The purpose of this activity is to introduce students to Stage 5 of the Pattern Blocks center. Students use pattern blocks to fill in puzzles that don’t show each individual pattern block. Then, they record a number to show how many of each block they used. The puzzles can be completed in different ways, using different amounts of each pattern block. A puzzle is printed in the student book for this activity. A blackline master with more puzzles is available for students to use during center activities in future lessons.

Students may experiment with different shapes or begin with a shape they can see in part of the puzzle. In either case, as they fill in the puzzle, each choice they make will influence which shapes they can use and whether or not they can fill in the entire puzzle, so students will need to make sense of and persevere in solving a problem (MP1).

• “Did you fill in the puzzle the same way as your partner?”
• 1 minute: partner discussion
• Display 2 puzzles filled in by students.
• “What is the same? What is different?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• “There are different ways that we can put together pattern blocks to make shapes.”

The purpose of this activity is for students to put together pattern blocks to form larger shapes in more than one way. Students create hexagons, using different combinations of pattern blocks.

Monitor for and select students with the following approaches to share in the Activity Synthesis:

• Fill in the hexagon, using one shape each time.
• Fill in the hexagon by combining two or more shapes.
• Fill in the hexagon by changing only part of a previous hexagon and replacing it with different shapes.

The approaches are sequenced from more concrete to more abstract to help students notice there are different ways to put together smaller shapes to form larger shapes. Aim to elicit both key mathematical ideas and a variety of student voices, especially students who haven't shared recently.

In the Activity Synthesis, students discuss whether the same pattern blocks in different orientations should be considered different ways to make a hexagon (MP3). There is no one correct answer to the question. The goal is for students to notice and discuss that the same pattern blocks are arranged in different orientations.

• Invite previously selected students to share in the given order. Record or display their work for all to see.
• Connect students’ approaches by asking:
  • “What is different about how they made hexagons?” (_____ used just 1 shape each time. _____ put different shapes together. _____ kept some shapes in the hexagon and switched out the other shapes.)
  • “Are there any other ways to make a hexagon with pattern blocks?”
• Display all the ways to make a hexagon that students share.
• Display two student created hexagons showing the same shapes in different orientations. If two student hexagons are not available, display the two hexagons created with 2 blue rhombus pattern blocks and 2 green triangle pattern blocks in different orientations:

• Connect students’ approaches to the learning goal by asking:
  • “Are these the same way to make a hexagon or are they different ways? Why do you think that?” (They are the same because they use the same pattern blocks. They use the same number of triangles. They are the same because the pattern blocks are just moved around. They are different because the pattern blocks are in different places. They are different because the shapes look like opposites.)

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

• “Which pattern block puzzle was your favorite?”