The purpose of this activity is for students to compare groups of up to 10 objects. Students fill in the pattern block puzzle, using two kinds of pattern blocks, and then determine which pattern block they used more. Monitor for students who:

• Can see which kind of pattern block they used more, usually when there is a significant difference.
• Line up the pattern blocks to see which line has more.
• Count how many of each pattern block they used and draw on their knowledge of the count sequence to compare the numbers (MP2).

• Invite students to share how they filled in the dog puzzle along with their comparison sentence.
• Display a shape created with 6 triangle pattern blocks and 2 red trapezoid pattern blocks.
• “¿Cómo pueden averiguar si hay más trapecios o más triángulos en este rompecabezas?” // “How would you figure out if there were more trapezoids or more triangles in this puzzle?” (We can see there are a lot of triangles and only 2 trapezoids.)
• Display a shape created with 6 blue rhombus pattern blocks and 7 red trapezoid pattern blocks.
• “¿Cómo pueden averiguar si hay más rombos o más trapecios en este rompecabezas?” // “How would you figure out if there were more rhombuses or more trapezoids in this puzzle?” (We can line them up. We can count them.)

The purpose of this activity is for students to compare groups of up to 10 objects. After students fill in the puzzle, they count and write a number to show how many pattern blocks they used. Writing a number encourages students to use the written numbers when comparing with their partner, rather than lining up the objects. Students may notice that using smaller pattern blocks, such as triangles, helps them use more shapes (MP7).

If students fill in the puzzle the same way the second time, consider asking:

• “¿Cómo decidiste cuáles fichas geométricas usar?” // “How did you decide which pattern blocks to use?”
• “Si quitas este hexágono, ¿qué otras fichas geométricas puedes poner en ese espacio?” // “If you take off this hexagon, which other pattern blocks could you put in that space?”

• Display a completed puzzle with a yellow hexagon in the middle.
• “¿Qué puedo cambiar en este rompecabezas para usar más figuras?” // “What can I change about this puzzle so that I use more shapes?” (You can use smaller pattern blocks instead of the yellow hexagon.)

The purpose of this activity is for students to learn Stage 6 of the Pattern Blocks center. Partners take turns, placing one pattern block at a time until the puzzle is complete. The student who places the last pattern block wins, which encourages students to think strategically about which pattern blocks they are placing. For example, a student may choose to place a hexagon pattern block that fills the whole space rather than a trapezoid pattern block.

After they participate in the center, students choose any previously introduced stage from these centers:

• Geoblocks
• Grab and Count
• Find the Pair

• Arrange pattern blocks as pictured:

• “Es el turno de Elena de poner una ficha geométrica. ¿Puede ganar? ¿Qué necesita hacer para ganar?” // “It is Elena’s turn to place a pattern block. Can she win? What would she need to do?” (If she places the red trapezoid pattern block, the puzzle will be full and she will win.)