The purpose of this activity is to introduce the Three Reads math language routine and to solve a two-step “how many fewer?” problem using data presented in a scaled bar graph. The Three Reads routine prompts students to read a problem three times, each for a different purpose. This process supports students in making sense of the problem (MP1).

Because the graph in this activity uses a scale of 5, students may read the data value for nervous as 22, 23, or 25, even though the exact value is 23. For this reason, students’ answers may vary by 1 or 2.

• Have 1–2 selected students share their solution and strategy.
• Display the steps of Three Reads routine and keep displayed for the next activity.
• “¿Cómo les ayudó leer tres veces el problema a darle sentido?” // “How did reading the problem three times help you make sense of the problem?” (I was more comfortable with the problem each time I read it. It made more sense every time I read the problem. I noticed different details each time I read it.)

The purpose of this activity is for students to practice the Three Reads math language routine on their own and use data presented in a scaled bar graph to solve a two-step “how many more?” problem. Because the graph has a scale of 10, students need to estimate values that do not show an exact multiple of 10. As a result, answers may vary slightly. Accept all answers that align to reasonable estimates.

The Three Reads routine has students read a problem three times for different purposes. This process helps students make sense of the problem and persevere in solving it (MP1).

If students find the sum of all categories or don't find a solution to the problems, consider asking:

• “¿Cómo comenzaste a resolver el problema?” // “How did you start solving this problem?”
• “¿Cómo podrías usar la información de la gráfica para resolver el problema?” // “How could you use the information from the graph to solve the problem?”

• Invite 1–2 students to share the method, including any expressions or equations they used to solve the first problem.
• “¿En qué se parecen estos métodos? ¿En qué son diferentes?” // “How are these methods the same? How are they different?” (Each way found the same number of trees. Some people subtracted the number of pine trees from fir trees. Some counted up from the number of pine trees to the number of fir trees. )
• Invite 2–3 students to share the expressions or equations they used to solve the last problem.
• “¿En qué se parecen estos métodos? ¿En qué son diferentes?” // “How are these methods the same? How are they different?” (Each way found the same number of trees. Each way used subtraction. Some people added the maple and oak trees together and then subtracted it from the number of fir trees. Some people subtracted the number of maple trees from fir trees and then subtracted the number of oak trees. )