**Number:**MA.8.AR.1

**Title:**Generate equivalent algebraic expressions.

**Type:**Standard

**Subject:**Mathematics (B.E.S.T.)

**Grade:**8

**Strand:**Algebraic Reasoning

## Related Benchmarks

## Related Access Points

## Access Points

## Related Resources

## Formative Assessment

## Lesson Plans

## Perspectives Video: Teaching Idea

## Problem-Solving Tasks

## Tutorials

## Student Resources

## Problem-Solving Tasks

In this task, students are presented with a real-world problem involving the price of an item on sale. To answer the question, students must represent the problem by defining a variable and related quantities, and then write and solve an equation.

Type: Problem-Solving Task

It is possible to say a lot about the solution to an equation without actually solving it, just by looking at the structure and operations that make up the equation. This exercise turns the focus away from the familiar "finding the solution" problem to thinking about what it really means for a number to be a solution of an equation.

Type: Problem-Solving Task

This is an instructional task meant to generate a conversation around the meaning of negative integer exponents. It is good for students to learn the convention that negative time is simply any time before t=0.

Type: Problem-Solving Task

## Tutorials

This video demonstrates how to factor a linear expression by taking a common factor.

Type: Tutorial

In this tutorial, you will apply what you know about multiplying negative numbers to determine how negative bases with exponents are affected and what patterns develop.

Type: Tutorial

## Parent Resources

## Problem-Solving Tasks

In this task, students are presented with a real-world problem involving the price of an item on sale. To answer the question, students must represent the problem by defining a variable and related quantities, and then write and solve an equation.

Type: Problem-Solving Task

This task requires students to work with very large and small values expressed both in scientific notation and in decimal notation (standard form). In addition, students need to convert units of mass. The solution below converts the mass of humans into grams; however, we could just as easily converted the mass of ants into kilograms. Students are unable to go directly to a calculator without taking into account all of the considerations mentioned above. Even after converting units and decimals to scientific notation, students should be encouraged to use the structure of scientific notation to regroup the products by extending the properties of operations and then use the properties of exponents to more fluently perform the calculations involved rather than rely heavily on a calculator.

Type: Problem-Solving Task

It is possible to say a lot about the solution to an equation without actually solving it, just by looking at the structure and operations that make up the equation. This exercise turns the focus away from the familiar "finding the solution" problem to thinking about what it really means for a number to be a solution of an equation.

Type: Problem-Solving Task

This is an instructional task meant to generate a conversation around the meaning of negative integer exponents. It is good for students to learn the convention that negative time is simply any time before t=0.

Type: Problem-Solving Task