# Lesson 1

## Warm-up: Observa y pregúntate: La cuadrícula (10 minutes)

### Narrative

The purpose of this Notice and Wonder is for students to discuss the coordinate grid. Students have used a grid in previous grades but this is the first time they have seen the horizontal and vertical axis highlighted and numbered. The expectation is that students will focus their attention on these numbers and their significance.

### 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 compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

### Student Facing

¿Qué observas? ¿Qué te preguntas?

### Activity Synthesis

• “¿Para qué podríamos usar esta cuadrícula?” // “What might we use this grid for?” (It looks like we could make a graph on it. We could draw shapes or points on it.)

## Activity 1: ¿Puedes dibujarla?: Figuras en la cuadrícula de coordenadas (25 minutes)

### Narrative

The purpose of this activity is for students to use the structure of the coordinate grid to communicate and draw shapes. Students work with a partner to replicate given rectangles. One partner uses precise language and describes the rectangles and the other draws them based on their partner's verbal description. Students repeat this procedure 3 times with a different set of rectangles:

• first, the rectangles are shown without a grid.
• second, the same set of rectangles are shown on a grid.
• thirdly, the rectangles are shown on a coordinate grid.

As they go through each round, students notice that a grid can be used to locate and describe a rectangle more precisely. Gridlines with numbers allow for even more precise descriptions (MP6).

Engagement: Develop Effort and Persistence. Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each round of Draw My Shape.
Supports accessibility for: Conceptual Processing; Attention, Organization

### Required Materials

Materials to Copy

• Can You Draw It Stage 6 Recording Sheet, Spanish
• Explore the Coordinate Grid Cards

### Required Preparation

• Create a set of cards from the blackline master for each group of 2.

### Launch

• Groups of 2
• “Vamos a jugar un juego de dibujar” // “We are going to play a drawing game.”
• “Decidan quién será el compañero A y quién el compañero B” // “Decide who will be partner A and who will be partner B.”
• Consider playing one round of the game with a student for all to see.

### Activity

MLR2 Collect and Display

• 5 minutes: each round
• Circulate, listen for, and collect the language students use to describe the location of each figure on the coordinate grid. Listen for students who:
• use the grid to determine the side lengths or area of the rectangle.
• describe the general location of the rectangle.
• use the numbers on the axes as reference points when describing the rectangle.
• Record students’ words and phrases on a visual display and update it throughout the lesson.

### Student Facing

1. Jueguen tres rondas de “Dibuja mi figura” usando los tres grupos de tarjetas que les dio su profesor.

• El compañero A escoge una tarjeta y describe la figura de la tarjeta sin mostrársela a su compañero.
• El compañero B dibuja la figura según la descripción.
• El compañero A muestra la tarjeta y el compañero B muestra el dibujo.
• Juntos, comparan las figuras y discuten: ¿En qué se parecen? ¿En qué son diferentes?

Ronda 1

Ronda 2

Ronda 3

2. Observen los dibujos del compañero B en cada ronda. ¿Cuándo se parece más el dibujo del compañero B a la figura de la tarjeta? Expliquen por qué creen que esto ocurre.

### Student Response

If students do not use the details of the grid lines and numbers to describe the location of the shape, suggest the student listens to another student describe a shape and ask, “¿Qué palabras escuchaste que te hayan ayudado a imaginar la ubicación de la figura?” // “What words did you hear that helped you picture the location of the shape?”

