# Lesson 12

Observa y pregúntate

## Warm-up: Observa y pregúntate: Grupos iguales (10 minutes)

### Narrative

The purpose of this warm-up is to elicit the idea that equal groups appear in many contexts, which will be useful when students create their own Notice and Wonder in a later activity. In the synthesis, discuss what students know about Notice and Wonders and what they need to think about to create one like this example.

### Launch

• Groups of 2
• Display the image.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

### Student Facing

¿Qué observas? ¿Qué te preguntas?

### Activity Synthesis

• “¿Qué saben sobre las actividades tipo ‘Observa y pregúntate’?” // “What do you know about Notice and Wonders?” (They have pictures that help us think about math ideas like equal groups. We might have questions about what's in the pictures.)
• Consider asking: “¿En qué tendrían que pensar si fueran a diseñar una actividad tipo ‘Observa y pregúntate’ como esta?” // “What would you have to think about if you were going to design a Notice and Wonder like this one?” (Find an image showing equal groups, groups that make counting easier, or different types of groups. Find an image that shows a missing piece of information, or a group that is different than other groups.)
• Record and display responses for all to see.

## Activity 1: Diseñen su actividad tipo ”Observa y pregúntate” (20 minutes)

### Narrative

The purpose of this activity is for students to collaborate and create a Notice and Wonder activity that involves equal groups. Students find an image in a book or from another source and anticipate what other students might notice and wonder about the image.

Engagement: Develop Effort and Persistence. Invite students to generate a list of shared expectations for group work. Record responses on a display and keep visible during the activity.
Supports accessibility for: Social-Emotional Functioning

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 3-4 needs picture books to use as they create their Notice and Wonder activity.

### Launch

• Groups of 3 - 4
• “En grupo, creen una actividad tipo ‘Observa y pregúntate’ sobre grupos iguales” // “Work with your group to create a Notice and Wonder activity about equal groups.”

### Activity

• 15 minutes: small-group work time

### Student Facing

1. Busquen una imagen que motive a sus compañeros a observar y a preguntarse sobre una situación de grupos iguales.
2. Escriban las cosas que los estudiantes podrían observar y preguntarse sobre su imagen.

Los estudiantes pueden observar:

Los estudiantes pueden preguntarse:

### Activity Synthesis

• “¿Qué preguntas tienen todavía acerca de cómo crear una actividad tipo ‘Observa y pregúntate’?” // “What questions do you still have about creating your Notice and Wonder?”
• Give students a few minutes to make adjustments, if needed.

## Activity 2: Dirijan su actividad tipo “Observa y pregúntate” (15 minutes)

### Narrative

The purpose of this activity is for students to facilitate the Notice and Wonder they created in the previous activity. Each group takes turns facilitating their Notice and Wonder for another group (or two groups, if time permits).

MLR8 Discussion Supports. During group work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Display the sentence frame: “Te escuché decir . . .” // “I heard you say . . .” Original speakers can agree or clarify for their partner.

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 3-4 from the previous activity needs 1 piece of chart paper and a marker.

### Launch

• Groups of 3–4 from the previous activity
• Give each group a piece of chart paper and a marker to record responses.
• “Ahora trabajen con otro grupo. Por turnos, dirijan la actividad tipo ‘Observa y pregúntate’ que crearon” // “Now, work with another group and take turns facilitating the Notice and Wonder activity you created.”

### Activity

• 10–12 minutes: small–group work time
• Remind groups to switch roles after 5–6 minutes.

### Student Facing

1. Muéstrenle su imagen a sus compañeros.
2. Pregúntenles: “¿Qué observan? ¿Qué se preguntan?”.
3. Denles un minuto para que discutan.
4. Pídanles que compartan lo que observen y lo que se pregunten.
5. Anoten las ideas de sus compañeros.

### Activity Synthesis

• “¿Qué aprendieron mientras dirigían su actividad tipo ‘Observa y pregúntate’?” // “What did you learn as you facilitated your Notice and Wonder?” (Others might notice or wonder things we did not think of. Recording the ideas helps people understand what is being shared.)

## Lesson Synthesis

### Lesson Synthesis

“¿Qué cosas importantes tuvieron en cuenta sobre su imagen cuando crearon su actividad tipo ‘Observa y pregúntate’?” // “What important things about your image did you consider as you created your Notice and Wonder?” (We thought about whether the image shows equal groups and whether others would see the same groups that we saw. We thought about possible questions others might ask and whether they would be about the groups or something else.)

“Si tuvieran la oportunidad de ajustar su actividad tipo ‘Observa y pregúntate’, ¿qué harían de otra manera?” // “If you had a chance to revise your Notice and Wonder or create a new one, what would you do differently?” (Choose an image with more things to notice, or with something missing or something curious. Think about whether others might notice things about math in the image.)