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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Pattern Blocks Stage 4 Recording Sheets

To Gather

Activity Narrative

The purpose of this activity is for students to learn Stage 4 of the Pattern Blocks center within the context of the Warm-up. Students practice recognizing written numbers and counting out a given number of objects. They put together pattern blocks to make objects of their choice. Students then compare the number of different pattern blocks they use to make their object.

In this activity, students put together pattern blocks to create a quilt. Consider taking pictures of the designs that students create and combining them to make a class quilt. Students may or may not put the pattern blocks together to look like something specific, such as a boat or a square. The recording sheet is printed in the student book for this activity. The blackline master is available for students to use during center activities in future lessons.

MLR7 Compare and Connect. Synthesis: To amplify student language as they compare, contrast, and connect the shapes, encourage students to point to the relevant parts of the displays as they speak.
Advances: Representing, Conversing

Representation: Internalize Comprehension. Invite students to line up the pattern blocks so that they can actually see which patterns blocks were used more.
Supports accessibility for: Visual-Spatial Processing, Conceptual Processing

Launch

Groups of 2
“Shapes are often put together to make things like clothes, blankets, and quilts. Does your family have or make any special blankets or quilts that have shapes on them? How would you describe them?”
30 seconds: quiet think time
Share responses.
Give each group of students pattern blocks.
“We are going to learn a new way to do the Pattern Blocks center. It is called Count Out and Build. You are going to count out the pattern blocks and use them to make your own pattern for a quilt.”
Display the student book.
“The numbers tell me how many of each pattern block I need to count out. How many orange square pattern blocks do I need?” (4)
30 seconds: quiet think time
Share responses.
“Count out the pattern blocks. Then put your pattern blocks together to make a pattern for a quilt. Tell your partner about what you are making.”

Activity

3 minutes: partner work time
“This sentence says, ‘I used more _____ than _____.’ I can draw a picture of the pattern blocks or write words. If I use more triangles than squares, I can draw a triangle on the first line and a square on the next line.”
Demonstrate drawing a triangle and a square.
“My sentence says, ‘I used more triangles than squares.’ Fill in the sentence about your quilt.”
2 minutes: independent work time
If time, invite students to count out the second set of pattern blocks shown and create another quilt.

Number 3. Green triangle.

green triangles

Number 6. Yellow hexagon.

yellow hexagons

Number 8. Blue rhombus.

blue rhombuses

Number 4. Orange square.

orange squares

I used more __________________ than __________________.

Number 5. Blue rhombus.

blue rhombuses

Number 2. Yellow hexagon.

yellow hexagons

Number 4. Tan rhombus.

tan rhombuses

Number 7. Green triangle.

green triangles

I used more __________________ than __________________.

Activity Synthesis

Invite students to share the patterns they made.
Display two student-created patterns.
“What is the same about the patterns? What is different about them?” (Both have 3 green triangles. They used the same shapes, but they put them together in a different way. One looks like it has a smiley face in the middle.)
“Are there more green triangle pattern blocks or blue pattern blocks? How do you know?”

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Pattern Block Puzzles Mats

To Gather

Activity Narrative

The purpose of this activity is for students to use pattern blocks to fill in simple puzzles. Students need to be more precise in arranging the pattern blocks because the pattern blocks touch at the sides and the corners. The puzzles are printed in black and white so that students are not able to determine which pattern block to use based only on color. A blackline master with more puzzles is available for students to use during this activity.

When students make connections between the pattern blocks and the shapes outlined in the puzzle, they show their ability to reason abstractly and quantitatively (MP2).

Launch

Groups of 2
Give each group of students pattern blocks.
“In the last activity, we put together pattern blocks to make quilts. We can also use pattern blocks to make things we see in real life. Close your eyes and think about something you see at home or in your community. Use the pattern blocks to make the thing you see.”
2 minutes: independent work time
“Tell your partner about what you made and why.”
2 minutes: partner discussion
Share responses.
“Each puzzle looks like something we see in real life. Use the pattern blocks to fill in each puzzle. Write a number to show how many of each pattern block you used. Ask your partner a question about each puzzle using the word ‘fewer.’”

Activity

6 minutes: partner work time

Outline of pattern block puzzle.

Pattern bloc. 1 yellow hexagon.

Handwriting lines.

Blue pattern block.

Handwriting lines.

Pattern block. 1 green triangle.

Handwriting lines.

Pattern block. 1 red trapezoid.

Handwriting lines.

Pattern block. 1 orange square.

Handwriting lines.

tan rhombus pattern block

Handwriting lines.

Student Response

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Advancing Student Thinking

Activity Synthesis

“How did you know which pattern blocks would fit?”
Display the first puzzle filled in with pattern blocks:
“What question can you ask about this shape, using the word ‘fewer’?” (Are there fewer green triangle pattern blocks or fewer tan pattern blocks? Are there fewer green triangle pattern blocks or yellow pattern blocks?)