Which equation does the number line represent? Explain your reasoning.

1. \(7 + 6 = 13\)
2. \(13 - 6 = 7\)

Here is a number line.

1. Write an equation that the number line represents.

2. How does your equation match the number line? Explain your reasoning.

1. How does each number line represent the value of \(47 - 41\)? Explain your reasoning.

   

   

2. Which method do you prefer for finding the value of \(47−41\)? Explain your reasoning.

Find the value of \(32 + 26\). Represent your thinking on the number line.

Find the value of \(65 - 58\) two different ways. Use the number lines.

1. Method 1:

   

2. Method 2:

   

I started at a number on the number line. I jumped 37 to the left. I ended at 26. Where did I start?

1. Write an equation with a ? for the unknown.

2. Find the number that makes the equation true.

3. Show your thinking using the number line.

   

There are 18 students in the classroom. Then 13 more join them.

1. Label the tape diagram to match the story.

   

2. Label the number line to match the story.

   

3. How are the diagram and number line alike? How are they different?

4. How many students are in the classroom now?

1. Use addition or subtraction. How many equations can you make with these three numbers: 20, 13, and 7?
2. Draw number lines to match each of your equations.
3. How are the number lines alike? How are they different?

1. Write a story problem that can be solved with this number line.

2. Explain how you know the number line solves your story.