options: Represent and solve problems involving addition and subtraction.

Represent and solve problems involving multiplication and division.

Use the four operations with whole numbers to solve problems.

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

Solve systems of equations.

Work with addition and subtraction equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Multiply and divide within 100.

Interpret the structure of expressions.

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

Use polynomial identities to solve problems.

Perform arithmetic operations on polynomials.

Rewrite rational expressions.

Analyze patterns and relationships.

Use properties of operations to generate equivalent expressions.

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

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

Solve equations and inequalities in one variable.

Write expressions in equivalent forms to solve problems.

Generate and analyze patterns.

Create equations that describe numbers or relationships

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

Represent and solve equations and inequalities graphically.

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

Understand the relationship between zeros and factors of polynomials.

Work with radicals and integer exponents.

Write and interpret numerical expressions.

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

Gain familiarity with factors and multiples.

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

Add and subtract within 20.

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze and solve linear equations and pairs of simultaneous linear equations.
problem_activity: Narrative
The purpose of this activity is for students to use their data to generate questions and represent the answer using an equation. Then students take turns asking and answering each other’s questions.
Action and Expression: Internalize Executive Functions
.
Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Students need access to the survey data used in the previous activity.
Launch
Groups of 2
“We’re going to use our data again. This time we will create how many more and how many fewer questions about your data that you will ask your classmates to answer.”
Read the task statement.
“Use the categories in your survey data to complete the questions. You do not need to answer the questions."
3 minutes: independent work time
Activity
"Take turns asking and answering questions with your partner. After asking your question, let your partner show their work in your book."
10 minutes: partner work time
Student Facing
How many more students liked________________________________
than liked _______________________________?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
How many fewer students liked ________________________________
than liked _______________________________?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Write another story problem you could ask about your data.
Equation: ________________________________
Student Response
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Activity Synthesis
"Clare asked, 'How many more students like pizza than burgers?' Her partner said six more people like pizza than burgers and wrote
\(10 - 4 = 6\)
."
“How could we turn this ‘more than’ question into a ‘fewer than’ question? Does this change the equation you would write? Why or why not?"


correct_option_index: 0