The purpose of this Warm-up is to elicit ideas about the features of a quilt, which will be useful when students create a border to go around their piece of a class quilt in a later activity. While students may notice and wonder many things about this image, the fact that the quilt is made up of many different pieces and that there is a border around each piece are the important discussion points.

• “What shapes do you see? How do you know it is a ____?” (I see a square. I know it is a square because all four sides are the same length.)
• “A patchwork quilt is a blanket made by putting together small pieces of cloth that have different designs. Today we are going to make a patchwork quilt out of paper rectangles.” 

The purpose of this activity is for students to make decisions about the side lengths of the patches they will make for the class quilt. They decide whether or not all of the patches they make should be the same size, determine what the size should be or what the restrictions on the size should be. They create the outline for their patch based on those decisions. When students make assumptions about information not given in a situation, they model with mathematics (MP4). Students then design the rectangle to represent one of their strengths or something they are proud of. Students can create their designs using drawings and words. The rectangles will be used in the following activity to create a class quilt.

The purpose of this activity is for students to measure and cut paper to a designated length. This activity continues to use the context of making a class quilt, as students decide how to create a border for the patch they created in the previous activity. The directions are left open enough for students to choose different ways of creating their border. When students consider assumptions about information not given in a situation, they model with mathematics (MP4). Students discuss different ways this can be done, and finally put all the bordered patches together into a class quilt.