The purpose of this activity is for students to choose a math tool to use to create a model of an object in their classroom. Students choose from all of the math tools they have used so far in the unit. They also choose an object in the classroom to model. When students model a real-world object using math tools, they model with mathematics (MP4).

Students will share their models in the next activity.

• Invite previously identified students to share their creations.
• “What is the same about what _______ and ______ created? What is different?” (They both made a ___. They used different tools.)
• If no students modeled the same object using different tools, display the image from the student book.
• “Noah and Jada used math tools to make a model of a table. What is the same and what is different about what they created?” (They both made something that looks like a table. Jada used connecting cubes and Noah used pattern blocks. Noah used 3 different colors and Jada used 2 colors.)  
• “Which math tool did you choose? How did the tool help you make the model of your object?” (I used counters. They helped me because I could show each circle on the rug I made.)

The purpose of this activity is for students to count groups of objects in the context of asking and answering “how many?” questions about the models they made in the previous activity. As students participate in the Gallery Walk, there may be time for each student to see and ask questions about only a few models, which is okay. Consider creating a cue or signal to indicate when students should move from one person to the next.

• “What kind of questions did your classmates ask you about your model?” (They asked me what I made. They asked me how many objects I used.)
• “What did you do when you were asked ‘how many ____ did you use?’” (I counted them. I just looked and saw that I used ___.)