options: Work with radicals and integer exponents.

Multiply and divide within 100.

Rewrite rational expressions.

Use the four operations with whole numbers to solve problems.

Use properties of operations to generate equivalent expressions.

Analyze patterns and relationships.

Represent and analyze quantitative relationships between dependent and independent variables.

Generate and analyze patterns.

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

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

Add and subtract within 20.

Represent and solve equations and inequalities graphically.

Write expressions in equivalent forms to solve problems.

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

Use polynomial identities to solve problems.

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

Gain familiarity with factors and multiples.

Create equations that describe numbers or relationships

Represent and solve problems involving multiplication and division.

Write and interpret numerical expressions.

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

Reason about and solve one-variable equations and inequalities.

Solve equations and inequalities in one variable.

Interpret the structure of expressions.

Solve systems of equations.

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

Work with addition and subtraction equations.

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

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

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving addition and subtraction.

Perform arithmetic operations on polynomials.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.
problem_activity: Activity
In this partner activity, students take turns using the structure of equations to match them to either a graph or a description of a graph, building their fluency identifying the horizontal intercepts of a graph of a polynomial from the equation of the polynomial written in factored form. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3). All the polynomials in the activity are 3rd degree with similar factors, so students must pay close attention to signs as they match cards. The focus of this task is for students to use the structure of the equations to reason about the matches (MP7), so graphing technology should not be employed at this time.
Launch
Arrange students in groups of 2. Give each group a set of cut-up slips. Ask students to take turns: the first partner identifies a match and explains why they think it is a match, while the other listens and works to understand. When both partners agree on the match, they switch roles.
Conversing: MLR8 Discussion Supports.
In their groups of 2, students should take turns explaining their reasoning for how they matched the equation to the graph or the description of the graph. Display the following sentence frames for all to see: “The equation _____ matches _____ because . . . .”, and “I noticed _____ , so I matched . . . .” Encourage students to challenge each other when they disagree. When monitoring the discussions, point out key words and phrases, such as “factored form,” “zeros,” or “horizontal intercepts.” This will help students explain how the factored form of a polynomial equation connects to the horizontal intercepts of the graph.
Design Principle(s): Support sense-making; Maximize meta-awareness
Representation: Internalize Comprehension.
Activate or supply background knowledge. Ask students to brainstorm important features of a graph (making clear that this list is not exhaustive). Display the list for class reference. Provide students with highlighters or colored pencils and encourage them to mark defining features of their graphs and their equations (horizontal intercepts, relative minimums and maximums, and so on).
Supports accessibility for: Visual-spatial processing
Student Facing
Your teacher will give you a set of cards. Match each equation to either a graph or a description.
Take turns with your partner to match an equation with a graph or a description of a graph.
For each match that you find, explain to your partner how you know it’s a match.
For each match that your partner finds, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.
Student Response
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Anticipated Misconceptions
Students may match the graphs incorrectly if they do not check enough points. For example, cards 7 and 8 both have intercepts at -5 and 4. Encourage students to double-check their matches by making sure that the properties they’ve found eliminate all possible matches but one. If more than one match is possible, they should look for other important properties.
Activity Synthesis
Once all groups have completed the matching, discuss the following:
“Which matches were tricky? Explain why.”
“Did you need to make adjustments in your matches? What might have caused an error? What adjustments were made?”


correct_option_index: 29