Provides examples and a video lesson that illustrates how to compose a mathematical expression.

The purpose of this task is to study the rules of exponents in the context of trying to make sense of a challenging mathematical expression. Teachers will critically analyze each student's argument. Aligns with N-RN.A.1.

This task requires students to rewrite mathematical expressions involving complex numbers. Aligns with A-SSE.A.2 and N-CN.A.

The goal of this task is to complete the square in a quadratic expression in order to find its minimum or maximum value. Aligns with HSA-SSE.B.3.b.

The goal of this task is to use properties of exponents for whole numbers in order to explain how expressions with fractional exponents are defined. Aligns with the N-RN.A.1 standard.

This task can be used for assessment, practice or even to motivate students via an in-class discussion of why it is useful to rewrite exponential expressions in equivalent forms. Aligns with A-SSE.B.3.c.

In this lesson, 7th graders rewrite an expression to help determine a solution.

This is an assessment task that has students look for structure in algebraic expressions related to the context of trucks delivering concrete blocks and asks them to relate that structure to the context. Aligns with A-SSE.A.1 and...

The purpose of this task is to identify the structure in the two algebraic expressions by interpreting them in terms of a geometric context, a series of squares filled with dot arrangements. Students are asked to notice a pattern and...

In this task, learners use the structure of an expression to find ways to rewrite it. They are asked to use the defining property of even and odd functions to manipulate expressions involving function notation and to see the structure in...

In this task, students are asked to study the structure of an algebraic expression, draw conclusions, and explain their thinking. Aligns with A-SSE.A.1 and A-SSE.A.1.b.

According to ancient legend, Dido made a deal with a local ruler to obtain as much land as she could cover with an oxhide. Dido interpreted "cover" in an imaginative way and the land she obtained became the site of the important ancient...

This task is a natural follow up for task Rectangle Perimeter 1. After thinking about and using one specific expression for the perimeter of a rectangle, they now extend their thinking to equivalent expressions for the same quantity....

This task about the height of a horseshoe in flight requires students to identify expressions as sums or products and interpret each summand or factor. Aligns with A-SSE.A.1.

Students play a game to determine the rule that is being expressed.

Picture a roll of toilet paper; assume that the paper in the roll is very tightly rolled. Assuming that the paper in the roll is very thin, find a relationship between the thickness of the paper, the inner and outer radii of the roll,...

The purpose of this task is to use technology to study the behavior of some exponential and logarithmic graphs and to manipulate some explicit logarithmic and exponential expressions. Aligns with HSF-LE.A.4, F-BF.B.5, and F-IF.C.7.e.

This task serves as a possible first student exploration after an initial introduction to the form and arithmetic of complex multiplication. Students need to understand that every complex number can be expressed in the form a+bi, and...

This task presents a challenging exercise in both algebraic manipulations and seeing structure in algebraic expressions (MP 7).

For this task about canoeing, students must analyze paddling speed and current speed, which are working against each other, to determine how long a canoe trip would take. They write expressions and analyze characteristics of the graph...

In this task about canoeing, paddling speed, and current speed, students examine how long a trip would take at different speeds. They write a function equation, graph their equation, and explain their thinking. The primary purpose of the...

During this task, students will realize that equivalent expressions produce the same graph. The lesson plan will lead to discussions about the value of different forms of equations. Aligns with F-IF.C.7.a, A-SSE.B.3, and F-IF.C.7.

This resource discusses translating verbal expressions to variable expressions. It explains how to look for key words, then gives an example of the process in great detail.

By using like radicals, expressions are easily simplified using addition and subtraction. Examples are provided to demonstrate how to simplify radicals to create like terms.