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.

Assessed with:
MAFS.912.NRN.1.2
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Formative Assessments
ProblemSolving Task
Unit/Lesson Sequence
Video/Audio/Animations
MFAS Formative Assessments
Students asked to show that two forms of an expression (exponential and radical) are equivalent.
Students are asked to rewrite the square root of five in exponential form and justify their choice of exponent.
Student Resources
ProblemSolving Task
The goal of this task is to develop an understanding of rational exponents (MAFS.912.NRN.1.1); however, it also raises important issues about distinguishing between linear and exponential behavior (MAFS.912.FLE.1.1c) and it requires students to create an equation to model a context (MAFS.912.ACED.1.2).
Type: ProblemSolving Task
Video/Audio/Animations
Exponents are not only integers. They can also be fractions. Using the rules of exponents, we can see why a number raised to the power " one over n" is equivalent to the nth root of that number.
Type: Video/Audio/Animation
Exponents are not only integers and unit fractions. An exponent can be any rational number expressed as the quotient of two integers.
Type: Video/Audio/Animation
Parent Resources
ProblemSolving Task
The goal of this task is to develop an understanding of rational exponents (MAFS.912.NRN.1.1); however, it also raises important issues about distinguishing between linear and exponential behavior (MAFS.912.FLE.1.1c) and it requires students to create an equation to model a context (MAFS.912.ACED.1.2).
Type: ProblemSolving Task