• Groups of 3 or 4
• “Una huerta comunitaria es un espacio de siembra compartido por miembros de la comunidad. Cada miembro recibe su propio espacio para crear su parte de la huerta comunitaria” // “A community garden is a garden space that is shared by members of the community. Each member gets their own space to create their part of the community garden.”
• “Este es un problema sobre pintar una pared de la huerta comunitaria. ¿Qué materiales necesitan para pintar?” // “This is a problem about painting a wall in a community garden. What materials do you need when you paint?” (paint, brushes, paint rollers, drop cloth, painter’s tape)
• 1 minute: quiet think time
• Share responses.

• “Resuelvan el problema en grupo” // “Work with your group to solve the problem.”
• 5 minutes: small-group work time
• Monitor for different solutions mentioned in the sample responses.

• Groups of 3 or 4
• Display the image.

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: “Elena planea construir una cama de jardín elevado para la huerta comunitaria. La cama de jardín va a ser rectangular. Un lado debe medir 3 pies de largo. Para que quepan todas sus plantas, Elena necesita un espacio que tenga al menos 20 pies cuadrados. Ella tiene suficiente tierra para una cama de jardín de 30 pies cuadrados” // “Elena is planning to build a raised garden bed for the community garden. The garden bed will be rectangular. One side must be 3 feet long. To fit all her plants, Elena needs the bed to cover at least 20 square feet. She has enough soil for a garden bed that covers 30 square feet.”
• “¿De qué se trata esta situación?” // “What is this situation about?”
• 1 minute: small-group discussion
• Listen for and clarify any questions about the context.
• 2nd Read: “Elena planea construir una cama de jardín elevado para la huerta comunitaria. La cama de jardín va a ser rectangular. Un lado debe medir 3 pies de largo. Para que quepan todas sus plantas, Elena necesita un espacio que tenga al menos 20 pies cuadrados. Ella tiene suficiente tierra para una cama de jardín de 30 pies cuadrados” // “Elena is planning to build a raised garden bed for the community garden. The garden bed will be rectangular. One side must be 3 feet long. To fit all her plants, Elena needs the bed to cover at least 20 square feet. She has enough soil for a garden bed that covers 30 square feet.”
• “Nombren las cantidades. ¿Qué podemos contar o medir en esta situación?” // “Name the quantities. What can we count or measure in this situation?”
• 30 seconds: quiet think time
• 1–2 minutes: group discussion
• Share and record all quantities.
• Reveal the question(s).
• 3rd Read: Read the entire problem, including the question aloud.
• “¿Qué estrategias podemos usar para resolver este problema?” // “What are some strategies we can use to solve this problem?”
• 30 seconds: quiet think time
• 1–2 minutes: group discussion
• Give each group tools for creating a display and access to square tiles and grid paper.

• “Resuelvan el problema en grupo. Hagan un póster para mostrar cómo resolvieron el problema” // “Work with your group to solve the problem. Create a poster to show how you solved the problem.”
• 10 minutes: group work time
• Monitor for students who:
  • Recognize that one side length of the garden is unknown.
  • Write an expression or an equation that represents the unknown side length as an unknown factor.
  • Think of multiple gardens that could be built.