• Display the image of Mexican coins.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time
• Share responses.
• Explain that pesos (PAY-sohz) and centavos (sen-TAH-vohz) are units of Mexican money, just as dollars and cents are units of American money.  “Así como 100 centavos forman un dólar, 100 centavos forman un peso. ‘Cent’, en inglés, y centavo suenan parecido” //  “Just like 100 cents make up one dollar, 100 centavos make up one peso. ‘Cent’ and ‘centavo’ even sound alike.”
• “¿Cuáles son los valores de las monedas estadounidenses que se usan hoy en día?” //  “What are the values of the American coins we use today?” (1 cent, 5 cents, 10 cents, 25 cents, half a dollar, and 1 dollar.)
• Explain that Mexico uses many more types of coins than the U.S. does.
• Display coins of different thicknesses.
• “Las monedas estadounidenses (un centavo, diez centavos, cinco centavos y veinticinco centavos) tienen grosores y pesos diferentes. Lo mismo ocurre con las distintas monedas mexicanas de centavos y de pesos” // “Just like pennies, dimes, nickels, and quarters, centavo and peso coins have different weights and thicknesses.”
• Refer to the table in the Task Statement, showing the thicknesses in tenths or hundredths of a centimeter.

• “Trabajen con su compañero en los tres primeros problemas” // “Work with your partner on the first three problems.”
• 7–8 minutes: partner work time
• “Busquen otra pareja de compañeros y compartan sus respuestas. Discutan cualquier desacuerdo que tengan” //  “Find another group of classmates and share your responses. Discuss any disagreement you might have.”
• 3–4 minutes: group discussion
• “En silencio, respondan la última pregunta durante unos minutos” // “Take a few quiet minutes to answer the last question.”
• 3 minutes: independent work time
• Consider asking each combined group to share their response to one assigned problem.

• Groups of 2

If done as a Gallery Walk:

• Consider assigning each group a starting poster and giving directions for rotation.
• “Van a encontrar seis pósteres con una expresión de suma en cada uno. Vayan a ver al menos tres pósteres y encuentren los valores de las expresiones” // “You’ll find six posters with an addition expression on each one. Visit at least three posters and find the values of the expressions.”

• “Trabajen con su compañero en las primeras dos expresiones e individualmente en al menos una de ellas. Muestren su razonamiento” // “Work with your partner on the first two expressions and independently on at least one of them. Show your reasoning.”
• 10 minutes: group work or Gallery Walk