# Same But Different

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## Objective

SWBAT describe, compare and name 2-D shapes. SWBAT decompose shapes in different ways.

#### Big Idea

Today, this common student answer will be the accepted one as students try to find different ways to fill in a hexagon.

## Warm Up

5 minutes

I will continue with the change in the Start Up/ Stop At routine that was introduced yesterday.  If you need an explanation, click on this lesson link and read the warm up section.

## Shape Talk

10 minutes

Advanced Preparation:  Create 2 posters with a big shape in the middle of each one.  You should make a hexagon and a rhombus.  The posters should be big enough to allow for descriptors to be written on each one.

As I did yesterday, I show them the first poster (the hexagon).  I ask them how they would describe this shape?  I will record their responses on the poster.  I will be looking for responses that are truly defining attributes of the shape.  If an incorrect response is given, I will ask them to prove it.  This way they are defending their answer and hopefully seeing their misconception (CCSS.MATH.PRACTICE.MP3).  I will continue this process with the rhombus poster as well. Once we have completed both posters, I will then ask them if they see these shapes anywhere in the room.  As they identify items, ask them which poster it would be placed on? (i.e. the window is a rectangle). This discussion and use of vocabulary is an example of CCSS.Math.Content.1.G.A.1

NOTES:  Some people might call the rhombus a diamond.  Make sure to point out that mathematicians call it a rhombus.  It is important to emphasize and use the mathematical terminology throughout the unit.

## Introducing How Many Ways?

10 minutes

Advanced Preparation: You will have to make enough pattern block cubes so that each pair will have two.  To make the cubes, draw 1 yellow hexagon, 1 red trapezoid, 2 blue rhombuses, and 2 green triangles on each cube.

I let the students know that today we are going to learn how to play a new game called How Many Ways?  The game requires you you use pattern blocks, a game board (see section resources), and two shape cubes.  I explain that the goal of the game is to cover each of the hexagons with pattern blocks. The game starts with a player rolling both shape cubes.  The player then places (a pattern block) the shape that he/she rolled onto the game board.  The object of the game is to cover up all of the hexagons.  Explain that they can put them on one hexagon or split them between two.  The game is over when all of the hexagons are covered.

GAME BOARD NOTE:  Use a pattern block hexagon (from your classroom set) and trace six of them on the game board.  Then print it out for use.  I am leaving it blank because of the variety of sizes of different pattern blocks.

## Center Time

40 minutes

The goal of center time is for the students to work with pattern blocks in a variety of ways.  These activities will be available over the next few lessons  Students can choose which activity he/she wants to do based in interest.

Center Time Choices:

1.  How Many Ways?:  This activity was just introduced int he previous section.

2.  Fun With Pattern Blocks:  This activity was introduced in yesterday's lesson.  You will have to print the Fun With Pattern Block Template and create 4 new designs.  Again read through the description, in the link above, to learn how to do this.  As you create each sheet label it a new number.  There is a spot to do this near the top of the template.

3.  How Many Pattern Blocks?:  I will introduce this to them before center time starts.  This game is similar to How many ways, except the activity sheet (How Many pattern Blocks? Template) asks the students to create a design with a specific number of pattern blocks.  The template is in the section resources.

## Extra Practice

5 minutes

Have the students fill out the addition fact sheet (see section resource).  The sheet is focusing on combinations of ten.

**I ran out of time today and the students did not get to this.  It was not due to the amount of math content in the lesson but rather outside factors that limited the math class time.