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

MLR6 Three Reads

• Display only the problem stem, without revealing the questions.
• “Vamos a leer este problema tres veces” // “We are going to read this problem three times.”
• 1st Read: “Hay 9 tableros. Hay 6 marcadores” // “There are 9 dry erase boards. There are 6 markers.”
• “¿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: “Hay 9 tableros. Hay 6 marcadores” // “There are 9 dry erase boards. There are 6 markers.”
• “¿Cuáles son todas las cosas de esta historia que podemos contar?” // “What are all the things we can count in this story?” (the dry erase boards, the markers, the total of both items)
• 30 seconds: quiet think time
• 1 minutes: partner discussion
• Share and record all quantities.
• Reveal the questions.
• 3rd Read: Read the entire problem, including questions aloud.
• “¿De qué formas diferentes podemos resolver este problema?” // “What are different ways we can solve this problem?” (I can use red connecting cubes for the dry erase boards and blue for the markers. I can draw circles for the dry erase boards and lines for the markers.)
• 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 represent the problem by matching the quantities and can describe how their representation shows how many more.

• Groups of 2
• Give students access to connecting cubes or two-color counters.
• Read the story problem about the folders.
• As needed:
  • “Cuéntenle a su compañero de qué se trata esta historia y qué tenemos que responder” // “Tell your partner what this story is about and what we have to answer.”
  • 1 minute: partner discussion
  • Monitor for students who accurately retell the story without revealing the answer. Choose at least one student to share with the class.

• Reread the story problem about the folders.
• “Con su compañero, resuelvan el problema. Muestren cómo pensaron. Usen objetos, dibujos, números o palabras” // ”Solve the problem with your partner. Show your thinking using objects, drawings, numbers, or words.”
• 2–4 minutes: partner work time
• Consider asking:
  • “¿Cómo mostraron las carpetas?” // “How did you show the folders?”
  • “¿Cómo mostraron los bolígrafos?” // “How did you show the pens?”
  • “¿Cómo averiguaron cuántas carpetas menos hay?” // “How did you figure out how many fewer folders?”
• Monitor for the different ways students represent the folders and discuss how they determined “how many fewer?”
• Invite 1–2 partners to share.
• Read the story about pencils and markers.
• “Resuelvan el problema. Muestren cómo pensaron. Usen objetos, dibujos, palabras o números. Prepárense para compartir con su compañero cómo pensaron” // “Solve the problem. Use objects, drawings, words, or numbers to show your thinking. Be prepared to share your thinking with your partner.”
• 2 minutes: independent work time
• 2 minutes: partner discussion
• Monitor for students who describe:
  • Counting on from the smaller quantity to the larger quantity.
  • Matching the smaller quantity to the larger quantity and counting what is left.