Secondary Mathematics I

Strand: ALGEBRA - Seeing Structure in Expressions (A.SSE)

Interpret the structure of expressions (Standard A.SSE.1).
• Adding and Subtracting Polynomials video
This video introduces and explains the topic.
• ALGEBRA - Seeing Structure in Expressions (A.SSE) - Sec Math I Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for the Secondary Mathematics I - Seeing Structure in Expressions (A.SSE)
• Animal Populations
This Illustrative Mathematics task students have to interpret expressions involving two variables in the context of a real world situation.
• Delivery Trucks
The task has students look for structure in algebraic expressions related to a context, and asks them to relate that structure to the context. In particular, it is worth emphasizing that the task requires no algebraic manipulation from the students.
• Exponential Parameters
The task provides a reasonably straight-forward introduction to interpreting the parameters of an exponential function in terms of a modeling context. The task has students both generate an exponential expression from a contextual description, and in reverse, interpret parameters in a context from an algebraic expression.
• Increasing or Decreasing? Variation 1
This Illustrative Mathematics task encourages students to reason quantitatively about the structure of the expression.
• Increasing or Decreasing? Variation 2
The purpose of this task is to help students see manipulation of expressions as an activity undertaken for a purpose. The expression arises in physics as the reciprocal of the combined resistance of two resistors in parallel. However, the context is not explicitly considered here.
• Interpreting Algebraic Expressions
This lesson unit is intended to help educators assess how well students are able to translate between words, symbols, tables, and area representations of algebraic expressions
• Introduction to the Materials (Math 1)
Introduction to the Materials in the Mathematics One of the The MVP classroom experience begins by confronting students with an engaging task and then invites them to grapple with solving it. As students ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems.
• Kitchen Floor Tiles
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.
• Manipulating Polynomials
This lesson unit is intended to help educators assess how well students are able to manipulate and calculate with polynomials.
• Mixing Fertilizer
This Illustrative Mathematics task deals with a rational expression which is built up from operations arising naturally in a context: adding the volumes of the fertilizer and the water, and dividing the volume of the fertilizer by the resulting sum.
• Modeling London's Population
The purpose of this task is to model the population data for London with a variety of different functions. In addition to the linear, quadratic, and exponential models, this task introduces an additional model, namely the logistic model.
• Module 1: Sequences - Student Edition (Math 1)
The Mathematics Vision Project, Secondary Math One Module 1, Sequences is written as two intertwined learning cycles that begin by alternating from arithmetic sequence to geometric sequences, so students can compare and contrast features as they represent both types of sequences with tables, graphs, story contexts, diagrams, and equations.
• Module 1: Sequences - Teacher Notes (Math 1)
The Mathematics Vision Project, Secondary Math One Module 1 Teacher Notes, Sequences is written as two intertwined learning cycles that begin by alternating from arithmetic sequence to geometric sequences, so students can compare and contrast features as they represent both types of sequences with tables, graphs, story contexts, diagrams, and equations.
• Module 2: Linear & Exponential Functions - Student Edition (Math 1)
The Mathematics Vision Project, Secondary Math One Module 2, Linear and Exponential Functions, begins with a learning cycle that introduces contexts with continuous domains and defining linear functions as having a constant rate of change and exponential functions as having a constant ratio over equal intervals.
• Module 2: Linear & Exponential Functions - Teacher Notes (Math 1)
Mathematics Vision Project, Secondary Math One Module 2 Teacher Notes, Linear and Exponential Functions, begins with a learning cycle that introduces contexts with continuous domains and defining linear functions as having a constant rate of change and exponential functions as having a constant ratio over equal intervals.
• Polynomials video
This video introduces and explains the topic.
This Illustrative Mathematics task provides students with an opportunity to see expressions as constructed out of a sequence of operations.
In the task, students must reason directly from the structure of the expression on the right hand side of the formula, because they are not given the initial volume and height and so do not have enough information to recalculate the radius directly.
• Representing Polynomials
This lesson unit is intended to help educators assess how well students are able to translate between graphs and algebraic representations of polynomials.
• Special Products of Polynomials video
This video introduces and explains the concept.
• The Bank Account
This task is designed to teach the standard "Interpret expressions that represent a quantity in terms of its context."
• The Physics Professor
The purpose of this task is to provide students practice in drawing conclusions about expressions they might encounter in classes outside mathematics, by parsing them in terms of their algebraic structure.
• Throwing Horseshoes
This Illustrative Mathematics task requires students to identify expressions as sums or products and interpret each summand or factor.

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lindsey  Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.