Lesson 7

The purpose of this warm-up is to elicit language students have to describe math tools which will be useful when students sort them in a later activity. The 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 and the category or properties of the shapes. (MP6). If possible, display the objects themselves rather than the image or provide students with a set of the objects. Some students may not know the names of the shapes. Prompt them to use the language that makes sense to them.

• Groups of 2
• Display the image.
• “What do you notice? What do you wonder?”
• 1 minute: quiet think time

• “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

• “How are the shapes alike? How are they different?” (The counters are round. The hexagon is made of two 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 objects 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 objects’ attributes by referring to shape names, number of sides, color, or other attributes. Encourage students to tell how many tools are in each category. During the synthesis, students are introduced to the term category. They discuss different categories that were used to sort the math tools. 

Students leave their objects as they sorted them at the end of the activity for the gallery walk in Activity 2.

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

• Each group of 2 needs a bag of math tools (with a small handful of inch tiles, pattern blocks, and two-color counters).

• Groups of 2
• Give each group a bag of math tools and access to the blackline masters.

• “Sort your math tools. Use the tables if they are helpful.”
• 4 minutes: partner work time
• “Explain to another group how you sorted your tools. Make sure to tell them the groups you used and how many objects are in each group.”
• 3 minutes: small group discussion

MLR2 Collect and Display

• Circulate, listen for, and collect the language students use to describe how they sorted. Listen for categories, the number of shapes in each category, and math tool names.
• Record students’ words and phrases on a poster titled “Words to describe how we sorted” and update throughout the lesson.

If students sort objects into groups without recognizable similarities, consider asking:

• “How did you choose to sort the objects?”
• Invite students to look at two objects and think of something they have in common. Ask, “How could you sort the objects using that as one of your categories?”

• Display the poster.
• “Are there any words or phrases that are important to include on our display?” Use this discussion to update the display, by adding (or removing) language, diagrams, or annotations.
• Remind students to borrow language from the display as needed in the next activity.
• “The label that tells how objects in a group are alike is called a category. One category I saw today was shapes with straight sides. Another category I saw was shapes that have four sides. We will continue to sort into categories.”

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

• The math tool sorts from the previous activity are needed for this gallery walk.

• Groups of 2
• “Now you’re going to walk around to other tables to look at how other students sorted their tools. For each group’s work, talk to your partner about how they sorted the math tools and how many objects are in each category.”
• Students move so they are looking at another group’s work.
• “Look at the objects on your own. How did they sort the math tools? How many objects are in each category? When you are ready to share your thinking with your partner, put your thumb up.”
• 30 seconds: quiet think time
• “Take turns sharing your thinking with your partner.”
• 1 minute: partner discussion

• “Move to the next group’s work. Talk to your partner about how they sorted and how many tools are in each category.”
• Repeat as time allows.
• 8 minutes: partner discussion time

• “What are some different ways you saw the math tools sorted?”

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 stage of previously introduced centers and 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

• Gather materials from previous centers:
  • Counting Collections, Stage 1
  • Number Race, Stage 3
  • Check it Off, Stages 1 and 2
  • Five in a Row: Addition and Subtraction, Stages 1 and 2
  • Find the Pair, Stage 2

• Groups of 2
• “Now you are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Think about what you would like to do first.”
• 30 seconds: quiet think time

• Invite students to work at the center of their choice.
• 10 minutes: center work time

• “How was the center activity you chose helpful for you today?”