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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.
- Assessment Limits :
Expressions may contain whole numbers or fractions with a denominator of 10 or less. Expressions may not include nested parentheses. Multiplication cross symbol is the only acceptable symbol for multiplication. The multiplication dot (•) may not be used. When grouping symbols are part of the expression, the associative property or distributive property must be found in the expression. - Calculator :
No
- Context :
No context
- Test Item #: Sample Item 1
- Question:
Which expression could represent the following phrase?
Divide 10 by 2, then subtract 3.
- Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 2
- Question:
Which statement describes the expression
? - Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 3
- Question:
An expression is shown.
Which statement describes this expression?
- Difficulty: N/A
- Type: MC: Multiple Choice
Related Courses
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Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorial
Problem-Solving Tasks
Tutorials
STEM Lessons - Model Eliciting Activity
This Model Eliciting Activity (MEA) asks students to develop a procedure to select a hurricane shutter company based on several data points.
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 process. 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 MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
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
