# Lesson 4

Rompecabezas de fichas geométricas y ecuaciones

## Warm-up: Cuál es diferente: Ecuaciones (10 minutes)

### Narrative

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

### Launch

• Groups of 2
• Display 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

### Activity

• “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
• 2-3 minutes: partner discussion
• Share and record responses.

### Student Facing

¿Cuál es diferente?

A

$$3 + 3 = 6$$

B

$$6 = 4 + 2$$

C

$$4 + 3 = 7$$

D

$$\color{#3a53a4}{4 + 2 = 6}$$

### Activity Synthesis

• Display $$6 = 4 + 2$$ and $$4 + 2 = 6$$.
• “¿En qué se parecen estas ecuaciones? ¿En qué son diferentes?” // “What is the same about these equations? What is different?” (They have the same numbers. The numbers are in a different order. One is blue and one is black. They both show that 4 plus 2 is 6.)

## Activity 1: Asociemos ecuaciones con rompecabezas de fichas geométricas (10 minutes)

### Narrative

The purpose of this activity is for students to match equations to pattern block puzzles that show two groups of objects (MP2). Students make sense of equations with both the addends written first and the total written first.

MLR8 Discussion Supports. During partner work time, invite each partner to read each equation aloud. Listen for and clarify questions about the equations.

### Required Materials

Materials to Gather

### Required Preparation

• Create a shape with 1 red trapezoid pattern block and 4 green triangle pattern blocks to display in the activity synthesis.

### Launch

• Groups of 2
• Display the list of equations from the student book.
• Read each equation using both “es” // “is” and “es igual a” // “equals.” For example, “8 es 4 más 4. 8 es igual a 4 más 4” // “8 is 4 plus 4. 8 equals 4 plus 4.”
• Invite students to chorally repeat each equation in unison 1-2 times.

### Activity

• “Unan con una línea cada ecuación con la figura que le corresponde” // “Draw a line from each equation to the shape that it matches.”
• 2 minutes: independent work time
• 3 minutes: partner work time

### Student Facing

$$8 = 4 + 4$$

$$6 + 1 = 7$$

$$10 = 2 + 8$$

$$7 = 6 + 1$$

$$2 + 3 = 5$$

$$9 = 6 + 3$$

### Activity Synthesis

• Display the image of the shape made out of 6 blue rhombuses and 1 yellow hexagon:
• “¿Cuál ecuación asociaron con esta figura? ¿Por qué?” // “Which equation did you match to this shape? Why?” ($$7 = 6 + 1$$ or $$6 + 1 = 7$$. There are 6 blue rhombus pattern blocks and 1 yellow hexagon pattern block. There are 7 pattern blocks together.)
• “Podemos escribir 7 primero porque hay 7 fichas geométricas en total o podemos escribir 6 más 1 porque hay 6 fichas azules en forma de rombo y 1 ficha amarilla en forma de hexágono. Ambas ecuaciones nos dicen que hay 7 fichas geométricas: 6 rombos azules y 1 hexágono amarillo” // “We can write 7 first because there are 7 pattern blocks altogether or we can write 6 plus 1 first because there are 6 blue rhombus pattern blocks and 1 yellow hexagon pattern block. Both equations tell us that there are 7 pattern blocks, with 6 blue rhombuses and 1 yellow hexagon.”
• Create and display a shape with 1 red trapezoid pattern block and 4 green triangle pattern blocks.
• “Díganle a su compañero una ecuación que podrían escribir que corresponda a esta figura” // “Tell your partner an equation that you could write to match this shape.” ($$4 + 1 = 5$$, $$1 + 4 = 5$$, $$5 = 4 + 1$$, or $$5 = 1 + 4$$)
• Share and record responses.

## Activity 2: Armemos figuras para representar ecuaciones (10 minutes)

### Narrative

The purpose of this activity is for students to put together pattern blocks to represent equations (MP2). In order to draw the shapes they created with pattern blocks, students may draw the shapes or trace each shape. Using different colored crayons (red for the red trapezoids, blue for the blue rhombuses) may help students differentiate between the shapes. Students are not expected to draw precise or accurate shapes.

Engagement: Internalize Self-Regulation. Provide students an opportunity to self-assess and reflect on the shapes they made for each equation. For example, students should be able to point out where they see each number in the equation in the shape they created for it.
Supports accessibility for: Organization, Memory, Conceptual Processing

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• “Junten fichas geométricas para hacer una figura que corresponda a cada ecuación. Tracen o dibujen cada figura que armen” // “Put together pattern blocks to make a shape that matches each equation. Trace or draw each shape that you make.”

### Activity

• 4 minutes: independent work time
• 3 minutes: partner work time

### Student Facing

$$4 = 1 + 3$$

$$10 + 0 = 10$$

$$5 + 4 = 9$$

$$8 = 2 + 6$$

$$3 + 3 = 6$$

$$7 = 2 + 5$$

### Activity Synthesis

• Invite 2 students to share the shapes that they created for $$7 = 2 + 5$$.
• As each student shares, ask:
• “¿En qué parte de su figura ven 7?” // “Where do you see 7 in their shape?”
• “¿En qué parte de su figura ven 2?” // “Where do you see 2 in their shape?”
• “¿En qué parte de su figura ven 5?” // “Where do you see 5 in their shape?”
• “¿Cuál número nos dice cuántas fichas geométricas hay en total?” // “Which number tells us how many pattern blocks there are altogether?”

## Activity 3: Centros: Momento de escoger (25 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.

• Pattern Blocks
• Geoblocks
• Grab and Count
• Find the Pair

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Pattern Blocks, Stages 1-7
• Geoblocks, Stages 1 and 2
• Grab and Count, Stage 1
• Find the Pair, Stages 1 and 2

### Launch

• “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

### Activity

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

### Student Facing

Escoge un centro.

Fichas geométricas

Bloques sólidos geométricos

Agarra y cuenta

Encuentra la pareja

### Activity Synthesis

• Display a scattered pile of 7 pattern blocks.
• “Mai agarró estas fichas geométricas. ¿Qué estimación sería muy alta?, ¿muy baja?, ¿razonable?” // “Mai grabbed these pattern blocks. What is an estimate that’s too high?” “Too low?” “About right?” (20 is too high. 3 is too low. 10 is just right.)

## Lesson Synthesis

### Lesson Synthesis

Create and display a shape made with 2 green triangles and 2 blue rhombuses.

“Elena hizo esta figura pensando en una ecuación. ¿En qué ecuación creen que ella estaba pensando?” // “Elena made this shape to match an equation. What equation do you think she was trying to match?” ($$4 = 2 + 2$$ or $$2 + 2 = 4$$. There are 2 triangles and 2 rhombuses. There are 4 pattern blocks.)