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The purpose of this activity is to help students develop a conceptual understanding of equality. Students must understand that the equal sign does not express the “answer,” but rather indicates that two expressions have the same value.
TEKS 4.(5)A Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; 4.(4) H Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.