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

Add and subtract within 20.

Reason about and solve one-variable equations and inequalities.

Represent and solve equations and inequalities graphically.

Solve systems of equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with radicals and integer exponents.

Use properties of operations to generate equivalent expressions.

Create equations that describe numbers or relationships

Represent and solve problems involving addition and subtraction.

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

Interpret the structure of expressions.

Analyze patterns and relationships.

Perform arithmetic operations on polynomials.

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

Use polynomial identities to solve problems.

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Generate and analyze patterns.

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

Write and interpret numerical expressions.

Gain familiarity with factors and multiples.

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

Understand the relationship between zeros and factors of polynomials.

Solve equations and inequalities in one variable.

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

Rewrite rational expressions.

Represent and solve problems involving multiplication and division.

Write expressions in equivalent forms to solve problems.

Multiply and divide within 100.

Use the four operations with whole numbers to solve problems.

Work with addition and subtraction equations.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.
problem_activity: Narrative
In this activity, students use the context of paper flowers to analyze patterns and solve multi-step problems. The patterns are fairly straightforward, but to use them to solve problems, students will need to represent or otherwise reason about them mathematically. Their earlier experience of making flowers supports students in making sense and visualizing each step of the problem.
MLR7 Compare and Connect.
Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “Did anyone solve the problem the same way, but would explain it differently?” and “Why did the different approaches lead to the same (or different) outcome(s)?”
Advances: Representing, Conversing
Launch
Groups of 2
“The paper flowers are strung together to make a garland.”
Activity
2 minute: independent work time
10 minutes: partner work time
Monitor for students who:
Use equations to show their thinking.
Organize the multi-step process
Student Facing
[IMG]
Priya and Jada are making paper flower garlands for their friend’s quinceañera. Each garland uses 12 flowers.
Priya wants 2 big flowers, followed by 2 small flowers. Jada wants 1 big flower, followed by 2 small flowers. Use their patterns to draw the garlands.
Priya and Jada make 25 garlands of each type. How many large and small flowers will they need altogether?
Diego and Kiran also made flowers. They made a total of 155 flowers for garlands that require 16 flowers each. How many garlands can they make?
It takes 1 minute to cut the strips for a flower and 2 minutes to finish it. How long did it take Diego and Kiran to make the 155 flowers, if they each make about the same number of flowers?
Student Response
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Activity Synthesis
Display student work of selected students and invite them to share.
“What specific part of the work makes their explanation clear?”
Consider asking:
“What suggestion do you have to make it clearer?”
“How can you revise your own work to make it more clear or organized?”


correct_option_index: 19

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