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

Solve systems of equations.

Represent and solve problems involving addition and subtraction.

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

Generate and analyze patterns.

Analyze patterns and relationships.

Multiply and divide within 100.

Work with radicals and integer exponents.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Reason about and solve one-variable equations and inequalities.

Add and subtract within 20.

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

Represent and solve equations and inequalities graphically.

Rewrite rational expressions.

Use the four operations with whole numbers to solve problems.

Interpret the structure of expressions.

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

Solve equations and inequalities in one variable.

Gain familiarity with factors and multiples.

Write and interpret numerical expressions.

Write expressions in equivalent forms to solve problems.

Use properties of operations to generate equivalent expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Work with addition and subtraction equations.

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.

Understand the relationship between zeros and factors of polynomials.

Perform arithmetic operations on polynomials.

Create equations that describe numbers or relationships
problem_activity: Narrative
The purpose of this lesson is for students to solve a Put Together/Take Apart, Both Addends Unknown story problem in the context of putting together pattern blocks (MP2). If students finish early, invite them to find multiple solutions to the story problem.
MLR8 Discussion Supports.
Synthesis: For each decomposition that is shared, invite students to turn to a partner and restate the recorded equation.
Advances: Listening, Speaking
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Pattern blocks
Launch
Groups of 2
Give students access to connecting cubes or two-color counters, 10-frames, and pattern blocks.
Read and display the task statement.
“Tell your partner what happened in the story.”
30 seconds: quiet think time
1 minute: partner discussion
Monitor for students who accurately retell the story. Choose at least one student to share with the class.
Reread the task statement.
“Show your thinking using drawings, numbers, words, or objects.”
Activity
2 minutes: independent work time
2 minutes: partner discussion
“If you haven’t already, write an expression to show how many square pattern blocks and triangle pattern blocks Diego used.”
2 minutes: independent work time
Student Facing
Diego built a shape with 10 pattern blocks.
He only used squares and triangles.
How many square pattern blocks did Diego use?
Then how many triangle pattern blocks did Diego use?
Expression: _________________________________
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
Invite students who found different decompositions of 10 to share.
As students share, record each solution with an equation, such as
\(10 = 7 + 3\)
.
“Did _____ and _____ both show what happened in the story? How do you know?” (Yes. They both have 10 pattern blocks, with some triangles and some squares.)
“In the next activity, we will find more ways that we can make shapes with 10 pattern blocks.”


correct_option_index: 8