Lesson | Loading...

Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Rulers

Activity Narrative

The purpose of this activity is for students to identify and draw shapes that have specific side lengths. Students practice measuring in inches and in centimeters. Students recognize that triangles, quadrilaterals, pentagons, and hexagons may look different when only some sides are the same length.

Launch

Groups of 2
Give each student a ruler.

Activity

“Vamos a pensar más sobre figuras. Para esto, vamos a medir sus lados. Usen sus reglas para identificar y dibujar las figuras” // “We are going to think more about shapes by measuring their sides. Use your ruler to identify and draw the shapes.”
7 minutes: independent work time
“Comparen las figuras que dibujaron con las figuras de su compañero” // “Compare the shapes you drew with your partner’s shapes.”
5 minutes: partner discussion
Monitor for a variety of examples of Priya’s shape to share in the Activity Synthesis.

Diego dibuja una figura que tiene menos de 5 lados. Dos de los lados miden 3 centímetros cada uno. Encierra las figuras que pueden ser la figura de Diego.
Tyler dibuja una figura que tiene 4 lados. Cada lado mide 2 pulgadas.
1. Marca las figuras que pueden ser la figura de Tyler.
2. Dibuja otra figura que pueda ser la figura de Tyler.
Priya dibuja una figura que tiene más lados que la figura de Tyler. Solo un lado de la figura mide 2 pulgadas. Dibuja 2 figuras que puedan ser la figura de Priya.

Student Response

to access Student Response.

Advancing Student Thinking

If students' measurements are not the lengths of the given sides when measuring or drawing shapes, consider asking:

“¿Puedes mostrarme cómo mediste los lados de esta figura?” // “Can you show me how you measured the sides of this shape?”
“¿Cómo puedes usar la regla para asegurarte de que el lado mide 2 pulgadas?” // “How can you use the ruler to make sure the side is 2 inches long?”

Activity Synthesis

Select 2–3 previously identified students to share, or draw some examples, such as:

Consider asking, “¿En qué se parecen estas figuras? ¿En qué son diferentes?” // “What is the same about these shapes? What is different?”
“¿Por qué pudimos dibujar tantas figuras distintas aunque se tuviera que usar una longitud específica?” // “Why were we able to draw so many different shapes even though you had to use a certain length?” (Only one side had to be 2 inches. We could draw shapes with different numbers of sides.)

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Rulers

Activity Narrative

The purpose of this activity is for students to recognize and draw shapes that have specific numbers of sides and corners, and specific side lengths. Students deepen their understanding that shapes in the same category can share many attributes and look different. Students also notice that some attributes can’t go together to form a shape (for example, a shape can’t have 3 sides and 4 corners, or 3 sides and all square corners).

Students may persevere in problem solving if they look for or choose particular attributes that do not go together (MP1). In some cases, such as a shape with 3 sides and 4 corners, they may be able to see right away that no such shape exists. But in other cases, such as a shape with 3 sides and 2 square corners or 6 sides and all square corners, they will need to experiment and reason in order to predict that no such shape exists.

MLR8 Discussion Supports. Invite students to begin partner interactions by repeating the question, “¿Cuáles características corresponden a la figura que dibujé?” // “Which attributes match the shape I have drawn?” This gives both students an opportunity to produce language.
Advances: Conversing

Action and Expression: Internalize Executive Functions. Invite students to verbalize their strategy for the shape they will build before they begin. Students can share with their partner.
Supports accessibility for: Organization, Conceptual Processing, Language

Launch

Groups of 2
Give students access to rulers.
Display the attribute table.
“Hemos aprendido sobre características de figuras. Esta tabla muestra algunas de las características de figuras sobre las que hemos pensado, como número de lados, número o tipo de esquinas y longitudes de lado particulares” // “We have been learning about the attributes of shapes. This table shows some of the attributes of shapes we have been thinking about, such as number of sides, number or type of corners, and specific length of sides.”
Draw or display a rectangle with two sides that are 3 inches long.
“¿Cuáles características de esta tabla piensan que se escogieron para dibujar esta figura?” // “What attributes do you think were picked from this table to draw this shape?” (4 sides, 4 corners, all corners are square corners, 2 sides are the same length. It’s either 2 sides are 2 inches or 2 sides are 3 inches long.)
Circle the attributes that students identify on the attribute table.

Activity

“Ahora van a tener la oportunidad de escoger sus propias características, dibujar sus figuras y adivinar cuáles características escogió su compañero” // “Now you will get a chance to pick your own attributes, draw your own shapes, and guess which attributes your partner picked.”
“Si les queda tiempo, respondan el último problema con su compañero” // “If you have time, work with your partner to answer the last problem.”
5 minutes: independent work time
5 minutes: partner work time
Monitor for:
- A variety of triangles, quadrilaterals, pentagons, and hexagons.
- Students who attempt to combine attributes that do not result in a shape.

Escoge tus propias características. Marca una en cada fila.

Dibuja y nombra una figura que tenga las características que escogiste. Si no puedes dibujar la figura, explica tu razonamiento.

Figura:

Nombre: ______________________________
Escoge otras características. Marca una en cada fila.

Dibuja y nombra una figura que tenga las características que escogiste. Si no puedes dibujar la figura, explica tu razonamiento.

Figura:

Nombre: ______________________________
Escoge otras características. Marca una en cada fila.

Dibuja y nombra una figura que tenga las características que escogiste. Si no puedes dibujar la figura, explica tu razonamiento.

Figura:

Nombre: ______________________________
Cubre tu tabla de características. Intercambia dibujos con tu compañero. Adivina cuáles características usó tu compañero.

Si te queda tiempo: ¿Hay características que sea imposible combinar para hacer una figura? Muestra cómo pensaste. Usa dibujos, números o palabras.

Activity Synthesis

Invite previously selected students to share the shapes they have drawn.
For each, ask, “¿Qué características piensan que ellos usaron para hacer esta figura?” // “What attributes do you think they used to make this shape?”
30 seconds: quiet think time
Share responses.
Display student work that shows attributes that do not make a shape, or share attributes and display an image like the following:
- 4 sides, 3 corners, 2 sides are 2 inches, 1 square corner
“¿Por qué piensan que _____ no pudo terminar esta figura?” // “Why do you think _____ couldn’t finish this shape?”

Lesson | Loading...

Settings

Language

Audience

Assessment Access

Lesson 3

Longitudes de lado particulares

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

2.G.A.1

2.MD.A.1

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

2.G.A.1

2.MD.A.1

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

2.G.A.1

Building Toward

Student Response

Advancing Student Thinking