options: Gain familiarity with factors and multiples.

Generate and analyze patterns.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Perform arithmetic operations on polynomials.

Represent and solve problems involving multiplication and division.

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

Analyze patterns and relationships.

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

Use the four operations with whole numbers to solve problems.

Interpret the structure of expressions.

Rewrite rational expressions.

Write and interpret numerical expressions.

Solve equations and inequalities in one variable.

Solve systems of equations.

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

Use polynomial identities to solve problems.

Write expressions in equivalent forms to solve problems.

Multiply and divide within 100.

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

Understand the relationship between zeros and factors of polynomials.

Add and subtract within 20.

Reason about and solve one-variable equations and inequalities.

Use properties of operations to generate equivalent expressions.

Create equations that describe numbers or relationships

Work with addition and subtraction equations.

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

Represent and solve equations and inequalities graphically.

Represent and solve problems involving addition and subtraction.

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

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Work with radicals and integer exponents.
problem_activity: Narrative
In this activity, students analyze three different ways to subtract. They see that taking away is one way to find the difference, but that you can also count on or use known addition facts. Students further solidify their understanding that addition and subtraction are related, which sets the groundwork for a later activity when students solve subtraction problems within 10.
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
Read the task statement.
“First you will work on your own. Think about what each student means and be ready to explain your thinking in a way that others will understand.”
5 minutes: independent work time
4 minutes: partner discussion
Monitor for students who can use the 10-frame with six red counters to explain the relationship between
\(10 - 6\)
and
\(6 + \boxed{\phantom3} = 10\)
.
Student Facing
Mai, Diego, and Noah find the value of
\(10 - 6\)
.
Diego says, “I can take away.”
[IMG]
What does Diego mean?
Be ready to explain your thinking in a way that others will understand.
Mai says, “I can count on.”
[IMG]
What does Mai mean?
Be ready to explain your thinking in a way that others will understand.
Noah says, “I can use what I know about
\(6 + 4\)
to help me.”
What does Noah mean?
Be ready to explain your thinking in a way that others will understand.
Student Response
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Activity Synthesis
Invite previously identified students to share.
“Who can restate what _____ just showed us?” (Diego subtracted by taking away 6 counters one at a time and saw that there were 4 counters left. Mai subtracted by thinking about addition. She counted on from 6 until she got to 10 and noticed she counted up 4. Noah knows his sums of 10. He knows 10 can be made by 6 and 4, so
\(10 - 6 = 4\)
.)
“Which method do you like best?” (I know my sums to 10 so I would use that. I like counting on because I like to add more than take away.)


correct_option_index: 21

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