The purpose of this Warm-up is to elicit language students have to describe math tools which will be useful when students sort tools in a later activity. This activity provides an opportunity for students to describe mathematical objects in different ways, including non-mathematical characteristics, such as color, as well as mathematical characteristics, such as the number of corners (MP6). Some students may not know the names of the shapes or tools. Prompt them to use the language that makes sense to them.

If possible, display the math tools themselves or provide students with a set of the tools instead of displaying the image in the student book. (4 pattern blocks: 1 blue rhombus, 1 orange square, and 2 red trapezoids; 2 two-color counters).

This is the first time students experience the Notice and Wonder routine in this grade. Students should be familiar with this routine from a previous grade. However, they may benefit from a brief review of the steps involved.

• “¿En qué se parecen las herramientas? ¿En qué son diferentes?” // “How are the tools alike? How are they different?” (They are small. The 2 counters are round. They are different colors. Some have different shapes.)

The purpose of this activity is for students to sort math tools, name the groups they used to sort, and tell the number of objects in each group. Students identify attributes of the tools and sort them into two or more groups. Students may choose to use one of the blackline masters to organize as they sort.

When students share how they sorted with their partner, they use their own mathematical vocabulary and listen to and understand their partner’s thinking (MP3, MP6). Students may describe the tools by referring to shape names, number of sides, color, or other attributes.

During the Activity Synthesis, students are introduced to the term “category.” They discuss different categories that were used to sort the math tools. Encourage students to tell how many tools are in each category.

At the end of this activity, students should leave their tools as they sorted them for the Gallery Walk in Activity 2.

This activity uses MLR2 Collect and Display. Advances: Conversing, Reading, Writing.

The purpose of this activity is for students to use their own language and the language generated by the class in the previous activity to describe how math tools were sorted and to tell how many tools are in each category. Students walk around the room and look at how other students sorted their tools. Consider using a signal to let students know when it is time to rotate.

The purpose of this activity is for students to choose from activities that focus on counting up to 20 objects or adding and subtracting within 10. Students choose from any of the previously introduced stages of the listed centers. They are encouraged to choose the center that will be most helpful for them at this time. 

• Counting Collections
• Number Race
• Check It Off
• Five in a Row: Addition and Subtraction
• Find the Pair