options: Interpret the structure of expressions.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with radicals and integer exponents.

Create equations that describe numbers or relationships

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

Add and subtract within 20.

Represent and solve equations and inequalities graphically.

Write and interpret numerical expressions.

Represent and solve problems involving multiplication and division.

Multiply and divide within 100.

Generate and analyze patterns.

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.

Use properties of operations to generate equivalent expressions.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Use polynomial identities to solve problems.

Understand the relationship between zeros and factors of polynomials.

Solve systems of equations.

Represent and solve problems involving addition and subtraction.

Solve equations and inequalities in one variable.

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

Use the four operations with whole numbers to solve problems.

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

Reason about and solve one-variable equations and inequalities.

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

Rewrite rational expressions.

Perform arithmetic operations on polynomials.

Write expressions in equivalent forms to solve problems.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Analyze patterns and relationships.

Understand properties of multiplication and the relationship between 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
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
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: 20