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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Geoblocks Solid shapes

Activity Narrative

The purpose of this activity is for students to explore building objects with solid shapes. Students work with the solid shapes that they have used in previous lessons. Students may use the shapes to create representations of objects, such as a house, or they may experiment with putting shapes together. The purpose of the Activity Synthesis is to highlight using the names of shapes and positional words to describe the objects that students build (MP6).

MLR2 Collect and Display. Circulate, listen for, and collect the positional words that students use as they describe shapes. On a visible display, record words and phrases, such as: “The cube is below the cylinder.” With each, underline the positional word and represent the phrase with a drawing. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading

Launch

Groups of 2
Give students access to solid shapes and geoblocks.
“Use the solid shapes to build anything you want.”

Activity

5 minutes: independent work time
“Describe what you built to your partner.”
30 seconds: quiet think time
2 minutes: partner discussion
Monitor for students who use the names of shapes and positional language to describe what they built.

None

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Invite selected students to share what they built and the shapes that they used.
As students share, ask questions involving positional words, such as:
- “Where is the cylinder in ______’s creation?”
- “Which shape is on top of the cube?”

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Geoblocks Solid shapes

Activity Narrative

The purpose of this activity is for students to build objects with solid shapes. Students practice using positional words and the names of solid shapes as they try to recreate a building (MP6). Initially, students recreate the object that their partner built. Then students work together to build an object.

Engagement: Internalize Self-Regulation. Provide students an opportunity to self-assess and reflect on the shapes that they used to build their partner’s design. For example, "I used the cone to create the pointy part of the design."
Supports accessibility for: Memory, Organization

Launch

Groups of 2
Give students access to solid shapes and geoblocks.
“Choose who will build first. The first partner will use the solid shapes to build something. Watch as your partner builds.”
2 minutes: independent work time
“Use the solid shapes to build the same thing as your partner.”
1 minute: independent work time
Repeat the steps above, with students switching roles.

Activity

“This time I am going to show you something that I built, and you and your partner will work together to make the same thing. You will only get to look at what I built for one minute, so look closely and try to remember where the shapes go.”
Display the object built with 6–8 solid shapes. Allow students to look at the object closely. Then cover the object.
“Work with your partner to build the same thing that I built.”
3 minutes: partner work time

None

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Invite one partner from each group to look at the object again.
“Now that you have seen what I built again, tell your partner where to put the shapes to revise what you built.”
2 minutes: partner work time
Invite students to share how they changed their objects, using positional words and the names of shapes.

Activity 3

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Geoblocks Materials from previous centers Solid shapes

Activity Narrative

The purpose of this activity is for students to learn Stage 2 of the Match Mine center. One student builds an object, using solid shapes and without letting their partner see. Students then use positional words to describe what they have built, and their partner tries to build the same object, based on the description. Folders or other objects can be used to keep students’ work hidden. In order to build matching objects, each partner needs a matching set of solid shapes.

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

Build Shapes
Geoblocks
Counting Collections
Shake and Spill

Launch

Groups of 2
Give each group 2 matching sets of at least 8 solid shapes or geoblocks and access to something, like a folder, to keep their work hidden.
“We are going to learn a new way to play the Match Mine center. It is called Match Mine—Solid Shapes.”
“Without letting your partner see, you will choose 4 solid shapes and use them to build an object. Then you will describe what you have built to your partner, who will try to create the same thing. When you’re both finished, you will compare the objects that you have built. Were you and your partner able to build the exact same thing? What information would have helped?”
If needed, play one round as a class.
“Take turns playing Match Mine with your partner.”

Activity

7 minutes: center work time
“Now you can choose another center. You can also continue playing Match Mine.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
10 minutes: center work time
If time, invite students to choose another center.

Choose a center.

Build Shapes

Geoblocks

Counting Collections

Match Mine

Shake and Spill

Student Response

None

Advancing Student Thinking

Activity Synthesis

“Which clues did your partner give you that were most helpful? Why were they helpful?”

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Settings

Language

Audience

Assessment Access

Lesson 14

Build with Solid 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

K.G.B.6

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

K.G.B.6

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

K.G.A

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

Building Toward

K.OA.A.5