Lesson 25

The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. The paper flowers also set the stage for the subsequent activities in the lesson.

• Groups of 2
• “¿Cuántas flores de papel ven? ¿Cómo lo saben?, ¿qué ven?” // “How many paper flowers do you see? How do you see them?”
• Display image.
• 1 minute: quiet think time

• Display image.
• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.

• “A veces se usan estas flores como decoración para una ‘quinceañera’” // “These flowers are sometimes used as decorations at a quinceañera.”
• “Una quinceañera es la celebración del cumpleaños número 15 de una niña. En donde más se celebra es en México, pero también se celebra en España y en ciertos países del Caribe, de Centroamérica y de Suramérica. En Estados Unidos y el resto del mundo lo celebran personas que tienen lazos con estas regiones” // “A quinceañera is a celebration of a girl’s 15th birthday. It is celebrated most widely in Mexico, but is also celebrated in Spain and other countries throughout the Caribbean, Central and South America. It is celebrated in the US and around the world by people who have cultural ties to these regions.”
• “¿Qué celebraciones hay en su familia o en su cultura? ¿Qué decoraciones se usan en las celebraciones?” // “What are some celebrations in your family or culture? What are some decorations used in the celebrations?”
• Consider asking:
  • “¿Alguien puede expresar con otras palabras la manera en la que ___ vio las flores de papel?” // “Who can restate the way ___ saw the paper flowers in different words?”
  • “¿Alguien vio las flores de la misma manera, pero lo explicaría de otra forma?” // “Did anyone see the flowers the same way but would explain it differently?”
  • “¿Alguien quiere compartir otra observación sobre la manera en la que ____ vio las flores?” // “Does anyone want to add an observation to the way ____ saw the flowers?”

The purpose of this activity is for students to make paper flowers, use them to create patterns, and describe the patterns. The experience of making the flowers provides a concrete reference that will be helpful when students make sense of, solve, and create multi-step problems with the same context later in the lesson.

• Gather rubber bands or pipe cleaners and 60 sheets of tissue paper that measure 18 inches by 24 inches.
• Cut the tissue paper in the following ways (measurements do not need to be exact):
  • 20 sheets cut into strips that are 4 inches by 9 inches
  • 40 sheets cut into strips that are 6 inches by 12 inches (length should be about 2 times the width)

• Groups of 4
• Give students strips of tissue paper and rubber bands or pipe cleaners.
• “Hoy vamos a hacer flores de papel. ¿Alguien ha hecho este tipo de flor o ha visto que lo usen como decoración?” // “Today we are going to make paper flowers. Has anybody made this type of flower or seen them used for decorations before?”
• Demonstrate how to make a paper flower.
• “En su grupo, hagan algunas flores de papel pequeñas y otras grandes. Hagan todas las flores de papel que puedan en 10 minutos” // “In your group, make some small and large paper flowers. Make as many paper flowers as you can in 10 minutes.”
• “Mientras trabajan, traten de pensar en las distintas cosas que deben tener en cuenta para hacer las flores” // “As you’re working, try to keep in mind the different things you have to think about to make the flowers.”

• 10 minutes: small-group work time

• “¿Cuántas flores pudo hacer su grupo en 10 minutos?” // “How many flowers was your group able to make in 10 minutes?”
• Record responses on the board.
• “¿Cuántas flores hicimos todos nosotros en total?” // “How many flowers did all of us make together?”
• “¿En qué cosas tuvieron que pensar cuando hacían las flores?” // “What were some things you had to think about when you made the flowers?” (Sample responses: The number of sheets needed, the different colors to use, the size of sheets to use, the time it took to make each flower.)
• Record the responses and leave them displayed for the following activity.

In this activity, students use the context of paper flowers to analyze patterns and solve multi-step problems. The patterns are fairly straightforward, but to use them to solve problems, students will need to represent or otherwise reason about them mathematically. Their earlier experience of making flowers supports students in making sense and visualizing each step of the problem.

• Groups of 2
• “Las flores de papel se ensartan en una cuerda para formar una guirnalda” // “The paper flowers are strung together to make a garland.”

• 2 minute: independent work time
• 10 minutes: partner work time
• Monitor for students who:
  • Use equations to show their thinking.
  • Organize the multi-step process

• Display student work of selected students and invite them to share.
• “¿Qué parte específica del trabajo hace que la explicación sea clara?” // “What specific part of the work makes their explanation clear?”
• Consider asking:
  • “¿Qué sugerencia tienen para hacerla más clara?” // “What suggestion do you have to make it clearer?”
  • “¿Cómo pueden ajustar su trabajo para que sea más claro o más organizado?” // “How can you revise your own work to make it more clear or organized?”

The purpose of this activity is for students to use their experience of making flowers to create their own pattern and multi-step problems.

• Groups of 2
• “Van a escribir sus propios problemas sobre hacer flores de papel. Pueden usar ideas parecidas a las de la primera actividad, usar las cosas que mencionamos en la actividad pasada o inventar problemas nuevos” // “You will write your own problems about making paper flowers. You can use similar ideas from the first activity, the things we listed in the last activity, or come up with new ones.”

• 5 minutes: independent work time
• 5 minutes: partner work time
• Monitor for different types of problems students write involving different operations and contexts.

• Invite previously identified students to share their problems.