• Groups of 2
• Give students access to connecting cubes in towers of 10 and singles.
• “Hay distintas artes y manualidades que las personas disfrutan hacer. Hacer pulseras de la amistad, como las de las historias que resolvimos, es una manualidad que a muchos estudiantes les gusta. ¿Qué artes y manualidades les gustan a ustedes? ¿Qué otras artes y manualidades conocen que las personas disfruten?” // “There are many different arts and crafts that people enjoy doing. Making friendship bracelets, like the ones in the stories we solved, is one craft that lots of students like. What arts and crafts do you like? What arts and crafts do you know that other people enjoy?” 
• 30 seconds: quiet think time
• Share responses.
• “Vamos a seguir resolviendo problemas sobre manualidades que las personas disfrutan” // “We are going to continue to solve problems about crafts that people enjoy.”

MLR6 Three Reads 

• Display only the problem stem, without revealing the question.
• “Vamos a leer este problema tres veces” // “We are going to read this problem three times.”
• 1st Read: “Elena tiene una bolsa de chaquiras. Ella saca 9 chaquiras. Quedan 11 chaquiras en la bolsa” // “Elena has a bag of beads. She takes out 9 beads. 11 beads are left in the bag.”
• “¿De qué se trata esta historia?” // “What is this story about?”
• 1 minute: partner discussion
• Listen for and clarify any questions about the context.
• 2nd Read: “Elena tiene una bolsa de chaquiras. Ella saca 9 chaquiras. Quedan 11 chaquiras en la bolsa” // “Elena has a bag of beads. She takes out 9 beads. 11 beads are left in the bag.”
• “¿Qué cosas se pueden contar?” // “What can be counted?” (number of beads she took out, number of beads that are left in the bag, number of beads there are altogether)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share and record all quantities.
• 3rd Read: Read the entire problem, including the question, aloud.
• “¿De qué formas diferentes podemos resolver este problema?” // “What are different ways we can solve this problem?” (Use connecting cubes to show the beads, draw a picture, write an equation using a fact we know)
• 30 seconds: quiet think time
• 1–2 minutes: partner discussion

• “Con su compañero, representen y resuelvan el problema. Muestren cómo pensaron. Usen dibujos, números o palabras” // “Work with your partner to represent and solve the problem. Show your thinking using drawings, numbers, or words.”
• 5 minutes: partner work time
• Monitor for students who:
  • use cubes to show 9 beads out of the bag and 11 beads in the bag
  • draw bag and write 11 in it, write or draw 9 next to it
  • write 

• Groups of 2
• Give students access to connecting cubes.

• Read the Task Statement.
• 5 minutes: partner discussion
• Monitor for students who can explain how the diagram matches each story.