options: Analyze patterns and relationships.

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

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

Rewrite rational expressions.

Represent and solve problems involving addition and subtraction.

Represent and solve problems involving multiplication and division.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve systems of equations.

Add and subtract within 20.

Gain familiarity with factors and multiples.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Work with addition and subtraction equations.

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

Reason about and solve one-variable equations and inequalities.

Represent and solve equations and inequalities graphically.

Use polynomial identities to solve problems.

Solve equations and inequalities in one variable.

Write expressions in equivalent forms to solve problems.

Use properties of operations to generate equivalent expressions.

Create equations that describe numbers or relationships

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

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

Perform arithmetic operations on polynomials.

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

Interpret the structure of expressions.

Use the four operations with whole numbers to solve problems.

Work with radicals and integer exponents.

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

Write and interpret numerical expressions.

Multiply and divide within 100.

Generate and analyze patterns.

Understand the relationship between zeros and factors of polynomials.
problem_activity: Activity
In this activity, students first encounter exponential expressions with variables.
Launch
Recall with students that when we write
\(6x^2\)
, we mean to multiply 6 by the result of
\(x^2\)
. Remind them that the number part of such a product is called the
coefficient
of the expression, so in this example, 6 is the coefficient of
\(x^2\)
.
Give students 5 minutes of quiet work time to evaluate the expressions. Follow with whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. After students have evaluated the first 2-3 expressions, check-in with either select groups of students or the whole class. Invite students to share the strategies they have used so far as well as any questions they have before continuing.
Supports accessibility for: Organization; Attention
Student Facing
Evaluate each expression for the given value of
\(x\)
.
\(3x^2\)
when
\(x\)
is 10
\(3x^2\)
when
\(x\)
is
\(\frac19\)
\(\frac{x^3}{4}\)
when
\(x\)
is 4
\(\frac{x^3}{4}\)
when
\(x\)
is
\(\frac12\)
\(9+x^7\)
when
\(x\)
is 1
\(9+x^7\)
when
\(x\)
is
\(\frac12\)
Student Response
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Anticipated Misconceptions
Students may use the wrong order when evaluating expressions, such as in multiplying by 3 first in
\(3x^2\)
and then squaring. Have them recall the last lesson where they practiced applying the agreed on order of operations in numeric expressions.
Students may interpret an expression like
\(3x\)
as meaning 3 next to the digit
\(x\)
instead of as multiplication. For example, students may think that
\(3x\)
means 35 instead of 15 when
\(x=5\)
. Discuss how the shorthand notation of coefficients next to variables with no symbols between them tells us to multiply, and that it will simplify future work with expressions and equations.
Activity Synthesis
The purpose of the discussion is to ensure that students understand how to evaluate expressions with variables for a given value of the variable. It is also an opportunity for students to practice interpreting and using vocabulary like
coefficient, variable,
power,
and
exponent
.
Some guiding questions:
"In each expression, what is the coefficient?" (3, 3,
\(\frac14\)
,
\(\frac14\)
, 1, 1.)
"Choose one of the expressions. Describe the steps that you carried out to evaluate the expression." (Sample response: I rewrote
\(9+x^7\)
as
\(9+\left(\frac12\right)^7\)
. I needed to first evaluate the exponent. I knew that
\(\left(\frac12\right)^7\)
means
\(\frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12\)
, which is
\(\frac{1}{128}\)
. So then I wrote
\(9 + \frac{1}{128}\)
, which can also be written
\(9\frac{1}{128}\)
.
"How is evaluating the expressions when
\(x\)
is a fraction similar to when
\(x\)
is a whole number?  How is it different?" (It's similar because you're still just multiplying
\(x\)
by itself a certain number of times. It's different because multiplying a fraction by a fraction is a bit more complicated than multiplying a whole number by itself.)
Speaking, Writing: MLR8 Discussion supports.
Use this to amplify mathematical uses of language to communicate about how to evaluate exponential expressions. Revoice the term “coefficient” during student discussion and press for detail when identifying the coefficients and the order in which they are multiplied in each expression.
Design Principle(s): Support sense-making


correct_option_index: 6