• Invite previously identified students to share.
• Display the last puzzle:

  

• “¿Cuál ficha geométrica le hace falta a este rompecabezas? ¿Cómo lo saben?” // “Which pattern block is missing from this puzzle? How do you know?”
• “Aunque la figura esté inclinada, podemos girar el cuadrado anaranjado para darnos cuenta de que encaja” // “Even though the shape is tilted, we can turn the orange square to see that it fits.”

The purpose of this activity is for students to identify examples of the same shape in different orientations. As in the previous activity, identifying the same shape in different orientations helps students to notice important properties of the shape, such as having 4 sides, with 1 side longer than the other 3 (MP7).

• “¿Cómo escogiste cuáles figuras colorear de rojo?” // “How did you choose which shapes to color red?”
• “¿Cómo puedes usar las fichas rojas en forma de trapecio para encontrar las figuras que son la misma?” // “How can you use red trapezoid pattern blocks to find shapes that are the same?”

• Display the student book and point to the trapezoid in the bottom right corner of the picture.

  

• “¿Qué color usaron para esta figura? ¿Por qué?” // “What color did you use for this shape? Why?” (Red because the red pattern block fits in the shape.)
• “¿Colorearon menos triángulos verdes o menos cuadrados anaranjados? ¿Cómo lo saben?” // “Did you color fewer green triangles or orange squares? How do you know?”

The purpose of this activity is for students to choose from activities that offer practice with building shapes and putting them together to form larger shapes.

Students choose from any stage of previously introduced centers:

• Geoblocks
• Build Shapes
• Pattern Blocks
• Fewer, Same, More

• “Cuando estaban trabajando en los centros, ¿intentaron hacer algo que no funcionó? ¿Qué hicieron? ¿Intentaron hacer algo más?” // “When you were working in centers, did you try something that didn’t work? What did you do? Did you try something else?”