 Interpret parts of an expression, such as terms, factors, and coefficients.
 Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret as the product of P and a factor not depending on P.
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

Assessed with:
MAFS.912.ASSE.2.3
Related Courses
Related Access Points
Related Resources
Assessments
Formative Assessments
Lesson Plans
Perspectives Video: Professional/Enthusiast
ProblemSolving Tasks
Unit/Lesson Sequence
MFAS Formative Assessments
Students are asked to explain how parts of an algebraic expression relate to the number and type of symbols in a sequence of diagrams.
Students are asked to interpret the parts of an equation used to calculate the total purchase price including tax of a set of items.
Students are asked to determine how the volume of a cone will change when its dimensions are changed.
Student Resources
Perspectives Video: Professional/Enthusiast
Listen in as a computing enthusiast describes how hexadecimal notation is used to express big numbers in just a little space.
Type: Perspectives Video: Professional/Enthusiast
ProblemSolving Tasks
Students explore the structure of the operation s/(vn). This question provides students with an opportunity to see expressions as constructed out of a sequence of operations: first taking the square root of n, then dividing the result of that operation into s.
Type: ProblemSolving Task
Students are asked to interpret the effect on the value of an expression given a change in value of one of the variables.
Type: ProblemSolving Task
Students examine and answer questions related to a scenario similar to a "mixture" problem involving two different mixtures of fertilizer. In this example, students determine and then compare expressions that correspond to concentrations of various mixtures. Ultimately, students generalize the problem and verify conclusions using algebraic rather than numerical expressions.
Type: ProblemSolving Task
Students are asked to interpret expressions and equations within the context of the amounts of caramels and truffles in a box of candy.
Type: ProblemSolving Task
This problem asks students to consider algebraic expressions calculating the number of floor tiles in given patterns. The purpose of this task is to give students practice in reading, analyzing, and constructing algebraic expressions, attending to the relationship between the form of an expression and the context from which it arises. The context here is intentionally thin; the point is not to provide a practical application to kitchen floors, but to give a framework that imbues the expressions with an external meaning.
Type: ProblemSolving Task
This resource describes a simple scenario which can be represented by the use of variables. Students are asked to examine several variable expressions, interpret their meaning, and describe what quantities they each represent in the given context.
Type: ProblemSolving Task
In this task students interpret the relative size of variable expressions involving two variables in the context of a real world situation. All given expressions can be interpreted as quantities that one might study when looking at two animal populations.
Type: ProblemSolving Task
The purpose of this task is to identify the structure in the two algebraic expressions by interpreting them in terms of a geometric context. Students will have likely seen this type of process before, so the principal source of challenge in this task is to encourage a multitude and variety of approaches, both in terms of the geometric argument and in terms of the algebraic manipulation.
Type: ProblemSolving Task
Parent Resources
Perspectives Video: Professional/Enthusiast
Listen in as a computing enthusiast describes how hexadecimal notation is used to express big numbers in just a little space.
Type: Perspectives Video: Professional/Enthusiast
ProblemSolving Tasks
Students explore the structure of the operation s/(vn). This question provides students with an opportunity to see expressions as constructed out of a sequence of operations: first taking the square root of n, then dividing the result of that operation into s.
Type: ProblemSolving Task
Students are asked to interpret the effect on the value of an expression given a change in value of one of the variables.
Type: ProblemSolving Task
Students examine and answer questions related to a scenario similar to a "mixture" problem involving two different mixtures of fertilizer. In this example, students determine and then compare expressions that correspond to concentrations of various mixtures. Ultimately, students generalize the problem and verify conclusions using algebraic rather than numerical expressions.
Type: ProblemSolving Task
Students are asked to interpret expressions and equations within the context of the amounts of caramels and truffles in a box of candy.
Type: ProblemSolving Task
This problem asks students to consider algebraic expressions calculating the number of floor tiles in given patterns. The purpose of this task is to give students practice in reading, analyzing, and constructing algebraic expressions, attending to the relationship between the form of an expression and the context from which it arises. The context here is intentionally thin; the point is not to provide a practical application to kitchen floors, but to give a framework that imbues the expressions with an external meaning.
Type: ProblemSolving Task
This resource describes a simple scenario which can be represented by the use of variables. Students are asked to examine several variable expressions, interpret their meaning, and describe what quantities they each represent in the given context.
Type: ProblemSolving Task
In this task students interpret the relative size of variable expressions involving two variables in the context of a real world situation. All given expressions can be interpreted as quantities that one might study when looking at two animal populations.
Type: ProblemSolving Task
The purpose of this task is to identify the structure in the two algebraic expressions by interpreting them in terms of a geometric context. Students will have likely seen this type of process before, so the principal source of challenge in this task is to encourage a multitude and variety of approaches, both in terms of the geometric argument and in terms of the algebraic manipulation.
Type: ProblemSolving Task