##
* *Reflection: Classroom Setup
Well That's Different! - Section 2: Finding New Ways to Make a Rhombus, Trapezoid, and a Hexagon.

I have included a quick video clip of the students working on finding different ways to create a hexagon. I want you to focus on the how I set the students up. I have the pile of pattern blocks in the middle of the circle (of my class). This way the students have easy access to the tools and also have the ability to observe other students thinking (as they work). This allows students who are struggling with the idea to quickly see other approaches and then proceed on their own. It is important that students don't see it as copying but rather learning from each other.

As you can see, I have the poster at the top of the circle. This way everyone can see it as we illustrate the variety of ways the shapes were replicated.

*Classroom Setup: Reflection On Finding New Ways to Make A Rhombus*

# Well That's Different!

Lesson 4 of 10

## Objective: SWBAT find different combinations of shapes that fill the same area. SWBAT identify how shapes can be combined to make other shapes.

### Thomas Young

## Big Idea: Finding different combinations to cover a given pattern block is the idea of the day. Students will create pattern block shapes using other pattern blocks.

#### Warm Up

*5 min*

Follow the established Quick Flash Routine and show the students Shape 1. After the students draw it, have them describe the shape. Repeat with shapes 7 & 8.

*expand content*

I start by telling the students that I want to challenge them today. I want to see how many different ways they can fill some of the pattern blocks that we have been working with. I first have each of the students grab a blue rhombus from the pile of shapes. I then ask if anyone can tell me the name of the shape? I then ask if anyone can make this shape using other pattern blocks? Once they do, I want them to put their thumb on their chin to show me they are ready. I ask students to share the way (there is only 1 in this case) they were able to replicate the rhombus. I then record the combination (of two green triangles) on a piece of poster paper (CCSS.MATH.CONTENT.1.G.A.2). I continue this same routine for the trapezoid and the hexagon. Each time I am recording the different ways that each shape can be made. The students are "making sense of quantities (in this case number of shapes) and their relationships in problem situations (**CCSS.Math.Practice.MP2**)."

When I am done, I will end the discussion with some questions about the hexagon:

1. What do you think is the most blocks that you can use to make a hexagon?

2. Which shapes would you use?

3. Why do you think that this is the most blocks that will fit?

*expand content*

#### Center Time

*40 min*

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. The students are using pattern blocks as a mathematical tool, to solve designs and fill in outlines, throughout all of these activities (**CCSS.Math.Practice.MP5**)

Center Time Choices:

1. **How Many Ways?**: This activity was introduced in a previous lesson.

2. **Fun With Pattern Blocks**: This activity was introduced in a previous 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?**: This activity was introduced in a previous lesson.

*expand content*

#### Extra Practice

*5 min*

Students should complete the practice sheet (see section resource). The equations on this sheet require the students solve for unknown addends (CCSS.Math.Content.1.OA.D.8). I have included a photo (in lesson resource) of how I adapted the activity for one child. I left a container of cubes on her table and didn't say anything about them. She chose to use them to help her with the addition equations. There is also a picture of a completed sheet by a student.

*expand content*

##### Similar Lessons

###### Identify Related Facts - Day 2 of 2

*Favorites(15)*

*Resources(12)*

Environment: Urban

###### On Your Mark...

*Favorites(4)*

*Resources(16)*

Environment: Urban

###### Detectives are on the HUNT for Missing parts of 6 and 7!

*Favorites(5)*

*Resources(23)*

Environment: Urban

- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing

- LESSON 1: Student, Student, What Do You See?
- LESSON 2: Same But Different
- LESSON 3: Quick Flashes With Shapes
- LESSON 4: Well That's Different!
- LESSON 5: Filling Shadows With More and Less
- LESSON 6: Sorting Shapes
- LESSON 7: Introducing Quadrilaterals
- LESSON 8: Looking at the Similarities and Differences
- LESSON 9: Assessment of Triangles
- LESSON 10: Assessing Unit Concepts