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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Colored pencils or crayons

Activity Narrative

The purpose of this activity is for students to identify the location of shapes, based on positional words. The words above, below, next to, and beside are the focus of this activity, but other positional words can be used.

Representation: Access for Perception. Students with color blindness may benefit from additional guidance to identify which shapes to focus on, and which colors to use. As the instructions are read aloud, point to a display of the task or hold up the appropriate pattern blocks. Provide access to colored pencils or crayons with labels that indicate color.
Supports accessibility for: Visual-Spatial Reasoning

Launch

Groups of 2
Give students colored pencils or crayons.
Play one round of I Spy with students, using the words above, below, next to, and beside. For example:
- “I spy something that is above the clock.”
- “I spy something that is beside the window.”
- "I spy something that is below the poster.”
After students identify each object, invite students to chorally repeat these words or phrases in unison 1–2 times:
- “The _____ is beside the _____.”
- “The _____ is below the _____.”

Activity

“Color the shape that is above the yellow hexagon blue.”
“Color the shape that is next to the triangle red.”
"Color the shape that is below the yellow hexagon orange.”
“Color the shape that is beside the yellow hexagon purple.”
“Draw a new shape below the green triangle.”

Group of 7 pattern blocks. Yellow hexagon. Green triangle.

Synthesis:

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Display the image:

“Where is the red trapezoid pattern block?” (The red trapezoid pattern block is above the orange square.)
30 seconds: quiet think time
30 seconds: partner discussions
Share responses.
Repeat the steps with the other pattern blocks, recording the words as students share. Consider creating a poster to display in the classroom.

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Pattern blocks

Activity Narrative

The purpose of this activity is for students to learn Stage 1 of the Match Mine center. One student makes an object, using pattern blocks and without letting their partner see. They use positional words to describe the location of pattern blocks within the object, and then their partner tries to make the same object based on the description. Students may initially describe the objects generally or use positional words other than those introduced in the previous activity. Students need repeated experiences hearing positional words in order to develop precision with their language (MP6).

Folders or other objects can be used to keep students’ work hidden.

MLR8 Discussion Supports. For each description that is shared, invite students to turn to a partner and restate what they heard, using precise mathematical language, specifically positional words.
Advances: Listening, Speaking

Launch

Groups of 2
Give each group pattern blocks and access to something in which to keep their work hidden, such as a folder.
“We are going to learn a new center called Match Mine. Let’s practice describing an object.”
Build an object with 5 pattern blocks.
“How could we describe where the square is in this object?” (The square is below the hexagon.)
“How could we describe where the triangle is?” (The triangle is next to the square.)
“One partner will build an object, using 5 pattern blocks. Then they will tell their partner about the object, and their partner will try to make the same object.”
“Remember to use positional words that will help your partner put each pattern block in the right place.”
“Keep your objects hidden while you build them. When your partner is done making the object, check to see if they match.”
“Take turns building and describing objects with your partner, using positional words.”

Activity

8 minutes: partner work time
Monitor for students who describe the location of each pattern block using positional words.

None

Student Response

None

Advancing Student Thinking

Activity Synthesis

Display an object made up of 5 pattern blocks, including a triangle.
“How would you tell your partner where to put the triangle?”

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Lesson 13

Describe and Match Shapes

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

K.G.A.1

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

K.G.A.1

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 3

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

K.CC.B.4

Building Toward