### Activity Synthesis

• “Estas son algunas de las palabras y expresiones que usaron cuando trabajaron con sus compañeros” // “Here are some of the words and phrases you used as you worked with your partners.”
• “Al seguir compartiendo y discutiendo la actividad, podemos agregar a nuestra presentación otras palabras y expresiones que sean importantes. Pueden usar el lenguaje de la presentación para explicar lo que piensan” // “We may add additional words or phrases that are important to include on our display as we continue to share and discuss the activity. You could use the language on the display to explain your thinking.”
• As students share responses, update the display, by adding (or replacing) language, diagrams, or annotations.
• Ask previously selected students to explain their thinking.
• “¿Cómo les ayudaron las rectas de la cuadrícula?” // “How did the gridlines help you?” (They helped us draw the shapes more accurately.)
• “¿Cómo les ayudaron los números?” // “How did the numbers help you?” (We could use them to describe where the shape was located.)
• Display the image from the warm-up: “A esta cuadrícula, que tiene números que marcan las rectas, se le llama una cuadrícula de coordenadas. Vamos a aprender más sobre la cuadrícula de coordenadas en las lecciones que siguen. ¿Cómo describirían la cuadrícula de coordenadas?” // “This grid, with numbers labeling the gridlines, is called a coordinate grid. We are going to learn more about the coordinate grid in the next few lessons. How would you describe the coordinate grid?” (It has vertical lines with numbers on them and horizontal lines with numbers on them. It has squares on it. There are two of each number except 0. The horizontal and vertical lines intersect.)

### Narrative

The purpose of this activity is for students to use informal language and the structure of the coordinate grid to describe a given shape. Some questions may be about properties of the shape rather than its location. For example, “Is the rectangle wider than it is tall?” is a question that eliminates many shapes. As the number of shapes decreases, the location will become more important and the features of the coordinate grid will play a larger role. The synthesis gives students an opportunity to consider how the numbers in the coordinate grid can be useful to accurately describe the attributes, location, and orientation of a given shape (MP6).

• Groups of 2

### Activity

• 5 minutes: partner work time
• Monitor for students who:
• reference the structure of the grid in their questions
• reference the numbers on the horizontal and vertical axes in their questions
• use gestures to indicate horizontal or vertical gridlines
• use the words horizontal or vertical

### Student Facing

1. Jueguen una ronda de “Adivina cuál”.
• Siéntense uno al lado del otro.

• Compañero A:
Escoge mentalmente una tarjeta de figura sin indicar cuál tarjeta de figura escogiste.

• Compañero B:
Haz preguntas de “sí” o “no” para descubrir cuál tarjeta de figura escogió el compañero A.

2. Intercambien roles y jueguen otra ronda de “Adivina cuál”.
3. Diego y Kiran estaban jugando una ronda de “Adivina cuál”. Estas son las dos últimas figuras. ¿Qué pregunta puede hacer Kiran para descubrir cuál figura escogió Diego?

### Student Response

If students do not reference the grid lines or numbers when asking questions, refer to the display from the first activity and ask, “¿Qué palabras te pueden ayudar a descubrir cuál figura escogió tu compañero?” // “Which words can you use to help you figure out which shape your partner chose?”

### Activity Synthesis

• Ask previously identified students to share their reasoning.
• “¿Cómo nos ayudan los números a ubicar figuras en la cuadrícula?” // “How do the numbers help us locate shapes on the grid?” (I could use them to describe the lines and the points. I could also use numbers to describe the location of the shape: “Go up three. Go over 5.”)
• “En una cuadrícula, las rectas que tienen números se llaman ejes. La cuadrícula de coordenadas tiene un eje horizontal y un eje vertical” // “The gridlines with numbers on them are called axes. The coordinate grid has a horizontal axis and a vertical axis.”

## Lesson Synthesis

### Lesson Synthesis

“Hoy aprendimos sobre la cuadrícula de coordenadas y la usamos para describir la ubicación de rectángulos” // “Today we learned about the coordinate grid and used it to describe the location of rectangles.”

Display the grid from the warm up, along with student responses.

“Esta era la imagen de nuestro calentamiento. ¿Qué aprendimos sobre ella?” // “This was the image from our warm-up. What did we learn about it?” (It is called a coordinate grid. The darker lines with numbers near them are called the horizontal axis and vertical axis. We can use the numbers to help us describe the location of rectangles.)

Record responses for all to see.