options: Generate and analyze patterns.

Multiply and divide within 100.

Perform arithmetic operations on polynomials.

Work with addition and subtraction equations.

Interpret the structure of expressions.

Create equations that describe numbers or relationships

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

Rewrite rational expressions.

Use polynomial identities to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

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

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

Represent and solve problems involving multiplication and division.

Add and subtract within 20.

Write and interpret numerical expressions.

Use the four operations with whole numbers to solve problems.

Represent and solve equations and inequalities graphically.

Solve systems of equations.

Work with radicals and integer exponents.

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.

Gain familiarity with factors and multiples.

Analyze patterns and relationships.

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

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

Understand the relationship between zeros and factors of polynomials.

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

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving addition and subtraction.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.
problem_activity: Narrative
The purpose of this activity is for students to compose and decompose 10 using objects, images, and equations. Students work with equations with the total before and after the equal sign.
MLR8 Discussion Supports.
Synthesis: For each question, invite students to turn to a partner and share their response. This gives all students an opportunity to produce language.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Each student needs the bead tool that they created in the previous activity.
Launch
Groups of 2
“We can use the bead tool we made to show different ways to make and break apart 10. Show your partner one way that you can break apart 10 into 2 groups.”
“Take turns playing with your partner. Use your beads to show each equation. When your partner shows you their beads, tell them the equation to make 10 and draw a picture to show what the beads look like.”
Activity
4 minutes: partner work time
“Fill in each equation to match the pictures of beads. You can use your bead tool if it’s helpful."
3 minutes: independent work time
Student Facing
\(7 + 3 = 10\)
\(10 = 4 + 6\)
\(9 + 1 = 10\)
\(10 = 2 + 8 \)
\(\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10\)
[IMG]
\(10 = \underline{\hspace{1 cm}} + \underline{\hspace{1 cm}}\)
[IMG]
\(\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10\)
[IMG]
\(\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10\)
[IMG]
Student Response
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Activity Synthesis
Display
\(2 + 8 = 10\)
.
Invite a student to demonstrate
\(2 + 8 = 10\)
with their beads.
“What 2 parts do you see? What total do you see?” (2 and 8, 10)
“How will the beads look different if we show
\(10 = 2 + 8\)
?" (The beads will look the same. There are still 10. 2 and 8 are still the parts.)


correct_option_index: 12