Wax Prints
10 min
Narrative
The purpose of this Warm-up is to elicit the idea that there are many shapes that are visible in wax prints, which will be useful when students design a wax print in a later activity.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Monitor for a student who mentions how the shapes repeat in the patterns to share.
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- There is lots of fabric.
- There are lots of different patterns on the fabric.
- The shapes in the patterns repeat to cover the fabric.
- The woman is looking at one of the patterns.
- The pattern she is looking at has triangles on it.
- The woman’s sleeve has quadrilaterals on it.
- Is the woman going to buy some fabric?
- What can you make from fabric like this?
- What other shapes can be used to make fabric?
- Why is there so much fabric?
Activity Synthesis (Teacher Notes)
- “What types of shapes do we see in all the different patterns?” (I see squares on the woman’s shirt. I see triangles on the yellow fabric. I see circles in several of the patterns. I think I see rhombuses in the light green pattern at the bottom.)
Standards
Building Toward
- 3.G.1·Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
- 3.G.A.1·Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
20 min
20 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Wax Prints
10 min
Narrative
The purpose of this Warm-up is to elicit the idea that there are many shapes that are visible in wax prints, which will be useful when students design a wax print in a later activity.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Monitor for a student who mentions how the shapes repeat in the patterns to share.
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- There is lots of fabric.
- There are lots of different patterns on the fabric.
- The shapes in the patterns repeat to cover the fabric.
- The woman is looking at one of the patterns.
- The pattern she is looking at has triangles on it.
- The woman’s sleeve has quadrilaterals on it.
- Is the woman going to buy some fabric?
- What can you make from fabric like this?
- What other shapes can be used to make fabric?
- Why is there so much fabric?
Activity Synthesis (Teacher Notes)
- “What types of shapes do we see in all the different patterns?” (I see squares on the woman’s shirt. I see triangles on the yellow fabric. I see circles in several of the patterns. I think I see rhombuses in the light green pattern at the bottom.)
Standards
Building Toward
- 3.G.1·Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
- 3.G.A.1·Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.