options: Create equations that describe numbers or relationships

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Work with addition and subtraction equations.

Perform arithmetic operations on polynomials.

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

Add and subtract within 20.

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

Multiply and divide within 100.

Use properties of operations to generate equivalent expressions.

Gain familiarity with factors and multiples.

Solve systems of equations.

Write expressions in equivalent forms to solve problems.

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

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

Analyze patterns and relationships.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving multiplication and division.

Represent and solve problems involving addition and subtraction.

Use polynomial identities to solve problems.

Interpret the structure of expressions.

Generate and analyze patterns.

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

Represent and solve equations and inequalities graphically.

Rewrite rational expressions.

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

Use the four operations with whole numbers to solve problems.

Reason about and solve one-variable equations and inequalities.

Solve equations and inequalities in one variable.

Write and interpret numerical expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Work with radicals and integer exponents.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Capture Squares center. Capture Squares was introduced in grade 1. In this stage, students spin to get a number (6
–
10) and flip a card (0
–
10) and find the value of the sum. The spinner includes a wild space where students can choose their own number. They find the value of the sum on the game board and connect 2 dots that are adjacent to the number. If that line closes the square, they capture it and shade it in their color. The player to shade in 3 squares first is the winner.
Required Materials
Materials to Gather
Colored pencils or crayons
Number cards 0–10
Paper clips
Materials to Copy
Capture Squares Stage 3 Gameboard
Capture Squares Stage 3 Spinner
Launch
Groups of 2
Give each pair of students a copy of the game board, the spinner and a paper clip, a set of cards, and access to crayons or colored pencils.
“We are going to play a game.”
Spin the spinner and draw a card.
“How could I find the value of the sum of these two numbers?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Use a suggested method or select a volunteer to show how to find the value.
“Now, I find the square that has the value of my sum. I draw a line connecting two dots on that square.”
“If the spinner lands on the wild space, you can pick any number to be one of your addends.”
Repeat 1–2 more times, as needed.
“If I draw the line that completes the square, I shade in that square with my color. The first player to shade in 3 squares is the winner.”
Activity
12 minutes: partner work time
Monitor for a variety of student strategies to share in the synthesis.
Activity Synthesis
Invite selected students to share their strategies.
“When the spinner landed on the wild spot, how did you decide what number to pick?”


correct_option_index: 7