The purpose of this activity is for students to create rectangles from colored paper. Students each make multiple copies of a rectangle that has one side length that is a whole number and one side length that is a fraction greater than 1. The rectangles created by each student in a group should have different side lengths. Then as a group they create one mosaic. It is not necessary for students to use all of the rectangular pieces. It is important that all students in each group measure their rectangles using the same unit, either inches or centimeters.

• Invite a few groups to share and describe their mosaics.
• “What are some questions we can ask about the mosaics?” (Which color rectangle did we use the most of? What are some other ways we can arrange the same pieces? What are some other pieces that can make the same pattern? How much would this cost if we actually made this using hard materials?)

The purpose of this activity is for students to apply their understanding of multiplying whole numbers by fractions greater than 1 to determine the cost of making a mosaic with different materials. Because students have not added decimals or fractions with unlike denominators, it is not necessary for students to find the exact cost for the mosaic. Encourage students to use estimation strategies. Some students may find the exact cost as a fraction of a dollar, for example dollars. Encourage students to make sense of the fraction with respect to money to estimate the cost.

This activity uses MLR1 Stronger and Clearer Each Time. Advances: Reading, Writing.

MLR1 Stronger and Clearer Each Time

• “Share your response with a partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
• 3–5 minutes: structured partner discussion. 
• Repeat  with 2–3 different partners.
• If needed, display question starters and prompts for feedback.
  • “Can you add an expression to show . . .?”
  • “The part I understood best was . . .”
  • “I liked how you . . .”
• “Revise your initial draft based on the feedback you got from your partners.”
• 2–3 minutes: independent work time