geométricas’. Escriban un número para mostrar cuántas fichas geométricas usaron” // “Use the pattern blocks to fill in this puzzle. The sentence says ‘I used ___ pattern blocks.’ Write a number to show how many pattern blocks you used.”
• 3 minutes: independent work time
• “Compartan su rompecabezas con su compañero. ¿Quién usó más fichas geométricas para completar su rompecabezas?” // “Share your puzzle with your partner. Who used more pattern blocks to fill in their puzzle?”
• 30 seconds: quiet think time
• 1 minute: partner discussion

• “Completen el rompecabezas otra vez en la segunda página y escriban un número para mostrar cuántas fichas geométricas usaron. Su objetivo es tratar de usar más fichas geométricas que su compañero para completar el rompecabezas” //  “Fill in the puzzle again on the second page and write a number to show how many pattern blocks you used. Your goal is to try to use more pattern blocks to fill in the puzzle than your partner.”
• 3 minutes: independent work time
• “Averigüen si ustedes usaron más fichas geométricas para completar el rompecabezas o si su compañero usó más fichas” // “Figure out if you or your partner used more pattern blocks to fill in the puzzle.”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

• “¿Qué puedes cambiarle al rompecabezas para que puedas usar más fichas geométricas?” // “What can you change about the puzzle so that you can use more pattern blocks?”
• “Si quitas este hexágono, ¿qué otras fichas geométricas puedes poner en ese espacio?” // “If you take off this hexagon, which other pattern blocks could you put in that space?”

• Display a completed puzzle with a yellow hexagon in the middle.
• “¿Qué puedo cambiar en este rompecabezas para usar más figuras?” // “What can I change about this puzzle so that I use more shapes?” (You can use smaller pattern blocks instead of the yellow hexagon.)

The purpose of this activity is for students to learn stage 6 of the Pattern Blocks center. Students play in partners, placing one pattern block at a time until the puzzle is complete. The student who places the last pattern block wins, which encourages students to think strategically about which pattern blocks they are placing. For example, a student may choose to place a hexagon pattern block that fills the whole space rather than a trapezoid pattern block.

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

• Geoblocks
• Grab and Count
• Find the Pair

• Gather materials from: 
  • Geoblocks, Stages 1 and 2
  • Grab and Count, Stage 1
  • Find the Pair, Stages 1 and 2

• Groups of 2
• Give each group of students pattern blocks and the blackline master.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Fichas geométricas’. Se llama ‘Fichas geométricas: Ubica la última ficha geométrica’” // “We are going to learn a new way to do the Pattern Blocks center. It is called Pattern Blocks, Place the Last Pattern Block.”
• Display the blackline master.
• “Por turnos, pongan una ficha geométrica en el rompecabezas. Gana la persona que ponga la última ficha geométrica con la que se completa el rompecabezas” // “Take turns placing one pattern block in the puzzle. The person who places the last pattern block to finish the puzzle wins.”

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

• Arrange pattern blocks as pictured:

• “Es el turno de Elena de poner una ficha geométrica. ¿Puede ganar? ¿Qué necesita hacer para ganar?” // “It is Elena’s turn to place a pattern block. Can she win? What would she need to do?” (If she places the red trapezoid pattern block, the puzzle will be full and she will win.)