• Display the image:

• “¿Dónde está la ficha roja en forma de trapecio?” // “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.

  

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.

• Display an object made up of 5 pattern blocks, including a triangle.
• “¿Cómo le dirían a su compañero dónde poner el triángulo?” // “How would you tell your partner where to put the triangle?”

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:

• Match Mine
• Geoblocks
• Build Shapes
• Pattern Blocks
• Fewer, Same, More

• “Si su compañero tiene dificultades, ¿cómo le ayudarían sin decirle cuál es la respuesta?” // “If your partner gets stuck, how can you help them without telling them the answer?”