# Lesson 2

Explore Pattern Blocks

## Warm-up: Notice and Wonder: Pattern Blocks (10 minutes)

### Narrative

The purpose of this activity is to elicit ideas students have about pattern blocks. This allows teachers to see the vocabulary students use to describe shapes (MP6). There is no need to introduce formal geometric language at this point since this will happen in a later unit.

A picture of pattern blocks is provided. However, it is preferable to display a collection of actual pattern blocks. Students also have a few pattern blocks to examine up close.

MLR8 Discussion Supports. Display and encourage students to use the following sentence frames: “I noticed . . .” and “I wonder . . . .”

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Give each student a few pattern blocks and display a collection of pattern blocks or the image in the student book.
• “What do you notice? Think quietly to yourself, and then you will share with a partner.”
• 30 seconds: quiet think time

### Activity

• “Tell your partner what you noticed.”
• 1 minute: partner discussion
• Share and record responses.
• “What do you wonder?”
• 30 seconds: quiet think time
• “Tell your partner what you wondered.”
• 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

• “These are called pattern blocks. What is one thing that you think you could do or make with the pattern blocks?”

## Activity 1: Introduce Pattern Blocks, Explore (15 minutes)

### Narrative

The purpose of this activity is for students to explore and use pattern blocks. Students have an opportunity to explore the pattern blocks before they are asked to use them to represent mathematical situations in later lessons. As students work, observe whether students sort the pattern blocks, count them, or use geometric language to describe them (MP6). Students will have opportunities to continue exploring pattern blocks in centers in future lessons. This is stage 1 of the Pattern Blocks center.

Action and Expression: Internalize Executive Functions. Invite students to plan a strategy before they begin. If time allows, invite students to share their plan with a partner.
Supports accessibility for: Organization, Conceptual Processing

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Give a container of pattern blocks to each group.
• “Let’s explore pattern blocks. Have you used pattern blocks or another tool like this before? What do you want to make or do with the pattern blocks?”
• 30 seconds: quiet think time
• Share and record responses.

### Activity

• 10 minutes: partner work time
• “Share with your partner one thing you did or made with the pattern blocks.”
• 2 minutes: partner discussion

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Invite 3–4 students to share what they did or made with pattern blocks.
• “Some of us used the pattern blocks to make designs and pictures. What kinds of tools can you use at home to make designs or pictures?”

## Lesson Synthesis

### Lesson Synthesis

“Today, we explored pattern blocks and told our partners what we did. Let’s add to our chart from yesterday about what doing math together looks like.”

Math Community

Display the math community poster from the previous lesson and read to students.

“What did you or I do today that we can add to our chart?”

Share and record responses.

## Cool-down: Unit 1, Section A Checkpoint (0 minutes)

### Cool-Down

For access, consult one of our IM Certified Partners.