Lesson 14

The purpose of this warm-up is for students to discuss how sharing situations can be represented using division and fractions, which will be useful when students create their own Notice and Wonder in a later activity. In the synthesis it is important to discuss things the writer had to pay attention to when they designed this activity.

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

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

• “¿A qué tuvo que prestarle atención el autor de esta actividad cuando la diseñaba?” // “What did the writer of this activity have to pay attention to when they designed this activity?”
• “¿Dónde vemos esas cosas en lo que observamos y nos preguntamos?” // “Where do we see those things in what we noticed and wondered?” (something that can easily be shared, something that is divided or cut up, equal pieces)
• Record and display responses for all to see.

The purpose of this activity is for students to work in groups to create a Notice and Wonder activity that focuses on viewing quotients as fractions. Students find an image in a book or from another source and fill in what other students might notice and wonder about the image.

• Gather books, magazines, or other print materials with images for each group of 2 students.

• Groups of 2
• “Van a crear una actividad tipo ‘Observa y pregúntate’. Busquen en revistas o libros una imagen que muestre que algo se comparte o una imagen que se pueda usar para representar la división como una fracción” // “You will create a Notice and Wonder activity. Use the magazines or books to find an image that shows sharing or can be used to represent division as a fraction.”

• 15 minutes: partner work time

• “¿Qué preguntas tienen todavía acerca de cómo crear una actividad tipo ‘Observa y pregúntate’?” // “What questions do you still have about creating a Notice and Wonder?” (How do I know what someone will notice or wonder? What if they don't think of division when they see the picture? What if they focus on a part of the picture I was not thinking about?)
• Give students a few minutes to make adjustments based on questions, if needed.

The purpose of this activity is for students to facilitate the Notice and Wonder they created in the previous activity for another group in the class. Each group should be paired with another group and they will take turns facilitating their Notice and Wonder for the other group. If time allows, students could facilitate their Notice and Wonder with more than 1 group.

• Groups of 4
• Match partners from the previous activity with another pair.
• “Ahora van a presentarle su actividad tipo ‘Observa y pregúntate’ a otro grupo” // “Now you will do your Notice and Wonder with another group.”
• Give each pair a piece of chart paper and a marker to record responses.

• 6 minutes: small-group work time
• Switch roles.
• 6 minutes: small-group work time

• “¿Qué aprendieron mientras presentaban su actividad tipo ‘Observa y pregúntate’?” // “What did you learn as you presented your Notice and Wonder?” (I learned that people might notice or wonder things we did not think of. I learned that recording the ideas helps people understand what is being shared. I learned that the picture that I thought showed division can also be seen as showing multiplication.)

The purpose of this activity is for students to work in groups to create a Notice and Wonder activity that focuses on finding meaningful mathematics in images or photographs. Students are encouraged to make connections to a mathematical topic they have become familiar with this past school year. No specific content is specified, unlike in the previous activity which focused on viewing fractions as division of the numerator by the denominator.

• Each group of 2 needs a few books, magazines, or other print materials with images.

• Groups of 2-4

• 15 minutes: small-group work time

• “¿En qué preguntas matemáticas les hizo pensar su imagen? ¿Por qué? ¿Qué cosas específicas de la imagen van a ayudarle a sus compañeros a entender o a preguntarse sobre estos conceptos matemáticos?” // “What mathematical questions does your image make you think about? Why? What are some specific things in the image that will help your peers see or wonder about these mathematical concepts?”
• “¿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 based on questions, if needed.