The purpose of this activity is for students to draw shapes. Students pick a shape card, draw it on a dot grid, and describe the shape. While students are working, record on a chart the words and phrases they use to describe their shapes. During the Activity Synthesis, students look at the language used to describe shapes. They add or replace language and look for similarities in the listed words and phrases. When students begin to match the names of shapes to words and phrases that describe their defining attributes, they begin to distinguish between the defining and nondefining attributes of a shape (MP6).

This activity uses MLR2 Collect and Display. Advances: conversing, reading, writing.

If students draw shapes that are not closed, consider asking:

• “¿Cómo usaste los puntos para ayudarte a dibujar tu figura?” // “How did you use the dots to help you draw your shape?”
• “Marca tres puntos que puedas usar para hacer un triángulo. ¿Qué necesitas hacer ahora para hacer el triángulo?” // “Circle three dots you can use to make a triangle. What do you need to do now to make the triangle?”

• “Mientras estaban describiendo sus figuras, yo escribí algunas palabras y frases que escuché” // “While you were describing your shapes, I wrote down some of the words and phrases I heard.”
• Read the words from the chart or invite students to read along.
• “¿Qué otras palabras o frases importantes deberíamos incluir en nuestro póster?” // “Are there any other words or phrases that are important to include on our chart?”
• As students share responses, update the chart by adding (or replacing) language and drawing diagrams.
• If needed, ask: “¿Cómo podemos agrupar algunas de las palabras y frases que están escritas en el póster?” // “How can we group some of the words and phrases that are written on the chart?” (triangle, 3 corners, 3 sides)
• Record responses and leave them displayed throughout the unit.

The purpose of this activity is for students to learn Stage 1 of the How Are They the Same? center. Students lay six shape cards face up. One student chooses two cards that have shapes with a common attribute. They show the cards to the group, without saying the common attribute. All students draw shapes that are different from, but share an attribute with, the two shapes. Then students take turns sharing the shapes they have drawn and the common attribute. Students get a point if they draw a shape that no other student has drawn. Students may find multiple common attributes for the same two shapes. This can lead to an interesting discussion.

• Invite previously identified groups to share.

The purpose of this activity is for students to choose from activities that offer practice counting, adding, and subtracting within 10 or 20. Students choose from previously introduced stages of these centers:

• Capture Squares
• Compare
• Counting Collections

• “Todos trabajamos hoy en los centros contando, o sumando y restando números. ¿Cuál fue la mejor parte de lo que hicieron hoy en los centros?” // “We all worked on counting or adding and subtracting numbers in our centers today. What was the best part of your center work today?”