• Groups of 2

MLR5 Co-craft Questions

• “Mantengan sus libros cerrados” // “Keep your books closed.”
• Display: “Hay 7 filas” // “There are 7 rows.”
• “Escriban una lista de preguntas matemáticas que se podrían hacer sobre esta situación” // “Write a list of mathematical questions that could be asked about this situation.” (What’s in the rows? How many things are in each row? How many things are there altogether?)
• 2 minutes: independent work time
• 2–3 minutes: partner discussion
• Invite several students to share one question with the class. Record responses.
• “¿Qué tienen en común estas preguntas? ¿En qué son diferentes?” // “What do these questions have in common? How are they different?” (They all have to do with rows. They have to do with more detail about the rows, like what’s in the rows and how many are in each row.)
• Reveal the task (students open books), and invite additional connections.


• “Resuelvan el primer problema de cualquier manera que tenga sentido para ustedes” // “Complete the first problem by solving this problem in any way that makes sense to you.”
• 3–4 minutes: independent work time
• 1–2 minutes: partner discussion
• Share a variety of student representations and solution strategies. 
• “Piensen en la situación que hemos considerado. ¿Cómo podrían representarla con una ecuación que tenga un símbolo para el número desconocido?” // “Think about the situation we have been considering. How could you represent the situation using an equation with a symbol for the unknown?”
• 2 minutes: quiet think time
• “Compartan su ecuación con su compañero. Juntos, reescriban la ecuación cambiando el símbolo por la solución que encontraron” // “Share your equation with your partner. Together, rewrite the equation with the solution you found in place of the symbol.”
• 2 minutes: partner work

• Groups of 2
• Display the image.
• “Las palmeras cocoteras se cultivan en climas cálidos y tienen muchos usos. A veces se siembran en filas. ¿Qué otros cultivos se siembran en filas?” //  “Coconut trees are grown as a crop in warm climates and have lots of uses. Sometimes they are grown in rows. What are some other crops that are grown in rows?” (corn, strawberries, carrots)

• “Ahora van a practicar lo que acabamos de aprender sobre resolver situaciones que incluyen un arreglo y a escribir una ecuación que tenga un símbolo para representar el número desconocido” // “Now you are going to practice what we just learned about solving array situations and writing an equation with a symbol for the unknown.”
• 5–7 minutes: independent work time
• As you circulate, consider asking:
  • “¿Cómo se conecta cada número o símbolo de su ecuación con la situación?” // “How does each number or symbol in your equation connect to the situation?”
  • “¿Cómo usan grupos iguales para encontrar la solución del problema?” // “How are you using equal groups to find the solution to the problem?”
• “Compartan su estrategia con su compañero. Hagan todas las preguntas que tengan sobre las ideas de su compañero” // “Share your strategy with your partner. Ask any questions you have about your partner’s ideas.”
• 2 minutes: partner discussion