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

Represent and analyze quantitative relationships between dependent and independent variables.

Interpret the structure of expressions.

Perform arithmetic operations on polynomials.

Use polynomial identities to solve problems.

Solve equations and inequalities in one variable.

Represent and solve equations and inequalities graphically.

Add and subtract within 20.

Use the four operations with whole numbers to solve problems.

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

Write expressions in equivalent forms to solve problems.

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

Write and interpret numerical expressions.

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.

Reason about and solve one-variable equations and inequalities.

Gain familiarity with factors and multiples.

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.

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.

Generate and analyze patterns.

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

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

Analyze patterns and relationships.

Solve systems of equations.

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

Represent and solve problems involving multiplication and division.

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

Represent and solve problems involving addition and subtraction.

Work with addition and subtraction equations.

Rewrite rational expressions.

Multiply and divide within 100.

Understand properties of multiplication and the relationship between multiplication and division.
problem_activity: Narrative
The purpose of this activity is for students to consider two different equations that represent the same story problem. Put Together, Result Unknown problems help students make sense of the commutative property because the two parts can be combined in different orders. This property, as well as the associative property, is referred to as “add in any order” to students. Students contextualize the problem and see that each number represents a specific object’s quantity, no matter which order it is presented, and connect these quantities to written symbols (MP2). Students will work more with the “add in any order” property in future lessons.
Representation: Access for Perception.
Students may benefit from hearing the instructions read aloud more than once.
Supports accessibility for: Language, Attention
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
“We just solved a problem about pet fish. What else do you know about pets?”
30 seconds: quiet think time
1 minute: partner discussion
If needed ask, “What kinds of pets are there?”
Activity
Read the task statement.
3 minutes: independent work time
2 minutes: partner discussion
Monitor for a student who uses objects or drawings to show that each equation matches the story.
Student Facing
Tyler and Clare want to know how many pets they have together.
Tyler has 2 turtles.
Clare has 4 dogs.
Tyler wrote the equation
\(4 + 2= \boxed{6}\)
.
Clare wrote the equation
\(2 + 4 = \boxed{6}\)
.
Do both equations match the story?
Why or why not?
Show your thinking using drawings, numbers, or words.
Student Response
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Advancing Student Thinking
If students explain that both equations match the story using only numbers, consider asking:
"How do you know that both equations match the story?"
"How could you use connecting cubes to show that they both match?"
Activity Synthesis
Invite previously identified students to share.
“How does their work show us that Tyler’s equation matches the story?”
“How does their work show us that Clare’s equation matches the story?”


correct_option_index: 29