What do you notice?

What stands out to you?

What relationships do you see?

How can you describe those relationships?

What do you wonder?

Note: For younger students, the rods can be conceived of as representing whole numbers, but for students in older grades, you can focus on part-whole fractional relationships. Even young students may also point out relationships of half, third, or quarter.

K, 1, 2, 3, 4, 5

Posing mathematical questions

Attending to and using structure

Connecting number and quantity

Composing and decomposing number

Relating part and whole

Using units to count, measure, and compare

After the class has discussed the questions above, you can extend this activity by posing the following questions:

How could you rearrange these rods to show the relationships between them?