### Examples

The expression 4.5 + (3×2) in word form is four and five tenths plus the quantity 3 times 2.### Clarifications

*Clarification 1:*Expressions are limited to any combination of the arithmetic operations, including parentheses, with whole numbers, decimals and fractions.

*Clarification 2:* Within this benchmark, the expectation is not to include exponents or nested grouping symbols.

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

**Grade:**5

**Strand:**Algebraic Reasoning

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Original Student Tutorial

## Problem-Solving Tasks

## Tutorials

## MFAS Formative Assessments

Students are asked to write an expression requiring more than one operation and the use of parentheses to model a word problem.

Students are asked to model an expression that is a multiple of a sum and to compare the expression to the sum.

Students are presented with a verbal description of a numerical expression and are asked to write the expression and then compare it to a similar expression.

## Original Student Tutorials Mathematics - Grades K-5

Learn how to write mathematical expressions while making faces in this interactive tutorial!

## Student Resources

## Original Student Tutorial

Learn how to write mathematical expressions while making faces in this interactive tutorial!

Type: Original Student Tutorial

## Problem-Solving Tasks

This task asks students to exercise both of these complementary skills, writing an expression in part (a) and interpreting a given expression in (b). The numbers given in the problem are deliberately large and "ugly" to discourage students from calculating Eric's and Leila's scores. The focus of this problem is not on numerical answers, but instead on building and interpreting expressions that could be entered in a calculator or communicated to another student unfamiliar with the context.

Type: Problem-Solving Task

The purpose of this task is to help students see that 4×(9+2) is four times as big as (9+2). Though this task may seem very simple, it provides students and teachers with a very useful visual for interpreting an expression without evaluating it because they can see for themselves that 4×(9+2) is four times as big as (9+2).

Type: Problem-Solving Task

The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on applying properties of operations as strategies to multiply and divide and interpreting a multiplication equation as a comparison.

Type: Problem-Solving Task

This problem allows student to see words that can describe an expression although the solution requires nested parentheses. Additionally , the words (add, sum) and (product, multiply) are all strategically used so that the student can see that these words have related meanings.

Type: Problem-Solving Task

## Tutorials

This Khan Academy tutorial video interprets written statements and writes them as mathematical expressions.

Type: Tutorial

This Khan Academy tutorial video demonstrates how to write a simple expression from a word problem.

Type: Tutorial

## Parent Resources

## Problem-Solving Tasks

This task asks students to exercise both of these complementary skills, writing an expression in part (a) and interpreting a given expression in (b). The numbers given in the problem are deliberately large and "ugly" to discourage students from calculating Eric's and Leila's scores. The focus of this problem is not on numerical answers, but instead on building and interpreting expressions that could be entered in a calculator or communicated to another student unfamiliar with the context.

Type: Problem-Solving Task

The purpose of this task is to help students see that 4×(9+2) is four times as big as (9+2). Though this task may seem very simple, it provides students and teachers with a very useful visual for interpreting an expression without evaluating it because they can see for themselves that 4×(9+2) is four times as big as (9+2).

Type: Problem-Solving Task

The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on applying properties of operations as strategies to multiply and divide and interpreting a multiplication equation as a comparison.

Type: Problem-Solving Task

This problem allows student to see words that can describe an expression although the solution requires nested parentheses. Additionally , the words (add, sum) and (product, multiply) are all strategically used so that the student can see that these words have related meanings.

Type: Problem-Solving Task