A-SSE.1.1

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Formative Assessments
Formative Assessments
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Students are asked to explain how parts of an algebraic expression relate to the number and type of symbols in a sequence of diagrams.
Dot Expressions
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Students are asked to interpret the parts of an equation used to calculate the total purchase price including tax of a set of items.
Interpreting Basic Tax
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Students are asked to determine how the volume of a cone will change when its dimensions are changed.
What Happens?
Virtual/Hands-on Manipulatives
Virtual/Hands-on Manipulatives
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Assessment Questions
Assessment Questions
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FSA Sample Question
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FSA Sample Question
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Videos of Expert Instruction
Videos of Expert Instruction
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Listen in as a computing enthusiast describes how hexadecimal notation is used to express big numbers in just a little space.
Base 16 Notation in Computing
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Hook/Performance Tasks
Hook/Performance Tasks
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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.
Seeing Dots
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This context makes for an interesting application of calculating interest.
How Much Did Peterson Lose By Not Cashing His Check?
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Variations on this problem might ask which expression is useful for finding the starting height of the horseshoe, or the time when it lands.
Throwing Horseshoes
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Most savings accounts advertise an annual interest rate, but they actually compound that interest at regular intervals during the year. That means that, if you own an account, you’ll be paid a portion of the interest before the year is up, and, if you keep that payment in the account, you’ll start earning interest on the interest you’ve already earned.
The Bank Account
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This task is part of a joint project between Student Achievement Partners and Illustrative Mathematics to develop prototype machine-scorable assessment items that test a range of mathematical knowledge and skills described in the CCSSM and begin to signal the focus and coherence of the standards.
Radius of a Cylinder
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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.
Kitchen Floor Tiles
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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.
The Physics Professor
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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.
Quadrupling Leads to Halving
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In this task students have to interpret expressions involving two variables in the context of a real world situation.
Animal Populations
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The purpose of this task is to model the population data for London with a variety of different functions.
Modeling London’s Population
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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.
Mixing Fertilizer
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It may prove instructive to have students try a few numerical values to get a feeling for this problem.
Increasing or Decreasing? Variation 1
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This task assumes students are familiar with mixing problems. This approach brings out different issues than simply asking students to solve a mixing problem, which they can often set up using patterns rather than thinking about the meaning of each part of the equations.
Mixing Candies
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The task has students look for structure in algebraic expressions related to a context, and asks them to relate that structure to the context.
Delivery Trucks
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The task provides a reasonably straight-forward introduction to interpreting the parameters of an exponential function in terms of a modeling context.
Exponential Parameters