Grade 7 Mathematics, Quarter 2, Unit 2.

Equivalent Expressions
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Overview
Number of instructional days: Content to be learned
Identify coefficients, variables, constants, and like terms. Add and subtract like terms including rational constants and rational coefficients. Use properties of operations (including the distributive property) to expand linear expressions with rational numbers. Use properties of operations (including the distributive property) to factor linear expressions with rational numbers. Rewrite an expression in different forms in a problem context to recognize how the quantities are related. For example:

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(1 day = 4560 minutes)

Mathematical practices to be integrated

3. Construct viable arguments and critique the reasoning of others. Use givens, properties of operations, and expressions in constructing arguments. Analyze expressions by breaking them into simpler forms and recognize counterexamples. Compare the effectiveness/meaning of equivalent expressions. Justify conclusions, communicate to others, and respond to the arguments of others.

6. Attend to precision. Communicate to others why different forms of an expression are equivalent Communicate the meaning of each term in the expression

7. Look for and make use of structure. Use properties (such as the distributive property) to show equivalence of expressions

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Essential questions
When can you combine terms in an expression? How do you know if an expression is in simplest form? How can you use properties to simplify expressions with rational numbers? How can you determine if two expressions are equivalent? Why would you need to rewrite an expression in a different form? How does this help you when solving real-world problems?

Written Curriculum
Common Core State Standards for Mathe matical Content Expressions and Equations
Use properties of operations to generate equivalent expressions. 7.EE.1 7.EE.2 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05.

7.EE

Common Core Standards for Mathe matical Practice

3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Clarifying the Standards

Prior Learning In sixth grade, students used variables in mathematical expressions. They wrote expressions that corresponded to given situations and evaluated expressions. Students discovered that expressions in different forms can be equivalent and they used the properties of operations to rewrite expressions in equivalent forms. Current Learning This unit is a major cluster and a critical area. This unit reinforces rational number operations by introducing the process of simplifying and expanding expressions. Throughout the course of this unit, students apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Students rewrite expressions in different forms in problem contexts to recognize how the quantities are related. Students will apply this understanding to solve equations and inequalities in future units. Future Learning In eighth grade, students will analyze and solve linear equations and pairs of simultaneous linear equations while applying the properties of operations using rational numbers.

Additional Findings
According to Progressions of the Common Core State Standards in Mathematics April 2011, An expression is a phrase in a sentence about a mathematical or real-world situation. As with a facial expression, however, you can read a lot from an algebraic expression (an expression with variables in it) without knowing the story behind it, and it is a goal of this progression for students to see expressions as objects in their own right, and to read the general appearance and fine details of algebraic expressions. (p. 1)
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

According to Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics 2006 edition, Students extend understandings of addition, subtraction, multiplication, and division, together with their properties, to all rational numbers, including negative integers. By applying properties of arithmetic and considering negative numbers in everyday contexts, students explain why the rules for adding, subtracting, multiplying, and dividing with negative numbers makes sense (p. 19). According to the PARCC Model Content Frameworks October 2011 edition, In solving word problems leading to one-variable equations of the form px + q = r and p(x+q) = r, students solve the equations fluently. This will require fluency with rational number arithmetic as well as fluency to some extent with applying properties operations to rewrite linear expressions with rational coefficients (p. 31).

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014