# Lesson 13

Describamos y formemos figuras que sean la misma

## Warm-up: Cuántos ves: Agreguemos y reorganicemos (10 minutes)

### Narrative

The purpose of this warm-up is for students to subitize or use grouping strategies to describe the number of dots they see and how they see them. Students have an opportunity to notice and make use of structure (MP7) because each dot image builds from the previous one, and students can think about adding on one or rearranging the dots rather than counting.

### Launch

• Groups of 2
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // “How many do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

### Activity

• Display the image.
• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

### Student Facing

¿Cuántos ves?
¿Cómo lo sabes?, ¿qué ves?

### Student Response

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### Activity Synthesis

• “¿Qué les ayudó a saber cuántos puntos había en cada caso?” // “What helped you see how many dots there were each time?” (In the second image I saw 3 and 1 more and I know that is 4. In the last one I saw 2 and 2.)

## Activity 1: ¿Dónde están las fichas geométricas? (10 minutes)

### Narrative

The purpose of this activity is for students to identify the location of shapes based on positional words. The words above, below, next to, and beside are the focus of this activity, but other positional words can be used.

Representation: Access for Perception. Students with color blindness may benefit from additional guidance to identify which shapes to pay attention to, and which colors to use. As the instructions are read aloud, point to a visual display of the task or hold up the appropriate pattern blocks. Provide access to colored pencils or crayons with labels that indicate color.
Supports accessibility for: Visual-Spatial Reasoning

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Give students colored pencils or crayons.
• Play one round of I spy with students, using the words above, below, next to, and beside. For example:
• “Veo, veo algo que está encima del reloj” // “I spy something that is above the clock.”
• “Veo, veo algo que está al lado de la ventana” // “I spy something that is beside the window.”
• “Veo, veo algo que está debajo del póster” // "I spy something that is below the poster.”
• After students identify each object, invite students to chorally repeat these words or phrases in unison 1–2 times:
• “_____ está al lado de _____” // “The _____ is beside the _____.”
• “_____ está debajo de _____” // “The _____ is below the _____.”

### Activity

• “Coloreen de azul la figura que está encima del hexágono amarillo” // “Color the shape that is above the yellow hexagon blue.”
• “Coloreen de rojo la figura que está junto al triángulo” // “Color the shape that is next to the triangle red.”
• “Coloreen de anaranjado la figura que está debajo del hexágono amarillo” // "Color the shape that is below the yellow hexagon orange.”
• “Coloreen de morado la figura que está al lado del hexágono amarillo” // “Color the shape that is beside the yellow hexagon purple.”
• “Dibujen una figura nueva debajo del triángulo verde” // “Draw a new shape below the green triangle.”

Síntesis:

### Student Response

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### Activity Synthesis

• Display the image:
• “¿Dónde está la ficha roja en forma de trapecio?” // “Where is the red trapezoid pattern block?” (The red trapezoid pattern block is above the orange square.)
• 30 seconds: quiet think time
• 30 seconds: partner discussions
• Share responses.
• Repeat the steps with the other pattern blocks, recording the words as the students share. Consider creating a poster to display in the classroom.

## Activity 2: Conozcamos “Haz una como la mía: Fichas geométricas” (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 1 of the Match Mine center. Students use positional words to describe the location of pattern blocks within a larger shape. Students may initially describe the shapes generally or use positional words other than those introduced in the previous activity. Students need repeated experiences hearing positional words in order to develop precision with their language (MP6).

MLR8 Discussion Supports. For each description that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language, specifically positional words.
Advances: Listening, Speaking

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Give students access to pattern blocks.
• “Vamos a conocer un centro nuevo llamado ‘Haz una como la mía’. Practiquemos juntos cómo describir una figura” // “We are going to learn a new center called Match Mine. Let’s practice describing a shape together.”
• Build a shape with 5 pattern blocks.
• “¿Cómo podemos describir en dónde está el cuadrado en esta figura?” // “How could we describe where the square is in this shape?” (The square is below the hexagon.)
• “¿Cómo podemos describir en dónde está el triángulo?” // “How could we describe where the triangle is?” (The triangle is next to the square.)
• “Un compañero construye una figura usando 5 fichas geométricas. Luego, le dice a su compañero cosas sobre la figura y su compañero intenta formar la misma figura” // “One partner will build a shape using 5 pattern blocks. Then they will tell their partner about the shape and their partner tries to make the same shape.”
• “Recuerden usar palabras que describan la posición para ayudarle a su compañero a poner cada ficha geométrica en el lugar correcto” // “Remember to use positional words that will help your partner put each pattern block in the right place.”
• “Escondan sus figuras mientras las construyen. Cuando su compañero termine de formar la figura, revisen si coinciden” // “Keep your shapes hidden while you build them. When your partner is done making the shape, check to see if they match.”
• “Tomen turnos con su compañero para construir y describir las figuras” // “Take turns building and describing shapes with your partner.”

### Activity

• 8 minutes: partner work time
• Monitor for students who describe the location of each pattern block using positional words.

### Activity Synthesis

• Display a shape made up of 5 pattern blocks, including a triangle.
• “¿Cómo le dirían a su pareja dónde poner el triángulo?” // “How would you tell your partner where to put the triangle?”

## Activity 3: Centros: Momento de escoger (20 minutes)

### Narrative

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.

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

### Required Materials

Materials to Gather

### Required Preparation

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

### Launch

• “Hoy vamos a escoger centros de los que ya conocemos. También pueden seguir jugando ‘Haz una como la mía’” // “Today we are going to choose from centers we have already learned. You can also continue playing Match Mine.”
• 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.
• 8 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

### Student Facing

Escoge un centro.

Haz una como la mía

Bloques sólidos geométricos

Construye figuras

Fichas geométricas

Menos, lo mismo, más

### Activity Synthesis

• “Si su compañero tiene dificultades, ¿cómo le ayudarían sin decirle cuál es la respuesta?” // “If your partner gets stuck, how can you help them without telling them the answer?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy describimos cómo juntamos fichas geométricas para formar figuras grandes. ¿Qué palabras nos ayudaron a describir dónde estaban las fichas geométricas en la figura grande?” // “Today we described how we put pattern blocks together to make larger shapes. What are some of the words we used to help us describe where the pattern blocks were in the larger shape?”

## Cool-down: Unidad 3, punto de chequeo de la sección B (0 minutes)

### Cool-Down

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