# Lesson 1

Explore Connecting Cubes

## Warm-up: Notice and Wonder: Connecting Cubes (15 minutes)

### Narrative

The purpose of this activity is to elicit ideas students have about connecting cubes. Students learn the Notice and Wonder routine which will be used throughout the year. This routine provides an opportunity for all students to contribute to the conversation and for the teacher to listen to what knowledge students already have.

For all of the routines, consider establishing a small, discreet hand signal that students can display to indicate they have an answer they can support with reasoning. This signal could be a thumbs-up, a certain number of fingers that tells the number of responses they have, or another subtle signal. This is a quick way to see if students have had enough time to think about the problem. It also keeps students from being distracted or rushed by hands being raised around the class.

A picture of connecting cubes is provided. However, it is preferable to display a collection of actual connecting cubes. Students also have at least one connecting cube to examine up close.

### Required Materials

Materials to Gather

### Launch

- Groups of 2
- Give each student at least one connecting cube and display a collection of connecting cubes or the image in the student book.
- “What do you notice? Think quietly to yourself, and then you will share with a partner.”
- 30 seconds: quiet think time

### Activity

- “Tell your partner what you noticed.”
- 1 minute: partner discussion
- Share and record responses.
- “What do you wonder?”
- 30 seconds: quiet think time
- “Tell your partner what you wondered.”
- 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

- “These are called connecting cubes. What is one thing you think you could do or make with the connecting cubes?”

## Activity 1: Introduce Connecting Cubes, Explore (15 minutes)

### Narrative

The purpose of this activity is for students to explore and use connecting cubes. Students have an opportunity to explore the connecting cubes before they are asked to use them to represent mathematical situations in later lessons. As students work, observe whether students sort, count, or use comparison language while working with connecting cubes. Students will have opportunities to continue exploring connecting cubes in centers in future lessons. This is stage 1 of the Connecting Cubes center.

*MLR8 Discussion Supports.*Create a visual display of what students want to do or make with the connecting cubes. As students share ideas, include a drawing or annotation to illustrate connections.

*Advances: Speaking, Representing*

*Engagement: Develop Effort and Persistence*. Students might need guidance as to what actions happen during partner work time. Invite students to discuss what it looks like when they are working with their partner while exploring the connecting cubes. Generate a list of shared expectations for partner work.

*Supports accessibility for: Social-Emotional Functioning*

### Required Materials

Materials to Gather

### Launch

- Groups of 2
- “A tool is a thing that you use to help you do something. A crayon is a tool. I use crayons to add different colors to the pictures that I draw. What are some tools that you and your family use at home?” (My grandfather uses a spoon to stir the soup. My mom uses a hammer to hang up pictures. I use a stool to help me reach the sink.)
- 30 seconds: quiet think time
- 1 minute: partner discussion
- Share and record responses.
- “We will use many different tools during math this year. Connecting cubes are one of these tools.”
- Give a container of connecting cubes to each group.
- “Let’s explore connecting cubes. Have you used connecting cubes or another tool like this before? What do you want to make or do with the connecting cubes?”
- 30 seconds: quiet think time
- Share responses.

### Activity

- 10 minutes: partner work time
- “Share with your partner one thing you did or made with the connecting cubes.”
- 2 minutes: partner discussion

### Student Response

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### Activity Synthesis

- Invite 3–4 students to share what they did or made with connecting cubes.
- “Who heard something they want to try next time with the connecting cubes?”

## Lesson Synthesis

### Lesson Synthesis

“Today, we explored connecting cubes and told our partners what we did. Let’s make a chart about what you did and what I did while we were doing math today."

**Math Community**

Prepare a space, such as a piece of poster paper, titled “Math Community” and a T-chart with the header “Doing Math.” Partition the column into two sections: students and teachers. The two sections encourage the students and teacher to be mindful that both respective parties are responsible for the way math is being done in the classroom.

“What does it look and sound like to do math together? What was I doing? What were you doing?” (We talked to each other and to the teacher. We had quiet time to think. We shared our ideas. We thought about the math ideas and words we knew. You were writing down our answers. You were waiting until we gave the answers.)

Record responses to revisit in the next lesson.

## Cool-down: Unit 1, Section A Checkpoint (0 minutes)

### Cool-Down

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