Lesson 12

This warm-up prompts students to compare four shapes made of pattern blocks and think about different ways that pattern blocks can be put together to form larger shapes. It gives students a reason to use language precisely (MP6) as they describe the attributes of shapes.

• Groups of 2
• Display the image.
• “Escojan una que sea diferente. Prepárense para explicar por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 30 seconds: quiet think time

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

• “Encontremos una razón por la que cada una es diferente” // “Let’s find a reason why each one doesn’t belong.”

The purpose of this activity is to introduce students to stage 5 of the Pattern Blocks center. Students use pattern blocks to fill in puzzles that don’t show each individual pattern block. A puzzle is printed in the student book for this activity. A blackline master with more puzzles is available for students to use during center activities in future lessons.

Students may experiment with different shapes or begin with a part of the puzzle where they can see what shape looks like it will fit. In either case, as they fill in the puzzle, each choice they make will influence which shapes they can use and whether or not they can fill in the entire puzzle so students will need to persevere and likely go back and make changes (MP1).

• Groups of 2
• Give each student pattern blocks.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Fichas geométricas’” // “We are going to learn a new way to do the Pattern Blocks center.”
• Display the book.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (They are puzzles. Some of the lines in the middle aren’t there.)
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• “Usen las fichas geométricas para completar el rompecabezas. Escriban un número para mostrar cuántas fichas usaron de cada tipo” // “Use the pattern blocks to fill in the puzzle. Write a number to show how many of each pattern block you used.”

• 4 minutes: independent work time
• Monitor for students who fill in the puzzle with different pattern blocks.

• “¿Completaron el rompecabezas de la misma forma en la que lo hizo su compañero?” // “Did you fill in the puzzle the same way as your partner?”
• 1 minute: partner discussion
• Display 2 puzzles filled in by students.
• “¿Qué tienen en común? ¿En qué son diferentes?” // “What is the same? What is different?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• “Hay diferentes maneras en las que podemos juntar fichas geométricas para formar figuras” // “There are different ways that we can put together pattern blocks to make shapes.”

The purpose of this activity is for students to put together pattern blocks to form larger shapes in more than one way. Students create hexagons using different combinations of pattern blocks. In the synthesis, students discuss whether the same pattern blocks in different orientations should be considered as different ways to make a hexagon (MP3). There is no one correct answer to the question. The goal is for students to notice and discuss that the same pattern blocks are arranged in different orientations.

• Groups of 2
• Give each group of students pattern blocks.
• “Con su compañero, encuentren varias maneras de formar hexágonos usando fichas geométricas. Díganle a su compañero cosas sobre las figuras que usen cada vez que formen un hexágono. Usen las palabras ‘más’, ‘menos’ o ‘el mismo número’” // “Work with your partner to find many different ways to make hexagons with pattern blocks. Tell your partner about the shapes that you use each time using ‘more’, ‘fewer’, or ‘the same number’.”

• 6 minutes: partner work time

If students find one or two ways to fill in the hexagon pattern block puzzle:

• “Dime cuáles fichas geométricas usaste para formar el hexágono” // “Tell me more about which pattern blocks you used to make the hexagon.”
• “¿Puedes usar estas fichas verdes en forma de triángulo para formar esta ficha roja en forma de trapecio? ¿Cómo te puede ayudar eso a encontrar otra manera de completar el hexágono?” // “Can you use these green triangle pattern blocks to make this red trapezoid pattern block? How can that help you find another way to fill in the hexagon?”

• Invite students to share different ways they made a hexagon.
• As students share, say “Díganle a su compañero cosas sobre las figuras que usó. Usen las palabras ‘más’, ‘menos’ o ‘el mismo número’” // “Tell your partner about the shapes that they used using ‘more’, ‘fewer’, or ‘the same number’.”
• Display all of the ways to make a hexagon that students have shared.
• “¿Hay otras maneras de formar un hexágono usando fichas geométricas?” // “Are there any other ways to make a hexagon with pattern blocks?”
• Display 2 hexagons created with 2 blue rhombus pattern blocks and 2 green triangle pattern blocks in different orientations:

  

  

  

  

• “Han y Clare compartieron estas maneras de formar un hexágono usando fichas geométricas. ¿Son la misma manera de formar un hexágono o son diferentes maneras? ¿Por qué piensan eso?” // “Han and Clare shared these ways to make a hexagon with pattern blocks. Are these the same way to make a hexagon or a different way? Why do you think that?” (They are the same because they used the same pattern blocks but put them in different spots. It looks like they flipped it. They are different because the pattern blocks are in different places, so they look different.)

The purpose of this activity is for students to choose from activities that offer practice building shapes and putting together shapes to form larger shapes.

Students choose from any stage of previously introduced centers.

• Geoblocks
• Build Shapes
• Pattern Blocks
• Less, Same, More

• Gather materials from:
  • Geoblocks, Stages 1 and 2
  • Build Shapes, Stages 1 and 2
  • Pattern Blocks, Stages 1-5
  • Less, Same, More, Stages 1-4

• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we 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

• Invite students to work at the center of their choice. 
• 8 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

• “¿Cuál rompecabezas de fichas geométricas fue su favorito?” // “Which pattern block puzzle was your favorite?”