• Groups of 2
• Display the image.
• “Today’s lesson is going to focus on African wax prints. African wax prints are colorful cotton fabrics commonly used for clothing in West Africa. Take a minute to think about the pattern. What do you notice? What do you wonder?” (The pattern is colorful. There are rhombuses in the pattern. There are triangles in the pattern. There are quadrilaterals that aren’t rhombuses, rectangles, or squares in the pattern. How do they make these patterns? What other shapes could be used to make these patterns? What types of clothing are made with this cloth? Where can you buy this type of fabric?)
• 1 minute: partner discussion
• Share responses.
• “You’re going to create your own wax print pattern. Independently read over the directions and think about how you’ll create your pattern.”
• 2–3 minutes: quiet think time
• “Are there any questions about how you’ll create your wax print pattern?”
• Answer any questions students have.
• Give each student a sheet of dot paper and colored pencils, crayons, or markers.

• “Work independently to create your wax print pattern.”
• 5–7 minutes: independent work time
• “You can continue working on your own or work with a partner or small group to finish your pattern. Even if you choose to work alone, be available if your partner wants to think through something together.”
• 3–5 minutes: partner, small group, or independent work time
• Monitor for students who use a rhombus, rectangle, or square in their pattern to highlight in the Activity Synthesis. Adjust the synthesis if all shapes aren’t used.

• Groups of 2
• Display the images.
• “Once wax print fabric is created, it’s sold in bundles and used to make clothing like head wraps and lapas. The second and third images show a lapa, which is a wrap skirt made from a rectangular piece of cloth. Have you seen bundles of fabric like this before? If so, where?”
• Share responses.

MLR4 Information Gap

• Display the Task Statement, which shows a diagram of the Information Gap structure.
• 1–2 minutes: quiet think time
• Read the steps of the routine aloud.
• “I will give you either a problem card or a data card. Silently read your card. Do not read or show your card to your partner.”
• Distribute the cards.
• 1–2 minutes: quiet think time
• Remind students that after the person with the problem card asks for a piece of information, the person with the data card should respond with, “Why do you need to know _____ [that piece of information]?”

• 3–5 minutes: partner work time
• After students solve the first problem, distribute the next set of cards. Students switch roles and repeat the process with Problem Card 2 and Data Card 2.