Lesson 9

This warm-up prompts students to carefully analyze and compare the attributes of 4 shapes. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the words students know and how they talk about attributes of shapes.

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

• “Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Share and record responses.

• Display the image of the square.
• “Noah dice que esta figura es diferente porque no es un rectángulo. ¿Qué piensan?” // “Noah said that this shape doesn’t belong because it is not a rectangle. What do you think?”
• 30 seconds: quiet think time
• Share responses.
• “Un cuadrado es un tipo especial de rectángulo” // “A square is a special kind of rectangle.”

The purpose of this activity is for students to identify and name shapes in the environment. The shape walk can take place in the playground, library, or another area of the school. It may be easier for students to use their recording sheet if it is on a clipboard.

When students recognize mathematical features of objects in the real world, they model with mathematics (MP4).

• Groups of 2
• “Vamos a hacer un recorrido por el parque infantil. Busquen ejemplos de triángulos, rectángulos y círculos alrededor del parque. Cuéntenle a su pareja sobre las figuras que vean y usen dibujos o palabras para anotar lo que encontraron” // “We are going to take a walk around the playground. Look for examples of triangles, rectangles, and circles around the playground. Tell your partner about the shapes you find and draw pictures or write words to record what you find.”

• 10 minutes: shape walk
• “Escriban números para mostrar cuántas encontraron de cada figura” // “Write a number to show how many of each shape you found.”
• 2 minutes: independent work time

• Invite students to share their recording sheets and the shapes that they found.
• Display the image or an example from the playground:

  

  

• “Han encontró este columpio en el parque infantil. ¿En qué parte de su hoja de registro debe dibujarlo?” // “Han found this swing on the playground. Where should he draw this on the recording sheet?” (The swing looks like a rectangle so he could draw it with the rectangles. The sides of the swing look like triangles.)

The purpose of this activity is for students to create shapes from components. Students should have access to different materials to create shapes, such as straws from a previous lesson, pipe cleaners, string, or other art supplies. Dot paper is printed in the student workbook for students who choose to draw their shape. As students ask and answer questions about the shapes in the activity synthesis, they have an opportunity to name shapes and informally describe attributes of shapes using precise language (MP6).

• Students need the straws from the previous lesson and pipe cleaners, string, or other art supplies.

• Give students access to materials to create shapes, such as straws, pipe cleaners, string, and crayons or colored pencils.
• “De las figuras que encontraron en el recorrido de figuras, ¿cuál fue su favorita?” // “What was your favorite shape that you found on our shape walk?”
• 30 seconds: quiet think time
• Share responses.
• “Hagan o dibujen su figura favorita del recorrido de figuras. Usen los materiales que quieran” // “Use any materials to make or draw your favorite shape that you found on the shape walk.”

• 4 minutes: independent work time

• “La mitad de la clase se va a quedar al lado de la figura que hicieron. La otra mitad de la clase va a caminar alrededor del salón y a mirar todas las figuras. Háganle a cada persona una pregunta sobre su figura” // “Half the class will stay by the shape they created. Half the class will walk around and look at all the shapes. Ask each person one question about their shape.”
• 5 minutes: gallery walk
• “Ahora la otra mitad de la clase va a recorrer el salon para ver las figuras. Recuerden hacerle a cada persona una pregunta sobre su figura” // “Now the other half of the class will walk around to see the shapes. Remember to ask each person one question about their shape.”
• 5 minutes: gallery walk

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts.

Students choose from any stage of previously introduced centers.

• Build Shapes
• Counting Collections
• Which One
• Picture Books
• Bingo
• Shake and Spill

• Gather materials from: 
  • Build Shapes, Stages 1 and 2
  • Counting Collections, Stage 1
  • Which One, Stage 1
  • Picture Books, Stages 1–3
  • Bingo, Stages 1 and 2
  • Shake and Spill, Stages 1 and 2

• “Hoy vamos a escoger un centro 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” // “Think about what you would like to do.”
• 30 seconds: quiet think time

• Invite students to work at the center of their choice.
• 10 minutes: center work time

• “Mencionen algo que hacen bien mientras trabajan en los centros. ¿En qué quieren seguir mejorando?” // “What is something you do well while working in centers? What is something you want to continue working on?”