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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Build with Pattern Blocks Mat, Spanish

To Gather

Activity Narrative

The purpose of this activity is for students to compose two-dimensional shapes into larger shapes in different ways. As students work, consider asking them to identify the shapes they are using and their attributes. During this activity, the teacher may consider taking photos of the way students composed the large triangle (third problem) and the large rectangle (fourth problem) to share during the Activity Synthesis so that students do not need to move their pattern blocks to share with the class.

MLR8 Discussion Supports. Synthesis: When asking questions, invite students to take turns sharing their responses. Ask students to restate what they heard, using precise mathematical language and their own words. Display the sentence frame: “Te escuché decir . . .” // “I heard you say . . . .” Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking

Launch

Give students pattern blocks and a copy of the blackline master.

Activity

“Usen las fichas geométricas para llenar la figura de diferentes maneras. Cada vez que lo hagan, usen imágenes, números o palabras para mostrar cómo llenaron la figura” // “Use the pattern blocks to fill the outline in different ways. Each time, record how you filled in the shape with pictures, numbers, or words.”
8 minutes: independent work time
Monitor for different ways that students filled in the large triangle and large rectangle puzzles.

None

Student Response

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Advancing Student Thinking

Activity Synthesis

Display the work of two students for the large triangle.
“¿Cómo armaron el triángulo de maneras diferentes? ¿Por qué las dos maneras funcionan?” // “How was the triangle created differently? Why do both ways work?” (One way used all triangles, and the other way used some triangles and a trapezoid. Both ways work because a trapezoid is the same shape as 3 triangles put together.)
Display student work for the large rectangle.
“¿Alguien encontró una manera diferente de construir esta figura? ¿Por qué no pudimos encontrar otras maneras?” // “Did anyone find a different way to build this shape? Why didn’t we find any other ways?” (The rectangle has square corners, and the square is the only pattern block that also has square corners.)

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Activity Narrative

The purpose of this activity is for students to compose two-dimensional shapes into composite shapes and to find other smaller shapes that can make the same composite shape. Students use pattern blocks to compose a new shape, then recreate the new shape, using smaller shapes.

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization

Launch

Give students pattern blocks.
“¿Qué tipos de figuras pueden armar con estas fichas geométricas?” // “What kinds of shapes can you make from pattern blocks?” (triangles, rectangles, flowers)
30 seconds: quiet think time
Share responses.

Activity

“Usen las fichas geométricas para construir algo nuevo. Pueden construir lo que quieran. Después de construir el objeto nuevo, trácenlo y cuenten el número de fichas que usaron. Después, construyan el mismo objeto usando fichas diferentes y escriban cuántas fichas usaron” // “Use the pattern blocks to build something new. You can build whatever you want. After you build your new object, trace it and count the number of pattern blocks you used. Then build the same object using different pattern blocks, and record how many blocks you used.”
6 minutes: independent work time
Monitor for two or three students to share their 2 shapes.

Construye algo usando las fichas geométricas.

Traza lo que hiciste. Escribe cuántas fichas geométricas usaste.
Arma el mismo objeto que hiciste. Usa fichas geométricas diferentes.

Escribe cuántas fichas geométricas usaste.

Si te queda tiempo: construye el mismo objeto otra vez usando la mayor cantidad de fichas geométricas que puedas.
Escribe cuántas fichas geométricas usaste.

Student Response

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Advancing Student Thinking

Activity Synthesis

Invite previously identified students to share.
“¿Qué observaron sobre las figuras que ellos construyeron?” // “What do you notice about the shapes they built?” (They made a rocket. They used 6 triangles to make 1 hexagon in their first shape but used hexagons in the second shape.)
Repeat as time allows.