Lesson 7
Put Together Flat Shapes
Warmup: Notice and Wonder: Dogs (10 minutes)
Narrative
Launch
 Groups of 2
 Display the image.
 “What do you notice? What do you wonder?”
 1 minute: quiet think time
Activity
 “Discuss your thinking with your partner.”
 1 minute: partner discussion
 Share and record responses.
Student Facing
What do you notice?
What do you wonder?
Student Response
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Activity Synthesis
 “Some of you noticed that the image at the bottom looks like the one at the top, but they used different shapes to make up the hexagons.”
 “What other ways could you make a hexagon with the pattern blocks?” (2 trapezoids, 1 trapezoid and 3 triangles, 2 rhombuses and 2 triangles)
 "What other ways could you make a rhombus? a trapezoid?”
Activity 1: Build with Pattern Blocks (15 minutes)
Narrative
The purpose of this activity is for students to compose twodimensional shapes into larger shapes in different ways. As students work, consider asking them to identify the shapes they are using and their attributes. During this activity, the teacher may consider taking photos of the way students composed the large triangle (third problem) and the large rectangle (fourth problem) to share during the synthesis so that students do not need to move their pattern blocks to share with the class.
Advances: Listening, Speaking
Required Materials
Required Preparation
 Consider making the Flat Shapes Puzzles blackline master into a packet for each student.
Launch
 Give students pattern blocks and the flat shape puzzles.
Activity
 “Use the pattern blocks to fill the outline in different ways. Each time, record how you filled in the shape with pictures, numbers, or words.”
 8 minutes: independent work time
 Monitor for different ways that students filled in the large triangle and large rectangle puzzles.
Student Response
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Activity Synthesis
 Display work from two students for the large triangle.
 “How was the triangle created differently? Why do both ways work?” (One way used all triangles, the other used some triangles and a trapezoid. They both work because a trapezoid is the same shape as three triangles put together.)
 Display student work for the large rectangle.
 “Did anyone find a different way to build this shape? Why didn’t we find any other ways?” (The rectangle has square corners and the square is the only pattern block that also has square corners.)
Activity 2: Shape Pictures (10 minutes)
Narrative
The purpose of this activity is for students to compose twodimensional shapes into composite shapes and find other smaller shapes that can make the same composite shape. Students use pattern blocks to compose a new shape, then recreate the new shape using smaller shapes.
Supports accessibility for: Memory, Organization
Required Materials
Materials to Gather
Launch
 Give students pattern blocks.
 “What kinds of shapes can you make from pattern blocks?” (triangles, rectangles, flowers)
 30 seconds: quiet think time
 Share responses.
Activity
 “Use the pattern blocks to build something new. You can build whatever you want. After you build your new object, trace it and count the number of pattern blocks you used. Then build the same object using different pattern blocks, and record how many blocks you used.”
 6 minutes: independent work time
 Monitor for 2–3 students to share their two shapes.
Student Facing

Build something using the pattern blocks.
Trace what you made and record how many pattern blocks you used.

Make the same object you just made, using different pattern blocks.
Record how many pattern blocks you used.
If you have time: Build the same object again, using the most pattern blocks you can.
Record how many pattern blocks you used.
Student Response
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Activity Synthesis
 Invite previously identified students to share.
 “What do you notice about the shapes they built?” (They made a rocket. They used six triangles to make a hexagon in their first shape but used hexagons in the second shape.)
 Repeat as time allows.
Activity 3: Introduce Picture Books, Find Shapes (15 minutes)
Narrative
Required Materials
Required Preparation
 Each group of 2 needs at least one picture book that shows a variety of shapes throughout the book.
Launch
 Groups of 2
 Give each group two recording sheets and access to picture books.
 “We are going to look for shapes in picture books. Talk to your partner about the shapes you see. Describe the shapes and name them if you can. Then record the shapes you see with a drawing or words.”
Activity
 10 minutes: partner work time
Activity Synthesis
 Display a page from a picture book with lots of recognizable shapes.
 “What shapes do you see on this page?” (The sun looks like a circle. The blanket is a rectangle. The ball is a sphere.)
Lesson Synthesis
Lesson Synthesis
Display a chart titled “What We've Learned About Shapes.”
“Let’s reflect on the work we did in this section with shapes. First you will think on your own. Then you will share your ideas with a partner.”
Share and record responses.
Cooldown: Unit 7, Section A Checkpoint (0 minutes)
CoolDown
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Student Section Summary
Student Facing
We learned about solid shapes.
We learned about flat shapes.
We described and named shapes.
This shape is a triangle because it has 3 straight sides and 3 corners.
These shapes are all rectangles because they have 4 straight sides and 4 square corners.
We built larger shapes from smaller shapes.