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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Work with addition and subtraction equations.

Gain familiarity with factors and multiples.

Work with radicals and integer exponents.

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

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

Solve systems of equations.

Understand the relationship between zeros and factors of polynomials.

Analyze patterns and relationships.

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

Use the four operations with whole numbers to solve problems.

Use polynomial identities to solve problems.

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

Multiply and divide within 100.

Perform arithmetic operations on polynomials.

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

Create equations that describe numbers or relationships

Add and subtract within 20.

Represent and solve problems involving addition and subtraction.

Write and interpret numerical expressions.

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

Reason about and solve one-variable equations and inequalities.

Solve equations and inequalities in one variable.

Rewrite rational expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Generate and analyze patterns.

Interpret the structure of expressions.

Represent and solve problems involving multiplication and division.

Use properties of operations to generate equivalent expressions.

Write expressions in equivalent forms to solve problems.

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

Represent and solve equations and inequalities graphically.
problem_activity: Narrative
The purpose of this activity is for students to solve a variety of story problems and write addition and subtraction equations that match those problems. Students solve Put Together/Take Apart, Total or Addend Unknown problems and Compare, Difference Unknown problems. Students may solve in any way they want and write equations to match the story problem, putting a box around the number that represents the answer (MP2).
Action and Expression: Internalize Executive Functions.
Invite students to plan a method, including the tools they will use, for representing and solving the story problems. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Organization, Conceptual Processing
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Activity
“You will solve problems about the picture from the warm up. The questions may include some of the questions you asked. Show your thinking using drawings, numbers, or words. Write an equation to match the story problem. If you can, write two different equations that match the problem.”
6 minutes: independent work time
4 minutes: partner discussion
Monitor for students who solved using drawings, can clearly explain how they solved, and wrote an equation.
Student Facing
There are 8 people at the table.
6 of the people are students.
How many are teachers?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Equation: ________________________________
Elena has 4 pattern blocks.
Tyler has 6 pattern blocks.
How many fewer pattern blocks does Elena have than Tyler?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Equation: ________________________________
Tyler has 6 pattern blocks.
Elena has 4 patterns blocks.
How many pattern blocks do they have altogether?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Equation: ________________________________
Priya has 7 triangles and 3 squares.
How many more triangles than squares does Priya have?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Equation: ________________________________
Student Response
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Activity Synthesis
Display: Elena has 4 pattern blocks. Tyler has 6 pattern blocks. How many fewer patterns blocks does Elena have than Tyler?
“How did you solve this problem? What equation did you write?”
Record student methods and equations.
Repeat for the other problems with the same numbers.
“How are these problems the same? How are they different?” (They both have Elena and Tyler. They both have 4 and 6. In one we find the difference and in the other one we find the total. The answers are different.)
If needed, ask, “Is the total important to solving the first problem? Why or why not?” (No, because we are comparing the students.)


correct_option_index: 20