Unit 7, Lesson 2
More or Fewer Pattern Blocks
Kindergarten
Warm-up
10 mins
Choral Count: Count by 10
Standards Alignment
Instructional Routines
Choral CountMaterials
NoneActivity Narrative
The purpose of this Warm-up is for students to count by 10 to 100. Although students see the written sequence of numbers, they are not required to identify numbers beyond 20 until grade 1.
Launch
- Display numbers from 1 to 100.
- “Let’s count to 100.”
- Point to the numbers as students count to 100.
Activity
- “Now let’s count to 100 by 10.”
- Demonstrate counting by 10 to 100, pointing to each number as you count.
- “Let’s all count to 100 by 10.”
- Have students repeat the count multiple times.
Student Task Statement
Student Response
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Advancing Student Thinking
Activity Synthesis
- “We will keep practicing counting to 100 by 10.”
Activity 1
10 mins
Animal Puzzle
Instructional Routines
NoneActivity Narrative
The purpose of this activity is for students to compare groups of up to 10 objects. Students fill in the pattern block puzzle, using two kinds of pattern blocks, and then determine which pattern block they used more. Monitor for students who:
- Can see which kind of pattern block they used more, usually when there is a significant difference.
- Line up the pattern blocks to see which line has more.
- Count how many of each pattern block they used and draw on their knowledge of the count sequence to compare the numbers (MP2).
MLR8 Discussion Supports. Create a display of a group of triangles and a group of trapezoids of different quantities. Annotate the display to illustrate the concepts of “more“ and “fewer.” Invite students to chorally repeat the names of the shapes in unison 1–2 times: triangle, trapezoid. Advances: Speaking, Representing
Activity 2
15 mins
Make a Y
Instructional Routines
NoneActivity Narrative
The purpose of this activity is for students to compare groups of up to 10 objects. After students fill in the puzzle, they count and write a number to show how many pattern blocks they used. Writing a number encourages students to use the written numbers when comparing with their partner, rather than lining up the objects. Students may notice that using smaller pattern blocks, such as triangles, helps them use more shapes (MP7).
Representation: Develop Language and Symbols. Synthesis: Make connections between the numbers of pattern blocks used for the yellow hexagon versus the green triangles. Invite students to think about why using the green triangles produces more pattern blocks.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing
Launch
Activity 3
15 mins
Introduce Pattern Blocks—Place the Last Pattern Block
Instructional Routines
NoneMaterials
To Copy (from Blackline Masters)
Pattern Blocks Stage 6 Mats
Activity Narrative
The purpose of this activity is for students to learn Stage 6 of the Pattern Blocks center. Partners take turns, placing one pattern block at a time until the puzzle is complete. The student who places the last pattern block wins, which encourages students to think strategically about which pattern blocks they are placing. For example, a student may choose to place a hexagon pattern block that fills the whole space rather than a trapezoid pattern block.
After they participate in the center, students choose any previously introduced stage from these centers:
- Geoblocks
- Grab and Count
- Find the Pair
Lesson Synthesis
“Today we solved puzzles in different ways and figured out if we used more or fewer pattern blocks.”
Arrange the pattern blocks as pictured in the shapes from the second activity:
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