options: Represent and solve equations and inequalities graphically.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Represent and solve problems involving addition and subtraction.

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

Solve equations and inequalities in one variable.

Rewrite rational expressions.

Understand the relationship between zeros and factors of polynomials.

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

Perform arithmetic operations on polynomials.

Multiply and divide within 100.

Create equations that describe numbers or relationships

Solve systems of equations.

Work with radicals and integer exponents.

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

Interpret the structure of expressions.

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

Work with addition and subtraction equations.

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.

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.

Generate and analyze patterns.

Use the four operations with whole numbers to solve problems.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

Gain familiarity with factors and multiples.

Add and subtract within 20.

Analyze patterns and relationships.

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

Use polynomial identities to solve problems.
problem_activity: Problem 1
Ms. Holcombe buys 850 snacks for Monday and Tuesday. After handing out one snack to each student on Monday, she wants to make sure there will be enough snacks on Tuesday without having to count all of them. Since there are 438 students at Match Community Day, she says, "There are about 400 students at MCD. That means we have about 450 snacks left after handing out Monday’s snack. That’ll be enough for Tuesday!"
a.   Explain why Ms. Holcombe is not correct.
b.   How could Ms. Holcombe have used rounding to estimate more accurately?
c.   What is the exact number of snacks leftover for Tuesday?
Problem 2
Millie has 403 pennies in her piggy bank. Paulina has 185 pennies in her piggy bank. How many more pennies does Millie have than Paulina? Solve. Then assess the reasonableness of your answer.
Problem 3
Ms. Dowling’s class knows there are 149 students in Grades 11 and 12, and 317 students at Match High School in total. Three students are trying to figure out about how many students are in Grades 9 and 10 at Match High School. Here’s how each of them computed:
| **           Student          ** | **           Computation          ** |
|----------------------------------|--------------------------------------|
|               Matt               |              300 - 100               |
|             Beatriz              |              320 - 150               |
|              Alicia              |              317 - 100               |
Whose estimate is closest to the actual solution? How do you know?


correct_option_index: 2