Lesson 21
Pattern Block Puzzles (optional)
Warmup: Notice and Wonder: Pattern Block Bees (10 minutes)
Narrative
Launch
 Groups of 2
 Display the image.
 “What do you notice? What do you wonder?”
 1 minute: quiet think time
Activity
 “Discuss your thinking with your partner.”
 1 minute: partner discussion
 Share and record responses.
Student Facing
What do you notice? What do you wonder?
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 “The shape looks like a bee. How are these two bees similar?” (They are the same shape and size. They have two trapezoids.)
 “How are they different?” (One bee has 2 hexagons, but no rhombuses or triangles. The other has 4 rhombuses and 4 triangles, but no hexagons. One has 4 pieces all together, the other has 10 pieces.)
 “We are going to keep thinking about how to make the same shape in different ways using pattern blocks in our first activity today.”
Activity 1: Pattern Block Puzzles (15 minutes)
Narrative
In this activity, students create their own Pattern Block Puzzles for each other. During the activity they must adhere to mathematical constraints and are encouraged to use mathematical language to compare the different ways they can complete each puzzle. Monitor for the different ways students use the mathematical language they learned throughout the unit, including ways they identify the names of shapes they compose and the way they use words like halves, thirds, or fourths to describe ways they compose shapes out of samesize pieces (MP6).
Supports accessibility for: Fine Motor Skills, Organization, VisualSpatial Processing
Required Materials
Materials to Gather
Launch
 Groups of 4
 Give each student a piece of card stock and each group pattern blocks.
 “We’re going to use hexagons, trapezoids, blue rhombuses, and triangles to make puzzles for our partners.”
Activity
 “Trace each pattern block on the blank puzzle paper (card stock). When you’re done, trade with someone in your group to complete the activity.“
 5 minutes: independent work time
 5 minutes: partner work time
Student Facing
 Make a puzzle using 4 pattern blocks. Use at least 1 hexagon.
 Trace each pattern block on the blank puzzle paper.
 Trade the puzzle paper with another person in your group.

Use the pattern blocks to show two different ways to make your partner’s puzzle. Sketch the two ways.
Puzzle 1
 Share one thing you notice about the puzzles.
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 Invite students to share what they noticed with members of their group and/or the class.
Activity 2: The Pattern Block Store (15 minutes)
Narrative
In this activity, students solve addition problems using money based on the Pattern Block Puzzles they sketched in the last activity.
The launch of the activity is an opportunity for students to reason which of the two designs will cost more before they complete any computations.
Advances: Representing, Conversing
Launch
 Groups of 2
 “At the Pattern Block Store, each pattern block shape has a different price.”
 Display the price list.
 “Which of the two puzzles that you sketched do you think will cost more to make? Puzzle 1 or 2?”
 30 seconds: quiet think time
 1 minute: partner discussion
 Share responses.
Activity
 “Use the price list to figure out how much your two puzzles would cost.”
 5 minutes: independent work time
 5 minutes: partner discussion
 As students work, look for different addition strategies. Monitor for students who:
 add like quantities first
 add bigger or smaller coins first
 add some coins mentally
Student Facing
shape  cost 

How much would the two puzzles you sketched cost at the Pattern Block Store? Show or explain your reasoning.
 Puzzle 1:
 Puzzle 2:
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 Invite previously selected students to share.
 “Is it possible to redesign the puzzle to save more money?” (Yes, I can switch a blue rhombus with two triangles.)
Lesson Synthesis
Lesson Synthesis
“Today we made Pattern Block Puzzles and solved addition problems with money based on our Pattern Block Store.”
“How did the number of pieces and the shapes you used affect the price of the design?” (Bigger shapes cost more money. I saw that I could replace the big shape with a few smaller ones to have a lower price.)