##
* *Reflection: Rigor
Filling Shadows With More and Less - Section 3: Center Time

While students were working on the Fill The Shadow WIth More or Less activity, I was circulating amongst the students. I wanted to see how easily they could recognize what shapes would fill in the image, if they could use combinations of blocks to change their designs, and if they could decompose a shape into smaller shapes (CCSS.Math.Content.1.G.A.2). I was also checking in on the use of the vocabulary and why the students chose the shapes they did.

If you look at the video clip titled Digging For the Reason, you will notice that the student said that she chose all green triangles because green was "cool."However, as I persisted with my questioning, I was able to get her mathematical reason for choosing the triangles when trying to use more blocks. This is why you need to continue to probe students after initial response. She had the knowledge and used a great approach but accepting that green was "cool" would have nto allowed for her knowledge to shine.

In the second video, Explanation and Vocabulary, the student clearly states why he chose the blocks he did and exhibits an understanding of decomposing shapes.

The third video, titled Matthew's Reasoning, is an example of a child who had a very advanced understanding of the task. It would have been easy to quickly check in and assume that he had everything in hand. However, listening to his explanation, he referred to the use of a rhombus, when in fact he was using trapezoids. I asked him about this (after filming) and he did have a confusion on the vocabulary. It reminded me the importance of not assuming and checking in with each child. There is also an example of his recording sheet in the section resource.

*Rigor: Reflection on Center Time Conversations*

# Filling Shadows With More and Less

Lesson 5 of 10

## Objective: SWBAT alter their designs to use more or less pattern blocks to cover the same area.

### Thomas Young

## Big Idea: Putting It Altogether! That is the hope today as students use their understanding of composing and decomposing shapes to cover a given area. Today's lesson is bringing together many of the geometric skills from previous lessons.

#### Warm Up

*5 min*

I gather the students in front of the Smart Board. I will use a 10 sided die to practice their complements of 10. I will use the document camera to project the die as it is rolled. The idea is that I will introduce this activity today and then differentiate it in future lessons (differentiate by using 20 sided dice and work on compliments of 20). However, today I am just focused on introducing the routine.

*I start by explaining that the game will have us focus on making 10. I will roll a number and say the number, then your job will be to figure out what number is needed to make 10. However, I don't want you to shout it out, but rather put your thumb on your chin once you know the answer.*

*expand content*

I have the students each get a clipboard and a pencil and I give them a piece of paper. Following the established Quick Flash routine, I ask the students to look at the shape card that is flashed to them and to draw what they saw.

Once they have made their attempts, I ask them to describe what they saw and how they remembered what to draw. If the correct shape names are not used, make sure to introduce them and model the terminology use.

Repeat this as time allows. The shape cards are in the section resource (Shape Combination Cards).

*expand content*

#### Center Time

*45 min*

I will introduce the first two activities because they are new to the class. The third one is linked because it was introduced in a previous lesson.

1. Filling with More or Less: Using the worksheet in the section resource titled Filling With More or Less 1,2, & 3 (in the resource section), the students will use pattern blocks to fill the image with very few (less) blocks and then the same image using many blocks (more) blocks. Using the blocks to cover an image, compose and decompose shapes with in the same image is making relationships with quantities (of shapes) **CCSS.Math.Practice.MP2.**

2. Exploring with Geo Boards: Students create shapes on the geo boards.

3. How Many Ways?: Click link for explanation.

FOr all three of these activities, the students are being asked to use mathematical tools (pattern blocks, geo boards, dice, templates, and recording sheets) in a strategic way (**CCSS.Math.Practice.MP5**)

*expand content*

#### Extra Practice

*5 min*

Students use a ten sided die and take part in the warm up activity that was introduced at the beginning of this lesson.

*expand content*

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- 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