# Lesson 25

Paper Flower Decorations (optional)

## Warm-up: How Many Do You See: Paper Flowers (10 minutes)

### Narrative

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.

### Launch

• Groups of 2
• “How many paper flowers do you see? How do you see them?”
• Display image.
• 1 minute: quiet think time

### Activity

• Display image.
• 1 minute: partner discussion
• Record responses.

### Student Facing

How many do you see? How do you see them?

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “These flowers are sometimes used as decorations at a quinceañera.”
• “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.”
• “What are some celebrations in your family or culture? What are some decorations used in the celebrations?”
• “Who can restate the way ___ saw the paper flowers in different words?”
• “Did anyone see the flowers the same way but would explain it differently?”
• “Does anyone want to add an observation to the way ____ saw the flowers?”

## Activity 1: Paper Flower Construction (15 minutes)

### Narrative

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.

### Required Preparation

• 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)

### Launch

• Groups of 4
• Give students strips of tissue paper and rubber bands or pipe cleaners.
• “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.
• “In your group, make some small and large paper flowers. Make as many paper flowers as you can in 10 minutes.”
• “As you’re working, try to keep in mind the different things you have to think about to make the flowers.”

### Activity

• 10 minutes: small-group work time

### Student Facing

Follow these steps to make paper flowers:

• Place 6 pieces of tissue paper on top of each other.
• Starting at one side, fold over about 1 inch, then fold in the opposite direction. Repeat with this accordion fold (like a paper fan) until you have a strip that is 1 inch wide and the length of the original paper.
• Tie a rubber band around the middle of the folded paper strip. Then, open up the folds.

• Carefully, one layer at a time, fold the layers up into the middle to make the petals.

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “How many flowers was your group able to make in 10 minutes?”
• Record responses on the board.
• “How many flowers did all of us make together?”
• “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.

## Activity 2: Quinceañera Decorations (20 minutes)

### Narrative

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.

MLR7 Compare and Connect. Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “Did anyone solve the problem the same way, but would explain it differently?” and “Why did the different approaches lead to the same (or different) outcome(s)?”

### Launch

• Groups of 2
• “The paper flowers are strung together to make a garland.”

### Activity

• 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

### Student Facing

Priya and Jada are making paper flower garlands for their friend’s quinceañera. Each garland uses 12 flowers.

1. Priya wants 2 big flowers, followed by 2 small flowers. Jada wants 1 big flower, followed by 2 small flowers. Use their patterns to draw the garlands.
2. Priya and Jada make 25 garlands of each type. How many large and small flowers will they need altogether?
3. Diego and Kiran also made flowers. They made a total of 155 flowers for garlands that require 16 flowers each. How many garlands can they make?
4. It takes 1 minute to cut the strips for a flower and 2 minutes to finish it. How long did it take Diego and Kiran to make the 155 flowers, if they each make about the same number of flowers?

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Display student work of selected students and invite them to share.
• “What specific part of the work makes their explanation clear?”
• “What suggestion do you have to make it clearer?”
• “How can you revise your own work to make it more clear or organized?”

## Activity 3: Make Your Own Problems (15 minutes)

### Narrative

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

Representation: Internalize Comprehension. Activate or supply background knowledge. Ask students to generate a list of situations about making paper flowers to reduce barriers for students who need support writing a multi-step problem.
Supports accessibility for: Conceptual Processing, Language, Organization

### Launch

• Groups of 2
• “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.”

### Activity

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

### Student Facing

1. Write a multi-step problem about making paper flowers.
2. Exchange the problem with your partner and solve each other’s problems.

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Invite previously identified students to share their problems.

## Lesson Synthesis

### Lesson Synthesis

“Today, we solved many different problems about paper flowers and created flowers and problems of our own.”

“What are some ways making the flowers helped you write your own math problems?” (I was able to see what kinds of situations I could ask about in my story problem.)