The purpose of this activity is for students to find shapes that are alike and different. As they look at pictures of real-world objects in picture books, students compare shapes found in the environment. Students use informal language to compare the shapes.

• Display a picture in a picture book that looks like a triangle.
  • “Busquen en su libro una figura que se parezca a esta figura. ¿En qué se parecen las figuras?” // “Find a shape in your book that looks like this shape. How are the shapes alike?”
• Share responses.
• “Busquen en su libro una figura que sea diferente a esta figura. ¿En qué son diferentes las figuras?” // “Find a shape in your book that is different from this shape. How are the shapes different?”
• Share responses.

The purpose of this activity is for students to informally describe attributes of shapes by comparing shapes. Students attend to the attributes of shapes and describe them informally when identifying things that are alike and different. In this activity, students describe and compare flat shapes rather than objects in the environment. The Activity Synthesis highlights the number of sides and the number of corners in shapes. As students continue to compare shapes, they begin to identify sides and corners and use these to distinguish different shapes (MP8).

• Display Cards A and H.
• “¿En qué se parecen las figuras? ¿En qué son diferentes?” // “How are the shapes alike? How are they different?” (Both have straight sides. Both have corners. One shape has 3 sides and 3 corners. The other shape has 4 sides and 4 corners. One has a straight line on the top and the other is slanted.)
• If needed, ask:
  • “¿Cuántos lados tiene cada figura?” // “Each shape has how many sides?
  • “¿Cuántas esquinas tiene cada figura?” // “Each shape has how many corners?”

The purpose of this activity is for students to learn Stage 1 in the Which One? center. One student chooses a shape from the gameboard without telling their partner. To figure out the mystery shape, the partner asks "yes" or "no" questions about the shape's attributes. For example, students may ask, “Does your shape have 3 sides?”

After they participate in the center, students choose any stage of previously introduced centers.

• Picture Books
• Bingo
• Shake and Spill

• Display the Which One? gameboard. Cover the oval and both circles with counters.
• “Si estuvieran jugando con este tablero, ¿qué pregunta harían después?” // “If you were playing with this gameboard, what question would you ask next?”