options: Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

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

Interpret the structure of expressions.

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

Solve systems of equations.

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

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Represent and solve equations and inequalities graphically.

Write and interpret numerical expressions.

Analyze patterns and relationships.

Use properties of operations to generate equivalent expressions.

Reason about and solve one-variable equations and inequalities.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write expressions in equivalent forms to solve problems.

Multiply and divide within 100.

Work with radicals and integer exponents.

Add and subtract within 20.

Rewrite rational expressions.

Create equations that describe numbers or relationships

Generate and analyze patterns.

Solve equations and inequalities in one variable.

Work with addition and subtraction equations.

Perform arithmetic operations on polynomials.

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

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Use the four operations with whole numbers to solve problems.

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

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

Gain familiarity with factors and multiples.
problem_activity: Activity
The purpose of this activity is to get students thinking about strategically solving equations by paying attention to their structure. Distribution first versus dividing first is a common point of divergence for students as they start solving.
Identify students who choose different solution paths to solve the last two problems.
Launch
Arrange students in groups of 2. Give students 2 minutes quiet think time for problem 1, then 3–5 minutes partner time to discuss problem 1 and complete the other problems. Follow with a whole-class discussion.
Conversing: MLR7 Compare and Connect.
Display Noah’s and Lin’s solution methods side by side. Once students have determined that they are both correct, ask students to explain the differences between the approaches. Amplify mathematical language students use to distinguish between distributing or dividing. This will help students reflect on and produce mathematical language to explain why they choose to take either approach when answering the remaining questions.
Design Principle(s): Maximize meta-awareness; Cultivate conversation
Student Facing
Noah and Lin both solved the equation
\(14a=2(a-3)\)
.
Do you agree with either of them? Why?
Noah's solution:
\(\begin{align*} 14a&=2(a-3) \\ 14a&=2a-6 \\ 12a&=\text-6 \\ a&=\text-\frac12 \\ \end{align*}\)
Lin's solution:
\(\begin{align} 14a&=2(a-3) \\ 7a&=a-3\\ 6a&=\text-3\\a&=\text-\frac12 \end{align}\)
Elena is asked to solve
\(15 - 10x = 5(x + 9)\)
. What do you recommend she does to each side first?
Diego is asked to solve
\(3x -8 = 4(x + 5)\)
. What do you recommend he does to each side first?
Student Response
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Student Facing
Are you ready for more?
In a cryptarithmetic puzzle, the digits 0–9 are represented with letters of the alphabet. Use your understanding of addition to find which digits go with the letters A, B, E, G, H, L, N, and R.
HANGER + HANGER + HANGER = ALGEBRA
Student Response
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Anticipated Misconceptions
Some students may not distribute or collect like terms before performing the same operation on each side.
Activity Synthesis
Have previously identified groups share the different solution paths they chose for solving the last two questions.
To highlight the different strategies, ask:
“What are the advantages of choosing to distribute first? To divide first?” (Answers vary. Distributing first eliminates confusion about which terms can be subtracted from each side. Dividing first makes the numbers smaller and easier to mentally calculate.)
“What makes it easier to distribute versus divide first on the last question?” (Dividing by 4 before distributing will result in non-integer terms, which can be harder to add and subtract mentally.)
“Is one path more ‘right’ than another?” (No. As long as we follow valid steps, like adding or multiplying the same thing to each side of an equation, the steps are right and will give a correct solution.)


correct_option_index: 4