options: Work with radicals and integer exponents.

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.

Reason about and solve one-variable equations and inequalities.

Rewrite rational expressions.

Use polynomial identities to solve problems.

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

Multiply and divide within 100.

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

Work with addition and subtraction equations.

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

Add and subtract within 20.

Gain familiarity with factors and multiples.

Use the four operations with whole numbers to solve problems.

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.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving addition and subtraction.

Solve systems of equations.

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

Interpret the structure of expressions.

Generate and analyze patterns.

Perform arithmetic operations on polynomials.

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

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

Represent and solve problems involving multiplication and division.

Write and interpret numerical expressions.

Solve equations and inequalities in one variable.

Analyze patterns and relationships.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and solve equations and inequalities graphically.

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.
problem_activity: Activity
The purpose of this activity is to give students practice writing and graphing equations from situations. In the next activity and in the supported Algebra 1 lesson, students will write and graph inequalities  Students then assess the meaning of points off of the line in the situation provided and interpret whether those points might be valid in the situation.
Student Facing
Write an equation that helps to answer the question about the situation. Then draw a graph that represents the equation.
Jada goes to an orchard to pick plums and apricots to make jam. She picks 20 pounds of fruit altogether. If she picks
\(a\)
pounds of apricots, how many pounds of plums does she pick?
[IMG]
Consider the point
\((5,16)\)
. Is it possible for the weight of the fruit to be represented by that point in this situation? Explain your reasoning.
In a video game, a character can run at a top speed of 30 miles per hour, but each additional pound that the character carries lowers the maximum running speed by 1 mile per hour. What is the maximum running speed of the character when they are carrying
\(w\)
pounds?
[IMG]
Consider the point
\((10,15)\)
. Is it possible for a character in this game to be represented by that point in this situation? Explain your reasoning.
Student Response
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Activity Synthesis
The purpose of the discussion is to examine points on and off the lines and determine what they might mean in the situations.
Ask students:
"What are the coordinates for a point on the line that represents the scooter situation? What do the coordinates mean in that situation?" (The point
\((1,22)\)
is on the line. This means that renting the scooter for 2 hours should cost
$
22.)
"What are the coordinates for a point above the line that represents the scooter situation? What do the coordinates mean in that situation? Is it realistic?" (The point
\((2,30)\)
is above the line. This means paying
$
30 for 2 hours with a scooter. It only makes sense if the person is overpaying for some reason like if they broke part of the scooter and have to pay extra.)
"The point
\((5,30)\)
is above the line that represents the maximum run speed for the videogame character. Describe a situation where this might be possible." (If the character has an item that ignores the carry weight or something that boosts their run speed, then maybe this is possible.)


correct_option_index: 30