• Groups of 2–4
• Read the task together as a class.
• “¿De qué piensan que se trata el problema? ¿Qué preguntas necesitan responder antes de comenzar a trabajar en el problema?” //  “What do you think the problem is asking? What questions do you need answered before working on it?”
• 1 minute: group discussion
• Share responses. Clarify any confusion before students begin the task.

• “Trabajen de forma individual durante unos 8 a 10 minutos. Después, discutan con su grupo cómo pensaron” // “Work independently on the task for about 8–10 minutes. Then discuss your thinking with your group.”
• 10 minutes: independent work time
• 5 minutes: group discussion

• Groups of 2

MLR6 Three Reads

• Display only the problem stem, without revealing the question(s).
• “Vamos a leer este problema 3 veces” // “We are going to read this problem 3 times.”
• 1st Read: “Jada y Noah están de excursión en un parque. Este es un mapa de los senderos. Se muestra la longitud de cada sendero” // “Jada and Noah are hiking at a park. Here is a map of the trails. The length of each trail is shown.”
• “¿De qué se trata esta situación?” // “What is this situation about?”
• 1 minute: partner discussion
• Listen for and clarify any questions about the context.
• 2nd Read: “Jada y Noah están de excursión en un parque. Este es un mapa de los senderos. Se muestra la longitud de cada sendero” // “Jada and Noah are hiking at a park. Here is a map of the trails. The length of each trail is shown.” (Display the trail map.)
• “Mencionen las cantidades. ¿Qué podemos contar o medir en esta situación?” // “Name the quantities. What can we count or measure in this situation?”
• 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.
• “¿Qué estrategias podemos usar para resolver este problema?” // “What are some strategies we can use to solve this problem?”
• 30 seconds: quiet think time
• 1–2 minutes: partner discussion

• “Trabajen individualmente durante 10 minutos. Después, discutan sus respuestas y terminen el último problema con su compañero” // “Work independently on the task for 10 minutes. Then discuss your responses and complete the last problem with your partner.”
• 10 minutes: independent work time
• 3–4 minutes: group work time

• Give one card from the blackline master to each student.
• Tell students that they are to find the value of the expression, and then find a classmate whose expression has the same value.
• “Si su expresión está marcada con una letra, entonces su pareja es alguien que tiene una expresión marcada con un número, y viceversa” // “If your expression is labeled with a letter, your match is someone whose expression is labeled with a number. And vice versa.”
• “Cuando encuentren a su pareja, completen el resto de la actividad como se indica en el enunciado” // “Once you’ve found your match, complete the rest of the task as directed in the Task Statement.”

• 7–8 minutes: independent work time on the first problem and then matching time
• 7–8 minutes: partner work time
• Give each group tools for creating a display. Ask them to show that their two expressions are a match, and that their new expressions also have the same value.