How can visual models support students in understanding how to rewrite expressions using the distributive property?

A. Students learn to factor by reasoning based on structure they already understand (area models) instead of learning how to factor based on a procedure that a teacher demonstrates first.

B. Students understand how to write an equivalent expression by factoring means to use the distributive property to write a sum as a product.

C. Through visual models, students understand that to write an equivalent expression by expanding means to use the distributive property to write a product as a sum.

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