What you do to one side you have to do to the other side.

I think my students would notice box method, I teach using a similar method to my middle schoolers. I think they'd also notice the same numbers listed in a column. I think they would wonder where the numbers came from, since it's partial products and not the algorithm.

A7: I notice partial products and box method of multiplying. I wonder why area model isn't present? It's similar to box method but the extra visual of the relative size of the boxes has helped some of my students make sense of multi digit multiplication.

I think some of mine might see squares too. It'd be interesting to do this with the lines drawn in the squares and then without the next day or week. "Wait a minute, you told me last time this was 2 triangles?!"

A5: I think my students (middle school) would notice that the pattern increases by 2 triangles per day. I think they would wonder what the worm would look like on some future day.

A2: I think my students would notice fractions. They'd recognize that half the squares and half are green. I also think they'd notice that each line starts with a different alternating colour and that the orange blocks in each line decreases as you add more lines to the bottom.

Paper!? Need more VNPSs. I've heard crayons work well on walls.