General Information
Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Test Item Specifications
Expressions must be linear
Neutral
Allowable
Sample Test Items (3)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | Which expression represents that ?? was doubled and then decreased by 25%?
|
N/A | MC: Multiple Choice |
| Sample Item 2 | Maggie is buying a jacket. The expression shown represents the sales tax on the jacket price, j.
0.08j
Write an expression in terms of j to represent the total amount that Maggie spends on the jacket, including tax. |
N/A | EE: Equation Editor |
| Sample Item 3 | The cost of a barrel of beans, b, fluctuates by 17% in both directions during a three-month period. Match each verbal description of the high and low cost of a barrel of beans with all equivalent expressions.
|
N/A | MI: Matching Item |
Related Courses
| Course Number1111 | Course Title222 |
| 1205020: | M/J Accelerated Mathematics Grade 6 (Specifically in versions: 2014 - 2015, 2015 - 2020, 2020 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1205040: | M/J Grade 7 Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1204000: | M/J Foundational Skills in Mathematics 6-8 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 7812020: | Access M/J Grade 7 Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 7912115: | Fundamental Explorations in Mathematics 2 (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated)) |
Related Resources
Formative Assessments
| Name | Description |
| Rectangle Expressions | Students are given equivalent expressions with rational coefficients and asked to explain what each expression represents within the context of the problem. |
| Explain Equivalent Expressions | Students are given equivalent expressions with rational coefficients and asked to explain what each expression represents within the context of a problem. |
Lesson Plans
| Name | Description |
| Data Sets Represented in Computers | This lesson shows how data can be represented by computers, in relation to everyday activities we may not be aware that we use computer. It gives an overview of graphing data by creating a histogram based on population data. Using the data collected, students will get a chance to hand write code to show what structure is needed for computers to collect, analyze and distribute such data. This lesson is lesson 1 of the Data Set and Deviation Statistics Unit and bridges statistical concepts of data collection, graphing and analysis with programming a computer using coding language while reinforcing foundational algebraic skills. |
| Best Chicken Franchise | In this MEA, the students will compare data to decide which franchise would be best for a person wanting to open their own fried chicken franchise. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx. |
| Equivalent Expressions? | This lesson helps build the student's ability to see relationships and meanings of algebraic expressions. Students utilize prior knowledge of properties to identify equivalent expressions. Percent problems are not utilized in this lesson. |
| The Distributive Property | Introductory lesson on the distributive property using word problems as context for area models. |
Original Student Tutorial
| Name | Description |
| Math Soup: Creating Equivalent Expressions by Combining Like Terms | Learn how to combine like terms to create equivalent expressions in this cooking-themed, interactive tutorial. |
Student Resources
Original Student Tutorial
| Name | Description |
| Math Soup: Creating Equivalent Expressions by Combining Like Terms : | Learn how to combine like terms to create equivalent expressions in this cooking-themed, interactive tutorial. |