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

• “Lean cada problema con su pareja y resuélvanlo individualmente. Muestren cómo pensaron. Usen diagramas, ecuaciones o palabras” //  “Read each problem with your partner and solve it on your own. Show your thinking using diagrams, equations, or words.”
• 5 minutes: independent work time
• 5 minutes: partner discussion
• Monitor for students who use tape diagrams and equations to represent each problem.

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

MLR6 Three Reads

• Display only the problem stem, without revealing the question.
• “Vamos a leer este problema 3 veces” // “We are going to read this problem 3 times.”
• 1st Read: “Priya y Tyler juegan un juego con semillas. Priya empieza con 22 semillas. Ella captura 7 semillas en la primera ronda. Después, captura 18 semillas más en la segunda ronda” // “Priya and Tyler play a game with seeds. Priya starts the game with 22 seeds. She captures 7 seeds in the first round. Then she captures 18 seeds in the second round.”
• “¿De qué se trata la historia?” // “What is this story about?”
• 1 minute: partner discussion.
• Listen for and clarify any questions about the context.
• 2nd Read:  “Priya y Tyler juegan un juego con semillas. Priya empieza con 22 semillas. Ella captura 7 semillas en la primera ronda. Después, captura 18 semillas más en la segunda ronda” // “Priya and Tyler play a game with seeds. Priya starts the game with 22 seeds. She captures 7 seeds in the first round. Then she captures 18 seeds in the second round.”
• “¿Cuáles son todas las cosas de esta historia que podemos contar?” // “What are all the things we can count in this story?” (Seeds Priya starts with. The seeds she captures in the first round. The seeds she captures in the second round. The seeds she captures altogether. The seeds Priya has altogether.)
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• Share and record all quantities.
• Reveal the question(s)
• 3rd Read: Read the entire problem, including question(s) aloud.
• “¿De qué formas diferentes podemos resolver este problema?” // “What are different ways we can solve this problem?” (We can use base-ten blocks to show the seeds. We can draw diagrams. We can think of the parts of the story like the last activity.)
• 30 seconds: quiet think time
• 1–2 minutes: partner discussion

• “Resuelvan el problema individualmente. Prepárense para explicar a su compañero lo que pensaron” // “Solve the problem on your own. Be ready to share your thinking with your partner.”
• 5 minutes: independent work time
• Monitor for student who:
  • Act out the story with base-ten blocks or drawings.
  • Represent the story with one or more tape diagrams.
  • Represent the story with one more more equations.
• “Compartan lo que pensaron con su compañero. Expliquen los diagramas, dibujos u otras estrategias que usaron para resolver el problema” // “Share your thinking with your partner. Explain any diagrams, drawings, or other ways you solved the problem.”
• 4 minutes: partner discussion