options: Multiply and divide within 100.

Perform arithmetic operations on polynomials.

Understand solving equations as a process of reasoning and explain the reasoning.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Write expressions in equivalent forms to solve problems.

Add and subtract within 20.

Understand and apply properties of operations and the relationship between addition and subtraction.

Work with equal groups of objects to gain foundations for multiplication.

Use the four operations with whole numbers to solve problems.

Use properties of operations to generate equivalent expressions.

Reason about and solve one-variable equations and inequalities.

Use polynomial identities to solve problems.

Represent and solve equations and inequalities graphically.

Analyze patterns and relationships.

Generate and analyze patterns.

Gain familiarity with factors and multiples.

Represent and solve problems involving multiplication and division.

Work with addition and subtraction equations.

Write and interpret numerical expressions.

Rewrite rational expressions.

Create equations that describe numbers or relationships

Solve equations and inequalities in one variable.

Work with radicals and integer exponents.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Represent and analyze quantitative relationships between dependent and independent variables.

Understand properties of multiplication and the relationship between multiplication and division.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Understand the relationship between zeros and factors of polynomials.

Interpret the structure of expressions.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Understand the connections between proportional relationships, lines, and linear equations.

Solve systems of equations.

Represent and solve problems involving addition and subtraction.
problem_activity: Warm-up
The purpose of this Number Talk is to elicit strategies and understandings students have for dividing powers. These understandings help students develop fluency and will be helpful later in this lesson when students investigate negative exponents. While four problems are given, it may not be possible to share every strategy. Consider gathering only two or three different strategies per problem. It is expected that students won't know how to approach the final question. Encourage them to make their best guess based on patterns they notice.
Launch
Display one problem at a time. Give students 1 minute of quiet think time per problem and ask them to give a signal when they have an answer and a strategy. Allow students to share their answers with a partner and note any discrepancies.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory; Organization
Student Facing
Solve each equation mentally.
\(\frac{100}{1} = 10^x\)
\(\frac{100}{x} = 10^1\)
\(\frac{x}{100} = 10^0\)
\(\frac{100}{1,\!000} = 10^{x}\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask students to share what they noticed about the first three problems. Record the equations with the solutions written in place:
\(\frac{100}{1} = 10^2\)
\(\frac{100}{10} = 10^1\)
\(\frac{100}{100} = 10^0\)
Ask students to describe any patterns they see, and how they would continue the patterns for the last problem:
\(\frac{100}{1,\!000} = 10^{x}\)
Tell them that in this lesson, we will explore negative exponents.
Speaking: MLR8 Discussion Supports.
: Display sentence frames to support students when they explain their strategy. For example, "First, I _____ because . . ." or "I noticed _____ so I . . . ." Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 23