Lesson 7

The purpose of this warm-up is for students to extend the verbal count sequence to 30. Students also see the numbers written as they say each number to help connect the number names to the written numbers. In the synthesis, students determine the next number in a count, which prepares them to count on from a given number. This deepens their understanding of the structure of the counting sequence (MP7).

• Groups of 2
• “Let’s count to 30.”

• Count to 30 together.
• Record as students count.
• Count to thirty 1–2 times. Point to the numbers as students count.

• “I’m going to count. When I stop counting, whisper to your partner what number comes next when we count.”
• Count to 5.
• “What number comes next when we count?”
• Count to 11.
• “What number comes next when we count?”

The purpose of this activity is for students to compare two objects to determine which object is longer or shorter. In the previous lesson, students used longer than and shorter than to describe the length of rectangles. Because the rectangles were already lined up, students only needed to look and see which rectangle was longer. In this activity, students compare the length of straws that will be used to build shapes in the next activity. As students work, monitor for students who line up the straws at the endpoints when they compare length. The activity synthesis focuses on why lining up at the endpoints is helpful to accurately compare the lengths of objects (MP6).

• Each group of 2 needs a bag with at least 6 straws of each size:
  • \(2\frac{3}{4}\) inches
  • \(1\frac{1}{2}\) inch
  • 1 inch
  • \(\frac{1}{2}\) inch

• Groups of 2
• Give each group of students a bag of straws.
• “Today we will use these straws to build shapes. First let’s compare the lengths of the straws and figure out which is longer.”
• “Work with your partner to compare the length of the straws to the line on your paper. If the straw is shorter than the line, put it on the left side of the page. If the straw is longer than the line, put it on the right side of the page. Tell your partner about each straw using ‘longer than’ and ‘shorter than.’”

• 5 minutes: partner work time
• Monitor for students who align the end of the straw with the endpoint of the line.

• Display 2 straws arranged as shown.

  

  

• “Clare was comparing the lengths of the straws. She says that the blue straw is longer than the red straw because it sticks out more. What do you think?” (We can’t tell. The blue one is sticking out more but it doesn't start at the same place.)
• “When we’re comparing the lengths of objects, we should line them up at their ends.”
• Line up the the straws as shown:

  

  

• “Tell your partner about the length of the straws using ‘shorter than.’”
• Invite previously identified students to share how they compared the length.
• Draw or display a rectangle:

  

  

• “In the next activity we will use straws to build shapes like this rectangle. What kind of straws do you need to build this shape?” (I need two long straws and two shorter straws.)

The purpose of this activity is for students to build shapes from components. Students use the straws from the first activity to build shapes and name the shapes that they build. Students may use the clay to connect the straws at the corners.

• Students need the bags of straws from the previous activity.

• Give each group of students a bag of straws and clay or play dough.
• “Use your straws to make a shape. Show it to your partner and ask ‘What shape did I make?’ Take turns making and naming shapes.”

• 6 minutes: partner work time

• “Use three straws to create a shape.”
• 30 seconds: independent work time
• Display 3 student-created triangles.
• “What is alike about these shapes? What is different?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Monitor for students who identify the shapes as triangles. Monitor for students who describe the different lengths of the sides.
• Share responses.
• Repeat the steps and have students use four straws to create a shape. Display at least one square.

The purpose of this activity is for students to learn stage 1 of the Build Shapes center. Students use straws and clay to build a shape of their choice. Students check with their partner to be sure they both agree that the shapes match. The Build Shapes Cards are printed in the student book for this activity. The Build Shapes Cards blackline master is available for students to use during center activities in future lessons. Listen to how students create an argument and use or revise their language to make their argument clear to others (MP3, MP6).

After they participate in the center, students choose from any stage of previously introduced centers.

• Counting Collections
• Which One
• Picture Books
• Bingo
• Shake and Spill

• Students need the bags of straws and clay from the previous activity.
• Gather materials from: 
  • Counting Collections, Stage 1
  • Which One, Stage 1
  • Picture Books, Stages 1–3
  • Bingo, Stages 1 and 2
  • Shake and Spill, Stages 1 and 2

• Groups of 2
• Give each group clay and straws.
• “We are going to learn a center called Build Shapes. You will choose a shape. Then you and your partner will both use the straws and clay to build that shape. When you are both finished, compare your shapes and make sure they both match the shape you chose.”

• 8 minutes: partner work time
• Monitor for two students who build different rectangles to share in the lesson synthesis.
• “Now you can choose another center. You can also continue playing Build Shapes.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice. 
• 8 minutes: center work time
• If time, invite students to choose another center.

• Display a square built from 4 straws that are the same length.
• Display a rectangle from the shape cards.
• “Han was trying to build this shape. What should Han change so his shape will match the shape on the card?”