I can tell whether or not an equation could represent a tape diagram.

I can use a tape diagram to represent an equation.

I can replace a variable in an equation with a number that makes the equation true, and know that this number is called a “solution” to the equation.

I can compare the process of removing or grouping weights to keep a hanger diagram balanced and the process of subtracting or dividing numbers to solve an equation.

I can explain what a balanced hanger diagram and a true equation have in common.

I can write equations that could represent the weights on a balanced hanger diagram.

I can solve addition and multiplication equations with one variable.

I can use an expression that represents a situation to find an amount in a story.

I can write an expression with a variable to represent a calculation where I do not know one of the numbers.

I can explain what it means for two expressions to be equivalent.

I can use what I know about operations to decide whether two expressions are equivalent.

I can use a diagram of a rectangle split into two smaller rectangles to write different expressions representing its area.

I can use the distributive property to explain how two expressions with numbers are equivalent.

I can use a diagram of a split rectangle to write different expressions with variables representing its area.

I can write and explain the formula for the volume of a cube, including the meaning of the exponent.

When I know the edge length of a cube, I can find the volume and express it using appropriate units.

I can find the value of expressions with exponents and write expressions with exponents that are equal to a given number.

I understand the meaning of an expression with an exponent like .