We offer this synthesized framework as a tool to reveal mathematical activity in a non-formal makerspace. In particular, we connect research at different grain sizes to illustrate and explain how mathematics plays a crucial, if often implicit, role in this activity. We begin with describing the Approximate Number System and the Ratio-Processing System, explain how those systems connect to both embodied cognition and Thompson's (1994) conceptualization of quantities. We then examine how prediction and anticipation relate, with a particular emphasis on how social feedback guided the emergent mathematical activity. Finally, we synthesize across the two frameworks, in order to better reveal mathematical activity in low-notation environments, as the first step towards a framework for understanding mathematical learning in non-formal and low-notation contexts. [For the complete proceedings, see ED630060.]