This lesson allows students to apply their knowledge of various mathematical ideas from this course in generative ways. As students examine numbers, expressions, or geometric figures, they identify both shared and unique features and create new items to complete the Which Three Go Together? After the Warm-up, three activities are given, but it is not expected that students complete all three. As the activities progress, there is one additional item missing from the Which Three Go Together? The choice of which activities to use is left to the teacher, based on how much scaffolding students may need. This lesson can take 1–2 days if students facilitate their creations with other groups. Rather than creating a perfect Which Three Go Together? it’s more important that students spend time considering the features that are common and those that are unique as they consolidate and apply their learning of the major work of the grade.

Reflect on your experience with the instructional routines in the curriculum. What moves or questions have improved the learning for each student during this routine? What improvements would you make next time?