options: Solve systems of equations.

Rewrite rational expressions.

Generate and analyze patterns.

Create equations that describe numbers or relationships

Interpret the structure of expressions.

Write expressions in equivalent forms to solve problems.

Solve equations and inequalities in one variable.

Understand solving equations as a process of reasoning and explain the reasoning.

Analyze patterns and relationships.

Work with addition and subtraction equations.

Write and interpret numerical expressions.

Understand properties of multiplication and the relationship between multiplication and division.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Work with radicals and integer exponents.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Gain familiarity with factors and multiples.

Use properties of operations to generate equivalent expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Represent and solve equations and inequalities graphically.

Understand and apply properties of operations and the relationship between addition and subtraction.

Represent and solve problems involving addition and subtraction.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Add and subtract within 20.

Work with equal groups of objects to gain foundations for multiplication.

Understand the relationship between zeros and factors of polynomials.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Represent and solve problems involving multiplication and division.

Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

Represent and analyze quantitative relationships between dependent and independent variables.

Use polynomial identities to solve problems.

Use the four operations with whole numbers to solve problems.

Perform arithmetic operations on polynomials.

Understand the connections between proportional relationships, lines, and linear equations.
problem_activity: Narrative
The purpose of this activity is for students to see how other students solved one of the problems that involves a factor of a teen number. While students look at each other’s work, they will leave sticky notes describing why they think the answer does or does not make sense (MP3). The synthesis will look specifically at examples of how students used the area diagram to represent the problem.
MLR8 Discussion Supports.
Synthesis: As students share their observations about the selected posters, annotate the poster to illustrate connections. For example, circle the factors and the product and write “factors” and “product” respectively.
Advances: Listening, Representing
Required Materials
Materials to Gather
Sticky notes
Launch
Groups of 2
“Before you begin the gallery walk, what are some representations you expect to see as you look at other students’ work?” (I expect to see rectangles because some of the problems were about the area of rectangles. Base-ten blocks because we were multiplying teen numbers.)
Share responses.
Give students sticky notes.
Activity
“As you visit the posters with your partner, discuss what is the same and what is different about the thinking shown on each poster. Also, leave a sticky note describing why you think the solution does or does not make sense.”
8–10 minutes: gallery walk
Monitor for different uses of the area diagram to highlight, specifically:
a fully gridded area diagram with no labels and no decomposition
a gridded area diagram that was gridded, but also decomposed into parts or labeled along the sides or in the parts of the rectangle
a partitioned rectangle that was drawn with no grid, but labeled with side lengths or the area of the parts of the rectangle
Student Facing
As you visit the posters with your partner, discuss what is the same and what is different about the thinking shown on each poster.
Student Response
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Activity Synthesis
Select 2–3 posters that used a diagram to represent the problem. Discuss them in the order shown above.
For each poster, ask:
“How are the factors shown in the diagram?”
“How is the product shown in the diagram?”
“How could we represent this strategy with expressions?”
If students don’t use an ungridded diagram, display one that represents the problems and ask the same questions.
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correct_option_index: 11