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

Reason about and solve one-variable equations and inequalities.

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

Multiply and divide within 100.

Work with addition and subtraction equations.

Add and subtract within 20.

Write expressions in equivalent forms to solve problems.

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

Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

Interpret the structure of expressions.

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

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

Gain familiarity with factors and multiples.

Work with radicals and integer exponents.

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

Rewrite rational expressions.

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

Solve equations and inequalities in one variable.

Perform arithmetic operations on polynomials.

Represent and solve problems involving addition and subtraction.

Use properties of operations to generate equivalent expressions.

Generate and analyze patterns.

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

Solve systems of equations.

Understand the relationship between zeros and factors of polynomials.

Analyze patterns and relationships.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Use the four operations with whole numbers to solve problems.

Write and interpret numerical expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.
problem_activity: Narrative
The purpose of this activity is for students to interpret and solve a story problem by adding or subtracting within 100. Students solve an Add To, Start Unknown problem, one of the more difficult problem types from grade 1. Students begin the activity by looking at the problem displayed, rather than in their books. At the end of the launch, students open their books and work on the problem.
Monitor for students who use methods that show adding or subtracting by place to share in the synthesis. Students who choose to use connecting cubes or base-ten blocks or who draw a diagram to represent the situation are using tools strategically (MP5). During the synthesis, invite all students to explain why these methods work using their understanding of place value.
This activity uses
MLR6 Three Reads
. Advances: reading, listening, representing. Some students may benefit from continued use of MLR6 to support reading comprehension in Activity 2.
Required Materials
Materials to Gather
Base-ten blocks
Connecting cubes
Launch
Groups of 2
Give students access to connecting cubes and base-ten blocks.
“Have you ever been on a field trip? Where did you go?”
“Did everyone on your field trip stay together the whole time or did you split into smaller groups?”
MLR6 Three Reads
Display only the story problem, without revealing the question.
“We are going to read this problem 3 times.”
1st Read: “Some students were on the bus to go to the zoo. Then 34 more students got on. Now there are 55 students on the bus.”
“What is this story about?”
1 minute: partner discussion.
Listen for and clarify any questions about the context.
2nd Read: “Some students were on the bus to go to the zoo. Then 34 more students got on. Now there are 55 students on the bus.”
“What are all the things we can count in this story?” (number of students who started the story on the bus, number of students who got on next, the total number of students on the bus, the number of buses)
30 seconds: quiet think time
2 minutes: partner discussion
Share and record all quantities.
Reveal the question.
3rd Read: Read the entire problem, including the question aloud.
“What are different ways we can solve this problem?” (We could subtract the number of students who got on the bus second from the total. We could add to the number of students who got on the bus until we get to the total.)
30 seconds: quiet think time
1–2 minutes: partner discussion
Activity
5 minutes: independent work time
Monitor for students who:
use base-ten blocks or base-ten diagrams to show adding tens to tens or ones to ones
use base-ten blocks or base-ten diagrams to show subtracting from tens or ones from ones
Student Facing
Some students were waiting on the bus to go to the zoo. Then 34 more students got on. Now there are 55 students on the bus. How many students were on the bus at first?
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Student Response
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Activity Synthesis
Invite previously identified students to share.
Record student methods using equations.
“How are these methods the same?” (They both show tens and ones. They both thought of keeping the tens with the tens and ones with the ones.)


correct_option_index: 21