• Groups of 2
• Give students access to connecting cubes and base-ten blocks.
• “¿Alguna ves han ido a una excursión? ¿A dónde fueron?” // “Have you ever been on a field trip? Where did you go?”
• “En su excursión, ¿las personas estuvieron siempre juntas o se separaron en grupos más pequeños?” // “Did everyone on your field trip stay together the whole time or did you split into smaller groups?”

MLR6 Three Reads

• Display only the story problem, without revealing the question. 
• “Vamos a leer este problema 3 veces” // “We are going to read this problem 3 times.”
• 1st Read: “Algunos estudiantes van sentados en un bus. 34 estudiantes más se suben al bus. Ahora hay 55 estudiantes” //  “Some students sit on a bus. 34 more students get on the bus. Now there are 55 students.”
• “¿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: “Algunos estudiantes van sentados en un bus. 34 estudiantes más se suben al bus. Ahora hay 55 estudiantes” // “Some students sit on a bus. 34 more students get on the bus. Now there are 55 students.”
• “¿Cuáles son todas las cosas de esta historia que podemos contar?” // “What are all the things we can count in this story?” (number of students who started the story on the bus, number of students who got on next, the total number of students on the bus, the number of buses)
• 30 seconds: quiet think time
• 2 minutes: partner discussion 
• Share and record all quantities.
• Reveal the question.
• 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?” (We could subtract the number of students who got on the bus from the total. We could add to the number of students who got on the bus until we get to the total.)
• 30 seconds: quiet think time
• 1–2 minutes: partner discussion

• 5 minutes: independent work time
• Monitor for students who:
  • Use base-ten blocks or base-ten diagrams to show adding tens to tens and ones to ones.
  • Use base-ten blocks or base-ten diagrams to show subtracting tens from tens and ones from ones.

• Groups of 2
• Give students access to connecting cubes and base-ten blocks.

• 6 minutes: independent work time
• 4 minutes: partner discussion 
• Monitor for students who use base-ten blocks and students who use base-ten diagrams to represent methods based on adding or subtracting by place.