# Lesson 7

Clasifiquemos herramientas matemáticas

## Warm-up: Observa y pregúntate: Herramientas matemáticas (10 minutes)

### Narrative

The purpose of this warm-up is to elicit language students have to describe math tools which will be useful when students sort them in a later activity. The activity provides an opportunity for students to describe mathematical objects in different ways, including non-mathematical characteristics such as color as well as mathematical characteristics such as the number of corners and the category or properties of the shapes. (MP6). If possible, display the objects themselves rather than the image or provide students with a set of the objects. Some students may not know the names of the shapes. Prompt them to use the language that makes sense to them.

### Launch

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

### Activity

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

### Student Facing

¿Qué observas?
¿Qué te preguntas?

### Activity Synthesis

• “¿En qué se parecen las figuras? ¿En qué son diferentes?” // “How are the shapes alike? How are they different?” (The counters are round. The hexagon is made of two shapes.)

## Activity 1: Clasifiquemos objetos (10 minutes)

### Narrative

The purpose of this activity is for students to sort math tools, name the groups they used to sort, and tell the number of objects in each group. Students identify attributes of the objects and sort them into two or more groups. Students may choose to use one of the blackline masters to organize as they sort. When students share how they sorted with their partner, they use their own mathematical vocabulary and listen to and understand their partner's thinking (MP3, MP6). Students may describe the objects’ attributes by referring to shape names, number of sides, color, or other attributes. Encourage students to tell how many tools are in each category. During the synthesis, students are introduced to the term category. They discuss different categories that were used to sort the math tools.

Students leave their objects as they sorted them at the end of the activity for the gallery walk in Activity 2.

This activity uses MLR2 Collect and Display. Advances: Conversing, Reading, Writing.

### Required Materials

Materials to Gather

Materials to Copy

• Two-Column Table
• Three-Column Table

### Required Preparation

• Each group of 2 needs a bag of math tools (with a small handful of inch tiles, pattern blocks, and two-color counters).

### Launch

• Groups of 2
• Give each group a bag of math tools and access to the blackline masters.

### Activity

• “Clasifiquen sus herramientas matemáticas. Si les ayuda, usen las tablas” // “Sort your math tools. Use the tables if they are helpful.”
• 4 minutes: partner work time
• “Explíquenle a otra pareja de estudiantes cómo clasificaron sus herramientas. Asegúrense de decir qué grupos usaron y cuántos objetos hay en cada grupo” // “Explain to another group how you sorted your tools. Make sure to tell them the groups you used and how many objects are in each group.”
• 3 minutes: small group discussion

MLR2 Collect and Display

• Circulate, listen for, and collect the language students use to describe how they sorted. Listen for categories, the number of shapes in each category, and math tool names.
• Record students’ words and phrases on a poster titled “Palabras para describir cómo clasificamos” // “Words to describe how we sorted” and update throughout the lesson.

### Advancing Student Thinking

If students sort objects into groups without recognizable similarities, consider asking:

• “¿Cómo decidiste clasificar los objetos?” // “How did you choose to sort the objects?”
• Invite students to look at two objects and think of something they have in common. Ask, “¿Cómo podrías clasificar los objetos usando eso como una de tus categorías?” // “How could you sort the objects using that as one of your categories?”

### Activity Synthesis

• Display the poster.
• “¿Hay algunas palabras o frases que sea importante incluir en nuestro póster?” // “Are there any words or phrases that are important to include on our display?” Use this discussion to update the display, by adding (or removing) language, diagrams, or annotations.
• Remind students to borrow language from the display as needed in the next activity.
• “Las palabras que nos dicen en qué se parecen los objetos en un grupo se llaman categorías. Una categoría que vi hoy fue figuras con lados rectos. Otra categoría que vi fue figuras que tienen cuatro lados. Vamos a seguir clasificando en categorías” // “The label that tells how objects in a group are alike is called a category. One category I saw today was shapes with straight sides. Another category I saw was shapes that have four sides. We will continue to sort into categories.”

## Activity 2: ¿Cómo clasificaron? (15 minutes)

### Narrative

The purpose of this activity is for students to use their own language and the language generated by the class in the last activity to describe how objects were sorted and tell how many objects are in each category. Students walk around the room and look at how other students sorted their objects. Consider using a signal to let students know when it is time to rotate.

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words. Keep a display of directions visible throughout the activity.
Supports accessibility for: Memory, Attention

### Required Preparation

• The math tool sorts from the previous activity are needed for this gallery walk.

### Launch

• Groups of 2
• “Ahora van a ir a otras mesas para ver cómo otros grupos clasificaron sus herramientas. Cuando estén frente al trabajo de cada grupo, hablen con su pareja sobre cómo clasificaron ellos las herramientas matemáticas y cuántos objetos hay en cada categoría” // “Now you’re going to walk around to other tables to look at how other students sorted their tools. For each group’s work, talk to your partner about how they sorted the math tools and how many objects are in each category.”
• Students move so they are looking at another group’s work.
• “Primero, cada uno observe los objetos y piense: ¿cómo están clasificadas las herramientas matemáticas?, ¿cuántos objetos hay en cada categoría? Cuando estén listos para compartir con su pareja cómo pensaron, levanten su pulgar” // “Look at the objects on your own. How did they sort the math tools? How many objects are in each category? When you are ready to share your thinking with your partner, put your thumb up.”
• 30 seconds: quiet think time
• “Por turnos, compartan con su pareja cómo pensaron” //“Take turns sharing your thinking with your partner.”
• 1 minute: partner discussion

### Activity

• “Vayan a ver el trabajo del siguiente grupo. Hablen con su pareja sobre cómo clasificaron ellos las herramientas matemáticas y cuántas herramientas hay en cada categoría” // “Move to the next group’s work. Talk to your partner about how they sorted and how many tools are in each category.”
• Repeat as time allows.
• 8 minutes: partner discussion time

### Activity Synthesis

• “¿Cuáles fueron algunas de las formas en las que vieron clasificadas las herramientas matemáticas?” // “What are some different ways you saw the math tools sorted?”

## Activity 3: Centros: Momento de escoger (15 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that focus on counting up to 20 objects or adding and subtracting within 10. Students choose from any stage of previously introduced centers and are encouraged to choose the center that will be most helpful for them at this time.

• Counting Collections
• Number Race
• Check it Off
• Five in a Row: Addition and Subtraction
• Find the Pair

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from previous centers:
• Counting Collections, Stage 1
• Number Race, Stage 3
• Check it Off, Stages 1 and 2
• Five in a Row: Addition and Subtraction, Stages 1 and 2
• Find the Pair, Stage 2

### Launch

• Groups of 2
• “Ahora van a escoger centros de los que ya conocemos” // “Now you 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.
• 10 minutes: center work time

### Student Facing

Escoge un centro.

Contar colecciones

Carrera con números

Márcalo

Cinco en línea
(suma y resta)

Encuentra la pareja

### Activity Synthesis

• “¿En qué les ayudó la actividad del centro que escogieron hoy?” // “How was the center activity you chose helpful for you today?”

## Lesson Synthesis

### Lesson Synthesis

Refer back to the poster with the language students used during the activities.

“Hoy clasificamos objetos y describimos cómo los clasificamos. Veamos las palabras mencionadas hoy durante sus discusiones. ¿Hay algunas palabras o frases que sea importante incluir en nuestro póster?” // “Today we sorted objects and described how we sorted. Let’s look at the words collected today during your discussions. Are there any words or phrases that are important to include on our display?”