• Groups of 3

Part A

• “Cada integrante del grupo debe escoger una de las situaciones y leerla en silencio. Denle sentido a su situación y prepárense para explicarle a su grupo qué ocurre en ella” // “Each member of your group should pick 1 of the situations to read silently. Make sense of your situation and be ready to explain to your group what is happening in your situation.”
• 2 minutes: quiet think time
• “Por turnos, compartan lo que entendieron sobre la situación que escogieron” // “Take turns sharing your understanding of the situation you chose.”
• “Cuando todos hayan compartido, emparejen entre todos cada situación con un diagrama. Prepárense para explicar cómo saben que van juntos” // “When each person has shared, work together to match each situation to a diagram. Be prepared to explain how you know they match.”
• 5–7 minutes: small-group work time
• Display the 3 diagrams together.
• “Hablen con los compañeros de su grupo. ¿En qué se parecen los diagramas? ¿En qué son diferentes?” // “Turn and talk with your group. How are the diagrams alike? How are they different?” (They have the same numbers. They have the same structure, with a long rectangle and 2 smaller parts. A different number is missing in each diagram. The moves around.)
• 2–3 minutes: small-group discussion
• Share responses.
• “¿Cómo conectaron los diagramas con las situaciones?” // “How did you connect the diagrams to the situations?” (The location of the unknown shows what we are missing in the situation. The first diagram matches the situation in which we don’t know Mai's starting number of beads. The second diagram matches the situation in which we are missing the total number of beads. The last diagram matches the situation in which we don’t know how many beads are in the 2 packs Mai bought.)
• 2–3 minutes: small-group discussion
• Share responses.

Part B

• “Ahora van emparejar cada situación de la parte A con una ecuación. La letra de cada ecuación representa la cantidad desconocida de la situación” // “Now you are going to match an equation to each situation from Part A. The letter in each equation represents the unknown quantity in the situation.”
• 3–5 minutes: small-group work time
• Monitor for groups who can articulate connections between each equation and the corresponding situation. Identify students to share during the Activity Synthesis.

• Groups of 2
• “A veces usamos piedras en los juegos. Mancala es un juego que se puede jugar con piedras. En este juego, las piedras se mueven de hoyo en hoyo y cada jugador intenta capturar las piedras del otro jugador. La imagen muestra un juego de mancala que está en progreso” // “Stones are sometimes used to play games. One of the games that can be played with stones is mancala (mahn-KAH-lah). In mancala, stones are moved from pit to pit, and each player tries to capture the other player's stones. The picture shows a game of mancala in progress.”
• “Ahora vamos a resolver un problema sobre las piedras de un juego de mancala” // “Now we're going to solve a problem about the stones in a game of mancala.”
• “¿De qué maneras van a poder saber si su respuesta tiene sentido?” // “What are some ways you will be able to determine if your answer makes sense?” (I can estimate an answer, using rounding. I can think about the size of the numbers in the problem.)
• Share and record responses.

• “Trabajen individualmente en este problema durante un momento. Escojan qué quieren hacer primero: resolver el problema o escribir la ecuación” // “Take some independent time to work on this problem. You can choose to solve the problem first or write the equation first.”
• 5–7 minutes: independent work time
• Monitor for different ways students:
  • Write an equation.
  • Represent the problem, such as by using a tape diagram.
  • Decide their answer makes sense, such as thinking about the situation or by rounding.