In this activity, students use shapes to compose animals. Students can create the animal in their student book or on a piece of cardstock or construction paper. Students choose which shapes to use to create their animal. When students model an object in the real world, using a representation such a picture made with shapes, they model with mathematics (MP4).

Consider covering the work area or giving each group of students a paper plate to place their stamps on once they have paint on them.

• “Muéstrenle a un compañero el animal que hicieron. Mencionen las figuras que usaron para hacer su animal y la parte del animal que está representada por cada figura” // “Show a partner the animal you made. Tell your partner the shapes you used to make your animal and the part of the animal each shape stands for.”
• “Usen las palabras ‘más’ o ‘menos’ para decirle a su compañero algo sobre las figuras que usaron. Por ejemplo, ¿usaron menos rectángulos o menos círculos para hacer su animal?” // “Using the words ‘more’ and ‘fewer,’ tell your partner about the shapes you used. For example, did you use fewer rectangles or circles to make your animal?”

The purpose of this activity is for students to ask and answer mathematical questions about the animals that they created in the previous activity. Students participate in a Gallery Walk and ask questions about the animals their classmates made. When students come up with mathematical questions that can be asked about a situation, they model with mathematics (MP4). 

• Invite two students who created the same animal to share. Display the animals they created. 
• “¿En qué se parecen los animales que crearon sus compañeros? ¿En qué son diferentes?” // “What is the same about the animals they created? What is different?” (Both made a dog. ____ used a circle for the dog's body, and ____ used a rectangle for the dog's body. Both used a triangle for the dog's ears. They used different numbers of rectangles to show the dog's body.)