Unit 7, Lesson 15
Construyamos y contemos con figuras sólidas
Kínder
Warm-up
10 mins
Exploración de estimación: ¿Cuántos cubos?
Standards Alignment
Building On
Addressing
Building Toward
K.NBT.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Instructional Routines
Estimation ExplorationMaterials
Activity Narrative
The purpose of this Warm-up is to practice the skill of estimating a reasonable answer based on experience and known information. Encourage students to make an estimate without counting each cube.
Launch
- Groups of 2
- Display a tower of 16 connecting cubes.
- “¿Qué estimación sería muy alta?, ¿muy baja?, ¿razonable?” // “What is an estimate that’s too high? Too low? About right?”
- 1 minute: quiet think time
Activity
- “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Record responses.
- “Miremos los mismos cubos encajables de otra manera” // “Let’s look at the same connecting cubes in a different way.”
- Break apart the tower, fill a 10-frame with connecting cubes, and put the rest of the cubes in a pile.
- “Teniendo en cuenta esto, ¿quieren ajustar o cambiar sus estimaciones?” // “Based on this, do you want to revise, or change, your estimates?”
- 1 minute: quiet think time
- 1 minute: partner discussion
- Record responses.
Student Task Statement
-
Escribe una estimación que sea:
muy baja razonable muy alta -
Escribe una estimación que sea:
muy baja razonable muy alta
Student Response
Activity Synthesis
- “Miremos nuestras estimaciones ajustadas. ¿Por qué estas estimaciones fueron más precisas la segunda vez?” // “Let’s look at our revised estimates. Why were these estimates more accurate the second time?” (We could see there were 10 cubes and some more.)
- “Hay 16 cubos encajables” // “There are 16 connecting cubes.”
Activity 1
10 mins
Una torre alta
Instructional Routines
NoneMaterials
Activity Narrative
The purpose of this activity is to build a tower with solid shapes and count how many solid shapes are in the tower. Students will need to think strategically about which shapes to use and their properties. For stacking shapes, it is important to have flat faces. Students may notice that spheres can not be used to build towers. Pyramids and cones can be used as the top of the tower, but nothing can be stacked on top of them. The purpose of the Activity Synthesis is to discuss the attributes of shapes and why students chose the shapes they did to build their towers.
MLR8 Discussion Supports. During group work, invite students to take turns sharing their responses. Ask students to restate what they heard their partner say, using precise mathematical language and their own words. Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Activity 2
15 mins
¿Qué pueden hacer con estas figuras?
Instructional Routines
NoneMaterials
Activity Narrative
The purpose of this activity is for students to build with a given number of solid shapes. Students practice counting out objects as they count out specific numbers of solid shapes. After they build with the shapes, students determine how many shapes they used altogether, which may require rearranging what they built in order to count accurately. Students describe and compare what they built with their partner.
Engagement: Develop Effort and Persistence. Invite students to generate a list of shared expectations for group work. Ask students to share explicit examples of what those expectations would look like in this activity.
Supports accessibility for: Social-Emotional Functioning
Supports accessibility for: Social-Emotional Functioning
Launch
- Groups of 2
- Give students access to solid shapes.
- “Con su compañero, usen 5 cubos, 4 cilindros y 6 conos en su construcción. Asegúrense de que lo que construyan tenga por lo menos una torre” // “Work with your partner and use 5 cubes, 4 cylinders, and 6 cones to build. Make sure that what you build has at least 1 tower.”
- 3 minutes: independent work time
Activity 3
20 mins
Centros: Momento de escoger
Instructional Routines
NoneMaterials
To Gather
Materials from previous centersActivity Narrative
The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts.
Students choose any previously introduced stage from these centers:
- Build Shapes
- Geoblocks
- Counting Collections
- Match Mine
- Shake and Spill
Launch
- “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
- Display the center choices in the student book.
- “Piensen qué les gustaría hacer primero” // “Think about what you would like to do first.”
- 30 seconds: quiet think time
Activity
- Invite students to work at the center of their choice.
- 8 minutes: center work time
- “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
- 8 minutes: center work time
Lesson Synthesis
“Hoy construimos con figuras sólidas y las contamos” // “Today we built with and counted solid shapes.”
Display a tower created out of a variety of solid shapes.
“¿Qué preguntas tipo ‘¿Cuántos?’ pueden hacer sobre esta torre?” // “What "how many?" questions can you ask about this tower?” (How many shapes are there? How many cubes are there? How many cones are there?)
“Estas son ideas de preguntas que pueden hacer cuando construyan objetos con figuras en los centros” // “These are ideas of questions that you can ask when you build objects with shapes in centers.”
Student Section Summary
Podemos formar figuras sólidas y hablar sobre ellas.
cubo
cono
cilindro
esfera
Vemos figuras sólidas.
Usamos figuras sólidas.
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