options: Add and subtract within 20.

Write and interpret numerical expressions.

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

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

Perform arithmetic operations on polynomials.

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

Represent and solve problems involving multiplication and division.

Represent and analyze quantitative relationships between dependent and independent variables.

Multiply and divide within 100.

Gain familiarity with factors and multiples.

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

Solve equations and inequalities in one variable.

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

Analyze patterns and relationships.

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

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

Rewrite rational expressions.

Solve systems of equations.

Use polynomial identities to solve problems.

Generate and analyze patterns.

Represent and solve equations and inequalities graphically.

Reason about and solve one-variable equations and inequalities.

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

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

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

Interpret the structure of expressions.

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

Work with addition and subtraction equations.

Represent and solve problems involving addition and subtraction.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.
problem_activity: Warm-up
This warm-up parallels the one in the previous lesson. The purpose of this Algebra Talk is to elicit strategies and understandings students have for solving equations. These understandings help students develop fluency and will be helpful later in this unit when students will need to be able to come up with ways to solve equations of this form. While four equations are given, it may not be possible to share every strategy. Consider gathering only two or three different strategies per problem, saving most of the time for the final question.
Students should understand the meaning of
solution to an equation
from grade 6 work as well as from work earlier in this unit, but this is a good opportunity to re-emphasize the idea.
In this string of equations, each equation has the same solution. Digging into why this is the case requires noticing and using the structure of the equations (MP7). Noticing and using the structure of an equation is an important part of fluency in solving equations.
Launch
Display one equation at a time. Give students 30 seconds of quiet think time for each equation and ask them to give a signal when they have an answer and a strategy. Keep all equations displayed throughout the talk. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory; Organization
Student Facing
Solve each equation mentally.
\(x -1 = 5 \)
\(2(x-1) = 10 \)
\(3(x-1) = 15 \)
\(500 = 100(x-1)\)
Student Response
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Activity Synthesis
This discussion may go quickly, because students are likely to recognize similarities between this equation string and the one in the previous day’s warm-up.
Ask students to share their strategies for each problem. Record and display their responses for all to see. To involve more students in the conversation, consider asking:
“Who can restate ___’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the equation in a different way?”
“Does anyone want to add on to _____’s strategy?”
“Do you agree or disagree? Why?”
Speaking: MLR8 Discussion Supports.
: Display sentence frames to support students when they explain their strategy. For example, "First, I _____ because . . ." or "I noticed _____ so I . . . ." Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 2