options: Add and subtract within 20.

Write expressions in equivalent forms to solve problems.

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

Understand the relationship between zeros and factors of polynomials.

Create equations that describe numbers or relationships

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Generate and analyze patterns.

Represent and solve equations and inequalities graphically.

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

Use properties of operations to generate equivalent expressions.

Gain familiarity with factors and multiples.

Work with radicals and integer exponents.

Rewrite rational expressions.

Represent and solve problems involving multiplication and division.

Represent and solve problems involving addition and subtraction.

Reason about and solve one-variable equations and inequalities.

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

Write and interpret numerical expressions.

Perform arithmetic operations on polynomials.

Multiply and divide within 100.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve systems of equations.

Use the four operations with whole numbers to solve problems.

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

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

Use polynomial identities to solve problems.

Analyze patterns and relationships.

Work with addition and subtraction equations.

Solve equations and inequalities in one variable.

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

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

Interpret the structure of expressions.
problem_activity: Activity
This activity requires students to make sense of negative powers of 10 as repeated multiplication by
\(\frac{1}{10}\)
in order to distinguish between equivalent exponential expressions. If students have time, instruct them to write the other expressions in each table as a power of 10 with a single exponent as well. Look for students who have productive debate regarding the interpretation of, for example,
\((10^2)^{\text-3}\)
versus
\((10^{\text-2})^3\)
and ask them to share their reasoning later (MP3).
Launch
Arrange students in groups of 2. Give students 15 minutes of partner work time followed by a whole-class discussion. Ask students to explain their reasoning to their partner as they work. If there is disagreement, tell students to work to reach an agreement.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, present one question at a time.
Supports accessibility for: Organization; Attention
Student Facing
Match each exponential expression with an equivalent multiplication expression:
\(\left(10^2\right)^3\)
\(\left(10^2\right)^{\text -3}\)
\(\left(10^{\text -2}\right)^3\)
\(\left(10^{\text -2}\right)^{\text-3}\)
|                              \(\frac{1}{(10 \boldcdot 10)} \boldcdot \frac{1}{(10 \boldcdot 10)} \boldcdot \frac{1}{(10 \boldcdot 10)}\)                               |
|------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
|          \(\left(\frac{1}{10} \boldcdot \frac{1}{10}\right)\left(\frac{1}{10} \boldcdot \frac{1}{10}\right)\left(\frac{1}{10} \boldcdot \frac{1}{10}\right)\)          |
| \(\frac{1}{ \frac{1}{10} \boldcdot \frac{1}{10} }\boldcdot \frac{1}{ \frac{1}{10} \boldcdot \frac{1}{10} } \boldcdot \frac{1}{ \frac{1}{10} \boldcdot \frac{1}{10} }\) |
|                                                        \((10 \boldcdot 10)(10 \boldcdot 10)(10 \boldcdot 10)\)                                                         |
Write
\((10^2)^{\text-3}\)
as a power of 10 with a single exponent. Be prepared to explain your reasoning.
Match each exponential expression with an equivalent multiplication expression:
\(\frac{10^2}{10^5}\)
\(\frac{10^2}{10^{\text -5}}\)
\(\frac{10^{\text -2}}{10^5}\)
\(\frac{10^{\text -2}}{10^{\text -5}}\)
| \(\frac{ \frac{1}{10} \boldcdot \frac{1}{10} }{ \frac{1}{10} \boldcdot \frac{1}{10} \boldcdot \frac{1}{10}\boldcdot \frac{1}{10}\boldcdot \frac{1}{10} }\) |
|------------------------------------------------------------------------------------------------------------------------------------------------------------|
|                                     \(\frac{10 \boldcdot 10}{10 \boldcdot 10 \boldcdot 10 \boldcdot 10 \boldcdot 10}\)                                     |
|                          \(\frac{ \frac{1}{10} \boldcdot \frac{1}{10} }{ 10 \boldcdot 10\boldcdot 10\boldcdot 10\boldcdot 10 }\)                           |
|           \(\frac{ 10 \boldcdot 10 }{ \frac{1}{10} \boldcdot \frac{1}{10} \boldcdot \frac{1}{10}\boldcdot \frac{1}{10}\boldcdot \frac{1}{10}}\)            |
Write
\(\frac{10^{\text -2}}{10^{\text -5}}\)
as a power of 10 with a single exponent. Be prepared to explain your reasoning.
Match each exponential expression with an equivalent multiplication expression:
\(10^4 \boldcdot 10^3\)
