Teacher: So we’ve been talking about word problems and math, right? All right. We need to make sure that we are reading the entire word problem to figure out what the word problem is asking of us. Is there anybody who wants to read the word problem here on the board? Zade, do you think you can read it nice and loud?

Student: There are some bicycles and tricycles in a play yard. Ali noticed there were 16 cycles in the play yard. Arnold noticed there were 37 wheels.

Teacher: Awesome. This is actually Aaron, but great try. We need to think about our question. What do we notice? What do we wonder? What do we know? Teddy, what do you see?

Student 2: There are bicycles and tricycles. The tricycles have three wheels and bicycles have two wheels.

Teacher: Okay. We have two types of vehicles, we want to say, things that move us. What do we want to call it. Just cycles? I mean, it does say that Ali noticed cycles, so maybe we just hang out with that. We have bicycles and tricycles. Teddy pointed out that bicycles have two wheels and tricycles have three wheels because we’re looking at our prefixes. What else do we notice about our word problem. Bryson?

Student 3: We know there are 16 cycles and 37 wheels.

Teacher: Okay. 16 cycles, 37 wheels. Anything else anybody wants to add on to what we notice or wonder? No? All tight. What do we think the question might ask us? Teddy?

Student 1: To find how many of each cycle could be in the play yard.

Teacher: Okay. Any other thoughts? Let’s find out. All right. Who can read our question? Sophia, nice and loud.

Student 4: How many bicycles and how many tricycles are in the yard?

Teacher: Awesome. Thank you. What do you think? How many bicycles, how many tricycles do you think are in the yard?