• Groups of 2
• Give students access to 10-frames and connecting cubes or two-color counters. 

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: “Kiran tiene algunos peces en su pecera. Tiene 4 peces rojos y 5 peces azules” // “Kiran has some fish in his fish tank. He has 4 red fish and 5 blue fish.”
• “¿De qué se trata esta historia?” // “What is this story about?”
• 1 minute: partner discussion
• Listen for and clarify any questions about the context.
• 2nd Read: “Kiran tiene algunos peces en su pecera. Tiene 4 peces rojos y 5 peces azules” // “Kiran has some fish in his fish tank. He has 4 red fish and 5 blue fish.”
• “¿Cuáles son todas las cosas de esta historia que podemos contar?” // “What are all the things we can count in this story?” (the number of red fish, the number of blue fish, the total number of fish)
• 30 seconds: quiet think time
• 2 minutes: partner discussion 
• Share and record all quantities.
• Reveal the question.
• 3rd Read: Read the entire problem, including question aloud.
• “¿De qué maneras diferentes podemos resolver este problema?” // “What are different ways we can solve this problem?” (Use red and blue connecting cubes. Draw the fish and count them.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• “Resuelvan el problema” // "Solve the problem."
• 3 minutes: independent work time
• “Compartan con su compañero cómo pensaron” // “Share your thinking with your partner.”
• 2 minutes: partner discussion
• Monitor for students who solve in the following ways and can explain their thinking clearly:
  • Use objects or drawings and count all.
  • Use objects or drawings and count on from the first addend (4).
  • Use objects or drawings and count on from the greater addend (5).

• Groups of 2
• Give students access to 10-frames and connecting cubes or two-color counters.
• “Acabamos de resolver un problema sobre peces mascota. ¿Qué más saben sobre las mascotas?” // “We just solved a problem about pet fish. What else do you know about pets?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• If needed ask, “¿Qué otros tipos de mascotas hay?” // “What other kinds of pets are there?”

• Read the Task Statement.
• 3 minutes: independent work time
• 2 minutes: partner discussion
• Monitor for the different ways students organize their objects or drawings to justify that each expression matches the story.