• Groups of 2

MLR6 Three Reads

• “Dejen sus libros de trabajo cerrados” // “Keep your books closed.”
• Display only the graph, without revealing the question.
• “Vamos a leer esta gráfica 3 veces” // “We are going to read this graph 3 times.”
• 1st read: “Durante un momento, lean los datos que se muestran en esta gráfica” // “Take a moment to read the data displayed by this graph”
• “¿De qué trata esta gráfica?” // “What is this graph about?” (It’s about how students are feeling about the new year.)
• 1 minute: partner discussion
• Listen for and clarify any questions about the context. 
• 2nd read: “Lean e interpreten la gráfica por segunda vez. ¿Qué cantidades están representadas? ¿Qué se puede contar o medir en esta situación?” //  “Read and interpret the graph a second time. What quantities are represented? What can be counted or measured in this situation?” (The numbers of students who chose each feeling are represented. We can count the number of students in each category.)
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• Record quantities on a display for all to see. 
• Reveal the question.
• 3rd read: Read the question aloud.
• “¿Qué estrategias podemos usar para resolver este problema?” // “What are some strategies we can use to solve this problem?” (We can use the bar graph to find the numbers. We can add to find how many students are nervous or curious. We can subtract how many students are nervous or curious from the number of students that are excited.)
• 30 seconds: quiet think time
• 1–2 minutes: partner discussion

• 5–7 minutes: partner work time
• Monitor for students who:
  • Add and then subtract .
  • Subtract and then subtract .
  • Subtract and then subtract .

• Groups of 2
• “¿Qué tipos de plantas ven cuando van de camino a casa desde la escuela?” // “What types of plants do you see on your way home from school?” (trees, bushes, flowers, vines)
• Share responses.

• Display the graph.
• “Trabajen individualmente para resolver los problemas usando la gráfica. Si les ayuda, pueden usar la rutina ‘Tres lecturas’” // “Work independently to use the graph to solve the problems. You can use the Three Reads routine if it’s helpful to you."
• 7–10 minutes: independent work time
• Monitor for students who solve the one-step problems by:
  • Using the bars on the graph to count up to or back from one number to another.
  • Using equations to show adding or subtracting by place value.
• Monitor for students who solve the two-step problems by:
  • Adding two numbers then subtracting the sum from another number.
  • Subtracting a number, then subtracting again from the difference.