Lesson 10
Identifiquemos y describamos figuras sólidas
Warm-up: Conversación numérica: Sumemos hasta 5 (10 minutes)
Narrative
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
- Record answers and strategy.
- Keep expressions and work displayed.
- Repeat with each expression.
Student Facing
Encuentra el valor de cada expresión.
- 2 + 3
- 3 + 2
- 4 + 1
- 5 + 0
Student Response
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Activity Synthesis
- “¿En qué se parecen todas las expresiones?” // “What is the same about all of the expressions?” (They are all 5.)
Activity 1: Hagamos figuras sólidas (20 minutes)
Narrative
Required Materials
Materials to Gather
Materials to Copy
- Examples of Flat Shapes Display Cards
Required Preparation
- Each group of 2 students needs solid shapes and a set of Flat Shapes Cards from a previous lesson.
- Gather a ball, a can, a number cube, and an ice cream cone and cut out 1 set of Examples of Flat Shapes cards to display.
Launch
- Groups of 2
- Give each group of students the cube, cylinder, cone, and sphere solid shapes and a set of flat shapes cards. Give each student a piece of clay.
- Display a ball for all to see.
- “Tomen la figura que se ve de la misma forma que esta pelota” // “Pick up the shape that looks like the same shape as this ball.” (Students pick up a sphere.)
- 30 seconds: independent work time
- “Con plastilina, hagan una figura que se parezca a esta pelota” // “Use clay to make a shape that looks like this ball.”
- 2 minutes: independent work time
- “¿Esta figura es plana o sólida? ¿Por qué creen eso?” // “Is this shape flat or solid? Why do you think that?” (It is solid. It sticks up. You can hold it. It looks a little bit like a circle, but it’s not flat.)
Activity
- “Compartan su figura con su pareja. ¿En qué se parecen? ¿En qué son diferentes?” // “Share your shape with your partner. How are they the same? How are they different?” (They are both round and solid. Mine is bigger.)
- “Esta figura se llama una esfera. Mencionen algunas cosas que ustedes conocen que tengan la forma de una esfera” // “This shape is called a sphere. What are some things you know that are shaped like a sphere?” (balls, marbles, ornaments, oranges, light bulbs, egg yolks)
- Repeat the steps with the examples of flat shapes and a can to introduce cylinder, a number cube to introduce cube, and an ice cream cone to introduce cone.
- As you display each object or card, ask:
- “Tomen la figura que se parece a este _____” // “Pick up the shape that looks like this _____.”
- “Con plastilina, hagan una figura que se parezca a este _____” // “Use clay to make a shape that looks like this ______.”
- “¿Esta figura es plana o sólida?” // “Is this shape flat or solid?”
- “Mencionen algunas cosas que conocen que tengan la forma de ____” // “What are some other things you know that are shaped like a _____?”
Student Response
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Activity Synthesis
- Display a student-created cone.
- “Cuéntenle a su pareja todo lo que puedan sobre esta figura” // “Tell your partner all about this shape.” (It looks like an ice cream cone. It is a cone. It has a circle on the top and a point at the bottom. The sides are round, not flat. It is a solid shape.)
- “En la siguiente actividad, van a describirle figuras sólidas a su pareja” // “In the next activity, you are going to practice describing solid shapes to your partner.”
Activity 2: Conozcamos “Bloques sólidos geométricos: Describe y encuentra” (10 minutes)
Narrative
- reference a familiar object: “This shape looks like a ball.”
- describe attributes or parts of the shape, such as point and circle for a cone.
- use the name of the shape: “This shape is a cube.”
- use positional words: “This shape is next to the one that looks like a box.”
The purpose of the activity synthesis is to highlight the language students use to describe shapes (MP6).
Advances: Listening, Speaking
Supports accessibility for: Organization, Conceptual Processing
Required Materials
Materials to Gather
Required Preparation
- Each group of 2 students needs 4–6 different solid shapes.
Launch
- Groups of 2
- Give each group of students 4–6 different solid shapes.
- “Vamos a aprender una nueva forma de trabajar en el centro ‘Bloques sólidos geométricos’. Se llama ‘Bloques sólidos geométricos: Describe y encuentra’” // “We are going to learn a new way to do the Geoblocks center. It is called Geoblocks, Describe and Find.”
- “Pongan los bloques sólidos geométricos en la mitad, entre ustedes y su pareja” // “Put the solid shapes in the middle, between you and your partner.”
- 30 seconds: partner work time
Activity
- “Piensen en una figura, pero no se la digan a su pareja. Descríbanle a su pareja esa figura. Su pareja debe adivinar cuál figura están describiendo. Cuando su pareja haya descifrado la figura, intercambien roles” // “Think of a shape but don’t tell your partner. Describe one of the shapes to your partner. Your partner’s job is to guess which shape you are describing. Once your partner figures out which shape you are describing, switch roles.”
- 7 minutes: partner work time
- Monitor for students who describe the shapes in the ways described in the activity narrative.
Advancing Student Thinking
- “¿Qué pistas te dio tu pareja?” // “What clues did your partner give you?”
- If needed, consider prompting students to eliminate some of the shapes. For example, ask “Tu pareja dijo que la figura tiene una parte redonda. ¿Hay figuras que no tengan partes redondas?” // “Your partner said that the shape has a round part. Are there any shapes that do not have round parts?”
Activity Synthesis
- Invite previously identified students to share.
- “De las pistas que les dio su pareja, ¿cuáles les ayudaron?” // “Which clues did your partner give that were helpful to you?” (My partner said their shape was tall and had a circle on the top and bottom.)
Activity 3: Centros: Momento de escoger (15 minutes)
Narrative
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.
- Geoblocks
- Counting Collections
- Match Mine
- Shake and Spill
Required Materials
Materials to Gather
Required Preparation
- Gather materials from:
- Geoblocks, Stages 1-3
- Counting Collections, Stage 1
- Match Mine, Stage 1
- Shake and Spill, Stages 1-4
Launch
- “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
Activity
- Invite students to work at the center of their choice.
- 12 minutes: center work time
Student Facing
Escoge un centro.
Bloques sólidos geométricos
Contar colecciones
Haz una como la mía
Revuelve y saca
Activity Synthesis
- “Practiquemos cómo usar pistas para encontrar una figura sólida en la síntesis de la lección” // “Let’s practice using clues to find a solid shape in the lesson synthesis.”
Lesson Synthesis
Lesson Synthesis
Display 4 solid shapes, such as a cylinder, cube, cone, and pyramid.
Describe a shape to students. For example, “Estoy pensando en una figura. Veo que todos sus lados tienen la misma forma. Es una figura sólida. Tiene cuadrados en los lados. ¿En qué figura estoy pensando?” // “I am thinking of a shape that looks the same on all of the sides. It is a solid shape. It has squares on the sides. Which shape am I thinking of?” (Students point to the cube or say “cube.”)
Cool-down: Unidad 7, punto de chequeo de la sección B (0 minutes)
Cool-Down
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