a) Which module you liked the most and why? b) Which module should be improved, and what is the reason?

You are doing a number talk with your sixth graders for

You ask your students to solve the following equation by reasoning about the equation in its entirety without removing anything from either side.  Select the response(s) that shows viable arguments about the value of r and reasons about the equation in its entirety.  

You ask your students to come up with lots of ways to solve 38 + 65.  One student says, “I sure would like it if that 38 was a 40 instead but I know I can’t just add 2 because then the answer will be more than it is supposed to be.  If I added 2 and also took away 2, I know there would be no affect in total; actually, that’s just like adding zero.  So that’s what I’ll do.  I’ll add 2 to 38 and take 2 away from 65.  Now I have 40 + 63.  I’ll take 60 and put it with 40 to make 100 and then tack on the other 3 at the end to get 103 in total.” 1. Show how you would record the student’s thinking at the board while the student is talking.  This should not be an equation string. 2. Show how to write the student’s thinking as an equation string that makes the properties used by the student visible.   3. Explain how your equation string makes the properties used visible.  Include mention of at least two properties used in this strategy.

Select all of the equations that accurately match the depiction in the bar model below.

Gill packed 3 Jaffa cakes for his road trip.  The image below shows how much remains after the first half an hour. Select the statements that correctly name the amount that remains.

Let’s come back to the same context again.  Here’s a reminder of what we already know. Henslie is selling chocolates for a fundraiser at her school. The price of the caramels is $n per pound and the price of the truffles is $m per pound.  A customer purchased c pounds of caramels and t pounds of truffles.  Which option best interprets what means in this context?  

Read the word problem below.  Decide which bar model best fits the problem.  State which model you chose. Write a unit solution to solve the problem using the model you chose. Derek stacked only 2/5 of the number of hay bales that Kimmy stacked. Matt stacked seven more hay bales than Derek. If altogether the three of them stacked 637 hay bales, how many hay bales did Kimmy stack? Model A long description (click to reveal) Kimmy’s bar has 5 units and is marked with a question mark.  Derek has 2 units.  Matt has 2 units and an extra 7.  The combined total is 637.   Model B long description (click to reveal) Kimmy’s bar has 5 units and is marked with a question mark.  Derek has 2 units.  Matt has 1 unit marked 7.  The combined total is 637.   Model C long description (click to reveal) Kimmy’s bar has 5 units and is marked 637.  Derek has 2 units.  Matt has 2 units and an extra 7.  The combined total is marked with a ?   Model D long description (click to reveal) Kimmy’s bar has 5 units and is marked with a question mark.  Derek has 2 units and the total is marked with a ? Matt has 1 unit and an extra 7.  The combined total is 637.  

You ask your students to multiply 22 x 22.  The student says, “I want to see the second 22 as 11 x 2.  Then I want to take that 2 and multiply it with the first 22 to get 44.  Now I have 44  x 11 but I will do that by decomposing 11 into 10 and 1 so I get 44 x 10 and 44 times 1.  Then I add 440 and 44 together to get 484.” The image below shows 8 expressions linked together in an equation string meant to highlight the properties used in the student’s solution.  Choose all of the statements true about the string.

Select the word problem that includes a letter that actually represents a varying quantity.