\(10^4 \boldcdot 10^{\text -3}\)
\(10^{\text -4} \boldcdot 10^3\)
\(10^{\text -4} \boldcdot 10^{\text -3}\)
|                                \((10 \boldcdot 10 \boldcdot 10 \boldcdot 10) \boldcdot ( \frac{1}{10} \boldcdot \frac{1}{10}\boldcdot \frac{1}{10})\)                                 |
|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| \(\left(\frac{1}{10} \boldcdot \frac{1}{10} \boldcdot \frac{1}{10} \boldcdot \frac{1}{10}\right) \boldcdot \left( \frac{1}{10} \boldcdot \frac{1}{10} \boldcdot \frac{1}{10}\right)\) |
|                 \(\left(\frac{1}{10}\boldcdot \frac{1}{10} \boldcdot \frac{1}{10} \boldcdot \frac{1}{10}\right) \boldcdot \left(10 \boldcdot 10 \boldcdot 10\right)\)                 |
|                                               \((10 \boldcdot 10 \boldcdot 10 \boldcdot 10) \boldcdot (10 \boldcdot 10 \boldcdot 10)\)                                                |
Write
\(10^{\text-4} \boldcdot 10^3\)
as a power of 10 with a single exponent. Be prepared to explain your reasoning.
Student Response
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Student Facing
Are you ready for more?
Priya, Jada, Han, and Diego stand in a circle and take turns playing a game.
Priya says, SAFE. Jada, standing to Priya's left, says, OUT and leaves the circle. Han is next: he says, SAFE. Then Diego says, OUT and leaves the circle. At this point, only Priya and Han are left. They continue to alternate. Priya says, SAFE. Han says, OUT and leaves the circle. Priya is the only person left, so she is the winner.
Priya says, “I knew I’d be the only one left, since I went first.”
Record this game on paper a few times with different numbers of players. Does the person who starts always win?
Try to find as many numbers as you can where the person who starts always wins. What patterns do you notice?
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
Some students may struggle to distinguish between
\(\left(10^{\text-2}\right)^3\)
and
\(\left(10^2\right)^{\text-3}\)
. Breaking down each expression into parts that emphasize repeated multiplication will help to illustrate the difference. For the first expression,
\(10^{\text-2} = \frac{1}{10} \boldcdot \frac{1}{10}\)
. The outer exponent of 3 means that
\(\frac{1}{10} \boldcdot \frac{1}{10}\)
is multiplied repeatedly 3 times. Similarly for the second expression,
\(10^2 = 10 \boldcdot 10\)
and the outer exponent of
\(\text- 3\)
means that the
reciprocal
of
\(10 \boldcdot 10\)
is multiplied repeatedly 3 times. In the end, both expressions are equal to
\(10^{\text-6}\)
.
Activity Synthesis
Select students who had disagreements during the activity to share what they disagreed about and how they came to an agreement. Consider asking:
“How is
\((10^{\text-2})^3\)
different from
\((10^2)^{\text-3}\)
? How are they the same?”
“Do you agree or disagree? Why?”
“Could you restate __'s reasoning in a different way?”
It is important for students to understand that the exponent rules work even with negative exponents. To see why, the whole class discussion must make a clear connection between the exponent rules and the process of multiplying repeated factors that are 10 and
\(\frac{1}{10}\)
. Contrast the expanded version of
\(\left(10^{\text-2}\right)^3\)
and
\(\left(10^2\right)^{\text-3}\)
. For
\((10^{\text-2})^3\)
, there are 3 factors that are
\(10^{\text-2}\)
, where
\(10^{\text-2}\)
is two factors that are
\(\frac{1}{10}\)
, so
\(\displaystyle \left(10^{\text-2}\right)^3 = \left( \frac{1}{10} \boldcdot \frac{1}{10} \right)\left(\frac{1}{10} \boldcdot \frac{1}{10}\right)\left(\frac{1}{10} \boldcdot \frac{1}{10}\right) = \frac{1}{10 \boldcdot 10 \boldcdot 10 \boldcdot 10 \boldcdot 10 \boldcdot 10} = 10^{\text-6}.\)
For
\((10^2)^{\text-3}\)
, there are 3 factors that are
\(\frac{1}{10^2}\)
, so
\(\displaystyle (10^2)^{\text-3} = \left( \frac{1}{10 \boldcdot 10} \right)\left(\frac{1}{10 \boldcdot 10}\right)\left(\frac{1}{10 \boldcdot 10}\right) = \frac{1}{10 \boldcdot 10 \boldcdot 10 \boldcdot 10 \boldcdot 10 \boldcdot 10} = 10^{\text-6}.\)
Both
\(\left(10^{\text-2}\right)^3\)
and
\(\left(10^2\right)^{\text-3}\)
are equal to
\(10^{\text-6}\)
in the same way that
\(\text-2 \boldcdot 3 = 2 \boldcdot \text-3 = \text-6\)
.
Listening, Conversing: MLR8 Discussion Supports.
As students share the disagreements they had with their partner, press for details in students’ statements by requesting that students elaborate on an idea or give an example of their process of reconciliation. For example, ask students, “How did you explain your reasoning to your partner in a way that convinced them?” In this discussion, it may be useful to revoice student ideas to model mathematical language use by restating a statement in order to clarify, apply appropriate language, or involve more students.
Design Principle(s): Maximize meta-awareness


correct_option_index: 13