• Groups of 2
• Display table from student book. Refer to the corresponding parts of the table and read, “cada persona recibe exactamente 1 libra de arándanos” // “each person gets exactly 1 pound of blueberries” and “_____ personas comparten _____ libras de arándanos equitativamente” // “ _____ people share ______ pounds of blueberries equally.”
• “¿Qué números podemos escribir en los espacios en blanco para que cada persona reciba exactamente 1 libra de arándanos?” // “What numbers can we write in the blanks so that each person will get exactly 1 pound of blueberries?” (3 and 3, 4 and 4, etc.)
• Record responses for all to see.
• “¿Qué es cierto sobre todas las parejas de números que usamos?” // “What is true about all of the pairs of numbers we used?” (Each blank has the same number in it.)
• “¿Por qué los números que van en los espacios en blanco tienen que ser los mismos?” // “Why do the numbers in the blanks have to be the same?” (In order for each person to get exactly one pound of blueberries, the number of people sharing has to be the same as the number of pounds of fruit.)
• “Vamos a resolver más problemas como este. En cada fila de la tabla, escriban números en los espacios en blanco para que se cumpla la regla que está marcada” // “We are going to solve more problems like this one. For each row in the table, write numbers in the blanks to fit the rule that is checked.”

• 5 minutes: partner work time
• “En su recorrido, observen en qué se parecen los números de las tablas y en qué son diferentes” // “As you walk, notice how the numbers in the tables are the same and different.”
• 5 minutes: gallery walk
• Match each group of 2 with another group of 2 so there are groups of 4.
• “En grupo, hagan un póster sobre los números que se usaron en las tablas” // “Work with your group to make a poster about the numbers that were used in the tables.”
• 5 minute: group work time
• Monitor for groups who:
  • Show or explain why the number of people is always less than the number of pounds of blueberries when each person gets more than one pound of blueberries.
  • Explain or show why the number of people is always more than the number of pounds of blueberries when each person gets less than one pound of blueberries.
  • Explain or show why the number of people is always the number of pounds of blueberries when each person gets pound of blueberries.

• Groups of 2

• “Completen el primer problema individualmente” // “Complete the first problem on your own.”
• 1–2 minutes: independent work time
• 2–3 minutes: partner discussion for the first problem

MLR7 Compare and Connect

• “¿Por qué toda expresión de división se puede interpretar como una fracción? Creen una presentación visual que muestre cómo pensaron sobre esto. Incluyan detalles, como palabras, diagramas, expresiones, etc., para ayudar a los demás a entender sus ideas” // “Create a visual display that shows your thinking about why every division expression can be interpreted as a fraction. You may want to include details such as words, diagrams, expressions, etc. to help others understand your thinking.”
• 3-5 minutes: partner work time
• 5 minutes: gallery walk
• “¿En qué se parecen y en qué son diferentes las explicaciones?” // “What is the same and what is different between the different explanations?”
• 30 seconds quiet think time
• 1 minute: partner discussion