options: Use properties of operations to generate equivalent expressions.

Work with addition and subtraction equations.

Represent and solve problems involving addition and subtraction.

Solve systems of equations.

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

Rewrite rational expressions.

Represent and solve equations and inequalities graphically.

Work with radicals and integer exponents.

Perform arithmetic operations on polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Create equations that describe numbers or relationships

Solve equations and inequalities in one variable.

Add and subtract within 20.

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

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Use the four operations with whole numbers to solve problems.

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

Reason about and solve one-variable equations and inequalities.

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

Write and interpret numerical expressions.

Analyze patterns and relationships.

Gain familiarity with factors and multiples.

Generate and analyze patterns.

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

Use polynomial identities to solve problems.

Understand the relationship between zeros and factors of polynomials.

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

Write expressions in equivalent forms to solve problems.

Interpret the structure of expressions.

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

Multiply and divide within 100.

Represent and solve problems involving multiplication and division.
problem_activity: Narrative
The purpose of this warm-up is to elicit student ideas for how a tape diagram could be used to represent a Take From problem involving lengths. This will be useful when students solve story problems in the context of length in a later activity. While students may notice and wonder many things about these images, the connections students make between the image, the tape diagram, and the equation are the important discussion points.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
[IMG]
[IMG]
\(54 - 16 = {?}\)
Student Response
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Activity Synthesis
“What do you think the diagram and the ribbon could have in common?” (Maybe the 54 is cm or in, so 16 is how much of the ribbon is being cut off.)
“What could the question mark represent?” (The longer part of the ribbon after it is cut. It represents the value of
\(54-16\)
.)


correct_option_index: 2