• 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: “El jueves, Mai compró una biografía que le costó $9 y un cómic que le costó $4. Ese día, la cantidad total de ventas de la feria del libro fue 8 veces la cantidad de dinero que Mai gastó” // “On Thursday, Mai purchased a biography for $9 and a comic book for $4. The amount of total sales that day at the book fair was 8 times as much money as Mai spent.”
• “¿De qué se trata esta historia?” // “What is this story about?” (It’s about book fair sales, which is the amount of dollars collected when students buy books at the book fair.) 
• 1 minute: partner discussion
• Listen for and clarify any questions about the context or the words used in the story.
• 2nd Read: “El jueves, Mai compró una biografía que le costó $9 y un cómic que le costó $4. Ese día, la cantidad total de ventas de la feria del libro fue 8 veces la cantidad de dinero que Mai gastó” // “On Thursday, Mai purchased a biography for $9 and a comic book for $4. The amount of total sales that day at the book fair was 8 times as much money as Mai spent.”
• “Mencionen las cantidades que podemos contar o medir en esta situación” // “Name the quantities we can count in this situation.” (cost of each book, the total amount of money Mai spent, the total amount of sales)
• 30 seconds: quiet think time
• 1 minute: partner discussion 
• Share and record all quantities.
• Reveal the question.
• 3rd Read: Read the entire problem, including the question, aloud.
• “¿De qué maneras diferentes podemos resolver este problema?” // “What are different ways we can solve these problems?”
• 30 seconds: quiet think time
• 1 minute: partner discussion

• “Resuelvan los problemas y compartan con un compañero lo que pensaron” // “Solve the problems and share your thinking with a partner.”
• 5 minutes: independent work time
• 2–3 minutes partner discussion
• Monitor for students who:
  • Draw a diagram.
  • Use expressions.
• Consider asking:
  • “¿Qué relación hay entre su diagrama y el problema? ¿Qué tienen que hacer ahora para resolver el problema?” // “How does your diagram match the problem? What do you need to do next to solve the problem?"
  • “¿Qué parte del problema le corresponde a esta parte de su trabajo?” // “What part of the problem matches this part of your work?"

• Groups of 2

• 3–5 minutes: independent work time
• Monitor for which problems students used tape diagrams and for which problems students chose not to draw diagrams because of the large numbers.
• “Comparen estrategias con un compañero. Puede que después de hablar con un compañero decidan reconsiderar lo que pensaron” // “Compare strategies with a partner. You may decide to revise your thinking after talking with a partner.”
• 3 minutes: partner discussion
• As partners are sharing, monitor for students who noticed that they missed a step and revised their thinking to include the step after talking with a partner.
• Consider asking:
  • “¿Qué escucharon o qué vieron que los hizo reconsiderar lo que habían pensado?” // “What did you hear or see that made you decide to revise your thinking?” ( I noticed that I missed a step when I heard or saw what my partner shared about books ordered last year.)
  • “¿Les gustaría compartir en la discusión con toda la clase las cosas que ajustaron? Esos fueron muy buenos ajustes” // “Would you be willing to share your revision in the class discussion? That was a great revision.”