# Lesson 5

## Warm-up: Conversación numérica: Dividamos entre 7 (10 minutes)

### Narrative

This Number Talk prompts students to rely on properties of operations and the relationship between multiplication and division to divide within 100. The reasoning here helps students develop fluency in division.

### Launch

• Display one expression.
• “Hagan una señal cuando tengan una respuesta y puedan explicar cómo la obtuvieron” // “Give me a signal when you have an answer and can explain how you got it.”
• 1 minute: quiet think time

### Activity

• Keep expressions and work displayed.
• Repeat with each expression.

### Student Facing

Encuentra mentalmente el valor de cada expresión.

• $$70\div7$$
• $$77\div7$$
• $$63\div7$$
• $$56\div7$$

### Activity Synthesis

• “¿Cómo usaron hechos que ya se saben para encontrar hechos que no se sabían?” // “How did you use facts you know to find facts you didn’t know?” (I used $$70\div7$$ and thought about one more group to find $$77\div7$$. I used $$70\div7$$ and one less group to find $$63\div7$$.)

## Activity 1: Todas las maneras (20 minutes)

### Narrative

The purpose of this activity is to deepen students’ understanding that a shape can belong to multiple categories because of its attributes. Students analyze shapes and determine all the ways that each one could be named. The names may refer to a broad category such as triangle or quadrilateral, or a narrower subcategory such as rhombus or rectangle. As they name the different categories students need to be precise both about the meaning of the categories and verifying the properties of the different shapes (MP6).

MLR8 Discussion Supports. Synthesis: For each observation that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language.
Engagement: Provide Access by Recruiting Interest. Leverage choice around perceived challenge. Invite students to select at least 4 of the 6 problems.
Supports accessibility for: Organization, Attention, Social-Emotional Skills

### Launch

• Groups of 2
• “Examinen el cuadrilátero del primer problema. Individualmente, marquen todos los nombres que se pueden usar para describir el cuadrilátero. Prepárense para compartir su razonamiento” // “Look at the quadrilateral in the first problem. Work independently to circle all the names that you could use to describe the quadrilateral. Be prepared to share your reasoning.”
• 1 minute: independent work time
• “Discutan sus respuestas y su razonamiento con su compañero” // “Discuss your responses and reasoning with your partner.”
• 2 minutes: partner discussion
• Share responses.

### Activity

• “Terminen de resolver los demás problemas individualmente. Prepárense para explicar su razonamiento” // “Complete the rest of the problems independently. Be prepared to explain your reasoning.”
• 3–5 minutes: independent work time
• “Ahora discutan sus respuestas con su compañero. Para cada manera en la que describieron la figura, asegúrense de explicar cómo razonaron. Asegúrense también de hacerle preguntas a su compañero si tienen dudas sobre cómo razonó” // “Now, discuss your answers with your partner. Be sure to explain your reasoning for each way you described the shape. Also, be sure to ask your partner if you have any questions about their reasoning.”
• 5–7 minutes: partner discussion
• Monitor for students who notice that some shapes can be described using multiple terms.

### Student Facing

Selecciona todas las maneras en las que se puede describir cada figura. Prepárate para explicar tu razonamiento.

1. triángulo
4. rombo
5. rectángulo

1. triángulo
3. hexágono
4. rombo
5. rectángulo
1. triángulo
3. pentágono
4. rombo
5. rectángulo

1. triángulo
3. hexágono
4. rombo
5. rectángulo
1. hexágono
3. triángulo
5. rectángulo
6. rombo

1. hexágono
3. triángulo
4. rombo
5. rectángulo

### Student Response

If students use only one name for a shape that can be named in multiple ways, consider asking:

• “¿Cómo describiste la figura?” // “How did you describe the shape?”
• “¿Hay otros nombres que se pueden usar para describir la figura?” // “Are there any other names that could be used to describe the shape?”

### Activity Synthesis

• Select 1–2 students to share the terms they selected for each of the last four quadrilaterals and their reasoning.
• “¿Alguien puede expresar el razonamiento de _____ de otra forma?” // “Who can restate _____’s reasoning in a different way?”
• “¿Alguien quiere agregar algo al razonamiento de _____?” // “Does anyone want to add on to _____’s reasoning?”
• “¿Están de acuerdo o en desacuerdo? ¿Por qué?” // “Do you agree or disagree? Why?”
• “La última figura se puede describir con 4 de las opciones. ¿Cómo es posible que se pueda describir de tantas maneras?” // “The last shape can be described with 4 of the choices. How is it possible that it can be described in so many ways?” (It is a quadrilateral because it has 4 sides. It is a rhombus because it’s a quadrilateral with 4 sides that are the same length. It is a rectangle because it has 4 right angles and 2 pairs of sides that are the same length. It is a square because it has 4 sides that are the same length and 4 right angles. The last three are more specific descriptions of a quadrilateral.)

## Activity 2: Dibujemos una figura que no sea . . . (15 minutes)

### Narrative

The purpose of this activity is for students to apply what they know about the defining attributes of rectangles, rhombuses, and squares to draw shapes that are not those quadrilaterals. They use geometric attributes to explain why their drawings meet the criteria.

### Launch

• Groups of 2
• “Piensen un minuto en cómo pueden dibujar una figura para cada una de estas descripciones” // “Take a minute and think about how you could draw a shape for each one of these descriptions.”
• 1 minute: quiet think time

### Activity

• “Ahora, con su compañero, dibujen una figura para cada enunciado. Prepárense para explicar cómo saben que cada figura corresponde a la descripción dada” // “Now, work with your partner to draw a shape for each statement. Be ready to explain how you know each shape matches the description given.”
• 7–10 minutes: partner work time

### Student Facing

2. Dibuja un cuadrilátero que no sea un rombo.

3. Dibuja un cuadrilátero que no sea un rectángulo.

### Activity Synthesis

• Select students to share their drawings and explanations for the first three problems.
• Highlight explanations that include the defining attributes of squares, rectangles, and rhombuses.
• Invite students to share as many different quadrilaterals as they can think of for the last problem. Display as many as possible.

## Lesson Synthesis

### Lesson Synthesis

“En las últimas lecciones, ¿cómo ha cambiado su manera de pensar sobre cómo puede verse un cuadrilátero?” // “How has your thinking changed over the last few lessons about what a quadrilateral can look like?” (Before, when I thought of quadrilaterals, I thought of rectangles and squares, but now I know they can look so different. Some have right angles and some don’t. Some have sides with equal length and some don’t. They all look really different even though they have some things in common.)

## Student Section Summary

### Student Facing

En esta sección, aprendimos a clasificar figuras según sus características, como el número de lados, las longitudes de sus lados y si los ángulos eran ángulos rectos. También clasificamos cuadriláteros y triángulos en grupos más específicos.

Aprendimos que a una figura se le puede dar un nombre según sus características. Por ejemplo:

• Si un triángulo tiene un ángulo recto, entonces es un triángulo rectángulo.

• Si un cuadrilátero tiene 2 pares de lados que tienen la misma longitud y 4 ángulos rectos, entonces es un rectángulo.

• Si un cuadrilátero tiene lados que tienen todos la misma longitud, entonces es un rombo.