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

Write and interpret numerical expressions.

Analyze patterns and relationships.

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

Create equations that describe numbers or relationships

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

Reason about and solve one-variable equations and inequalities.

Solve equations and inequalities in one variable.

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

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

Work with radicals and integer exponents.

Generate and analyze patterns.

Add and subtract within 20.

Use the four operations with whole numbers to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Represent and solve problems involving multiplication and division.

Solve systems of equations.

Use properties of operations to generate equivalent expressions.

Use polynomial identities to solve problems.

Represent and solve problems involving addition and subtraction.

Interpret the structure of expressions.

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

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

Represent and solve equations and inequalities graphically.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Write expressions in equivalent forms to solve problems.

Understand the relationship between zeros and factors of polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

Multiply and divide within 100.

Rewrite rational expressions.

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

Perform arithmetic operations on polynomials.
problem_activity: Narrative
The purpose of this activity is for students to make connections between written numbers and expressions. In the activity synthesis, students see each teen number written as an equation. In this unit, when reading equations to students, read the equal sign as “is.” For example, read
\(10 + 3 = 13\)
as “10 plus 3 is 13.” The equal sign will be read as “equals” in the next unit.
MLR8 Discussion Supports.
Synthesis: At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain how they organized the numbers and expressions. Invite groups to rehearse what they will say when they share with the whole class.
Advances: Speaking, Conversing, Representing
Engagement: Develop Effort and Persistence.
Some students would benefit from having clear examples of the expectation of group work in this activity. Invite students to generate a list of shared expectations for group work. Ask students to share explicit examples of what those expectations would look like in this activity.
Supports accessibility for: Social-Emotional Functioning
Required Materials
Materials to Copy
Numbers and Expressions Cards
Required Preparation
Create a set of cards from the blackline master for each group of 4.
Launch
Groups of 4
Give each group of students a set of cards.
“Work with your group to organize the cards in a way that makes sense to you.”
Activity
6 minutes: small-group work time
Monitor for students who organize the numbers and expressions as shown in the sample response.
Student Response
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Activity Synthesis
Invite a group of students to share how they organized the numbers and expressions or display the image in student responses.
“What do you notice about the numbers and expressions when they are arranged this way?” (They’re in the order that we count. The first number stays the same. The second number is 1 more each time. All the expressions have a 10. The second number starts at 1 and is one more each time. The expressions match the numbers.)
“Which number does
\(10 + 1\)
represent? How do you know?” (11)
“
\(10 + 1\)
is 11. We can write that as
\(10 + 1 = 11\)
.”
Demonstrate writing equations for each number and expression.


correct_option_index: 23