options: Solve systems of equations.

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

Write and interpret numerical expressions.

Perform arithmetic operations on polynomials.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

Multiply and divide within 100.

Add and subtract within 20.

Reason about and solve one-variable equations and inequalities.

Rewrite rational expressions.

Interpret the structure of expressions.

Generate and analyze patterns.

Use properties of operations to generate equivalent expressions.

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

Analyze patterns and relationships.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve equations and inequalities in one variable.

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Work with radicals and integer exponents.

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

Work with addition and subtraction equations.

Create equations that describe numbers or relationships

Represent and solve equations and inequalities graphically.

Write expressions in equivalent forms to solve problems.

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

Use the four operations with whole numbers to solve problems.

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

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

Gain familiarity with factors and multiples.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Capture Squares center. Capture Squares was introduced in grade 1. In this stage, students spin to get a number (6
–
10) and flip a card (0
–
10) and find the value of the sum. The spinner includes a wild space where students can choose their own number. They find the value of the sum on the game board and connect 2 dots that are adjacent to the number. If that line closes the square, they capture it and shade it in their color. The player to shade in 3 squares first is the winner.
Required Materials
Materials to Gather
Colored pencils or crayons
Number cards 0–10
Paper clips
Materials to Copy
Capture Squares Stage 3 Gameboard
Capture Squares Stage 3 Spinner
Launch
Groups of 2
Give each pair of students a copy of the game board, the spinner and a paper clip, a set of cards, and access to crayons or colored pencils.
“We are going to play a game.”
Spin the spinner and draw a card.
“How could I find the value of the sum of these two numbers?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Use a suggested method or select a volunteer to show how to find the value.
“Now, I find the square that has the value of my sum. I draw a line connecting two dots on that square.”
“If the spinner lands on the wild space, you can pick any number to be one of your addends.”
Repeat 1–2 more times, as needed.
“If I draw the line that completes the square, I shade in that square with my color. The first player to shade in 3 squares is the winner.”
Activity
12 minutes: partner work time
Monitor for a variety of student strategies to share in the synthesis.
Activity Synthesis
Invite selected students to share their strategies.
“When the spinner landed on the wild spot, how did you decide what number to pick?”


correct_option_index: 11