options: Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

Use the four operations with whole numbers to solve problems.

Perform arithmetic operations on polynomials.

Solve systems of equations.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Understand the relationship between zeros and factors of polynomials.

Add and subtract within 20.

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

Represent and solve equations and inequalities graphically.

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

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving addition and subtraction.

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

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

Create equations that describe numbers or relationships

Multiply and divide within 100.

Work with addition and subtraction equations.

Generate and analyze patterns.

Write and interpret numerical expressions.

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

Solve equations and inequalities in one variable.

Gain familiarity with factors and multiples.

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

Interpret the structure of expressions.

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

Work with radicals and integer exponents.

Analyze patterns and relationships.

Use polynomial identities to solve problems.

Write expressions in equivalent forms to solve problems.

Rewrite rational expressions.

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

Represent and analyze quantitative relationships between dependent and independent variables.
problem_activity: Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. Students may see equal groups in the rows or the columns of the array. Recording the equations for each way of seeing the groups is an opportunity to reinforce the commutative property.
When students use different ways to group dots within the same array to find the total number of dots they look for and make use of structure (MP7).
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash the image.
30 seconds: quiet think time
Activity
Display the image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Repeat for each image.
Student Facing
How many do you see? How do you see them?
[IMG]
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“How did the arrays allow us to find the number of dots in different ways?” (We were able to look at the number of dots in each row and think about how many rows there were. I counted the number in each column and multiplied it by the number of columns.)
As students share, record equations to match their thinking.
Consider asking: “How do the equations change if we think about the rows as the groups or the columns as the groups?” (For the image with 12 dots, if we think about the rows as the groups, we write
\(4 \times 3 = 12\)
, but if we think about the columns as the groups, we write
\(3 \times 4 = 12\)
. The order of the factors is reversed, but the product stays the same.)


correct_option_index: 1