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

Add and subtract within 20.

Perform arithmetic operations on polynomials.

Understand the connections between proportional relationships, lines, and linear equations.

Generate and analyze patterns.

Represent and solve equations and inequalities graphically.

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

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

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

Analyze patterns and relationships.

Use polynomial identities to solve problems.

Create equations that describe numbers or relationships

Interpret the structure of expressions.

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

Rewrite rational expressions.

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

Gain familiarity with factors and multiples.

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

Work with radicals and integer exponents.

Represent and solve problems involving multiplication and division.

Work with addition and subtraction equations.

Solve equations and inequalities in one variable.

Solve systems of equations.

Use the four operations with whole numbers to solve problems.

Multiply and divide within 100.

Write and interpret numerical expressions.

Reason about and solve one-variable equations and inequalities.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and solve problems involving addition and subtraction.

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Use properties of operations to generate equivalent expressions.
problem_activity: Narrative
The purpose of this activity is for students to solve two-step word problems using all four operations. Students should be encouraged to solve the problem first or write the equation first, depending on their preference. Encourage students to use parentheses if needed to show what is being done first in their equations.
When students make sense of situations to solve two-step problems they reason abstractly and quantitatively (MP2).
MLR5 Co-Craft Questions.
Keep books or devices closed. Display only the problem stem, without revealing the question. Give students 2–3 minutes to write a list of mathematical questions that could be asked about this situation, before comparing their questions with a partner. Invite each group to contribute one written question to a whole-class display. Ask the class to make comparisons among the shared questions and their own. Reveal the intended questions for this task and invite additional connections.
Advances: Reading, Writing
Engagement: Develop Effort and Persistence.
Some students may benefit from feedback that emphasizes effort and time on task. For example, check in and give feedback after each party planning problem.
Supports accessibility for: Attention
Required Materials
Materials to Gather
Base-ten blocks
Materials to Copy
Centimeter Grid Paper - Standard
Launch
Groups of 2
Give students access to grid paper and base-ten blocks.
Activity
“Work independently to solve these problems and write an equation with a letter for the unknown quantity to represent each situation. You can choose to solve the problem first or write the equation first.”
5–7 minutes: independent work time
“Share your solutions and your equations with your partner. Also, tell your partner if you think their solutions and equations make sense or why not.”
5–7 minutes: partner discussion
Student Facing
For each problem:
a. Write an equation to represent the situation. Use a letter for the unknown quantity.
b. Solve the problem. Explain or show your reasoning.
[IMG]
Kiran is making paper rings each day to decorate for a party. From Monday to Thursday he was able to complete 156 rings. Friday, Kiran and 2 friends worked on making more rings. Each of them made 9 more rings. How many rings did they make over the week?
Mai has 168 muffins. She put 104 of the muffins in a basket. She packed the rest of the muffins into 8 boxes with the same number of muffins. How many muffins were in each box?
There are 184 cups on a table. Three tables with 8 people at each table come up to get drinks and each use a cup. How many cups are on the table now?
Student Response
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Advancing Student Thinking
If students don't write a single equation to represent both steps of the problem, consider asking:
“What equations did you write for each part of the problem?”
“How could you combine your equations into one equation that would represent the problem?”
Activity Synthesis
For each problem have a student share their equation and discuss how it represents the problem.
Consider asking:
“Where do we see ______ from the problem in the equation?”
“What information from the situation did we need to solve and write our equation?”
“How are parentheses used in the equation?”


correct_option_index: 8