Relationships 1

Matter MATERIALS
Scissors
Creating Numeric Expressions

Lesson Overview
Students write and simplify numeric expressions. The terms power, base, exponent, perfect square,
perfect cube, and Order of Operations are defined. Students create numeric expressions to
represent geometric models and draw geometric models to represent numeric expressions. Students
learn that an expression represents a relationship between quantities, rather than a recipe to perform
operations on values. Students conclude the lesson by applying the Order of Operations to simplify
numeric expressions.

Grade 6 Expressions and Equations

Apply and extend previous understandings of arithmetic to algebraic expressions.
1. Write and evaluate numerical expressions involving whole-number exponents.

Essential Ideas
• A numeric expression is a mathematical phrase containing numbers.
• To simplify a numeric expression means to calculate an expression to get a single value.
• Parentheses are symbols used to group numbers and operations, and are used to change the
normal order in which operations are performed.
• The Order of Operations is a set of rules that ensures the same result every time an expression
is simplified.
1. Simplify expressions inside parentheses or grouping symbols such as ( ) or [ ].
2. Simplify terms with exponents.
3. Multiply and divide from left to right.
4. Add and subtract from left to right.

LESSON 1: Relationships Matter • M3-7A

 Lesson Structure and Pacing: 2 Days
Day 1
Engage
Getting Started: Expression Challenge
Students are given three numeric puzzles which require students to build expressions equal to
specific numbers with given restrictions. This activity is designed to engage students in thinking
about the structure of numeric expressions as they build them from smaller parts (numbers and
math symbols).
Develop
Activity 1.1: Square and Cube Numbers
Students connect numbers with exponents of 2 (square numbers) with the areas of squares and
numbers with exponents of 3 (cube numbers) with volumes of cubes. They write the areas of
squares and the volumes of cubes using repeated products and powers.
Activity 1.2: Modeling Expressions
Students cut out and sort numeric expressions, including expressions with exponents, and
geometric models that represent those expressions. They match numeric expressions to the
geometric models they represent and create their own expression and model.
Activity 1.3: Writing Equivalent Expressions
Students write alternate representations of numeric expressions with exponents. They identify
and write a variety of numeric expressions of perfect squares and cubes and
simplify the expressions when possible.

Day 2
Activity 1.4: Evaluating Expressions
Students investigate how to simplify numeric expressions with parentheses and exponents using
diagrams and peer analysis. They compare different ways to simplify expressions numerically and
using models in preparation for applying the Order of Operations.
Activity 1.5: The Order of Operations
Students follow the Order of Operations to simplify numeric expressions. They are encouraged to
devise their own mnemonic to remember the order in which numeric expressions are simplified.
Demonstrate
Talk the Talk: Order of Operations
Students check how various numeric expressions were simplified, mark them as correct
or incorrect, and explain any errors made. They also explain how the Order of Operations was
correctly applied in simplifying a given numeric expression.

M3-7B • TOPIC 1: Expressions

Getting Started: Expression Challenge ENGAGE

Facilitation Notes
In this activity, students are given three numeric puzzles which require them
to build expressions equal to specific numbers with given restrictions. This
activity is designed to engage students in thinking about the structure of
numeric expressions as they build them from smaller parts (numbers and
math symbols). So, it is okay if students can’t solve any of the problems.

Have students work with a partner or in groups to answer Question 1.

Discuss the expression(s) generated. Then have students work on
Questions 2 and 3 and share responses as a class.

Summary
An expression in mathematics is a number or a combination of numbers and
operations.

Activity 1.1
Square and Cube Numbers
DEVELOP

Facilitation Notes
In this activity, students connect numbers with exponents of 2 (square
numbers) with the areas of squares and numbers with exponents of 3 (cube
numbers) with volumes of cubes. They write the areas of squares and the
volumes of cubes using repeated products and powers.

Ask a student to read the information about powers, bases, and exponents
aloud. Discuss the definitions and example as a class.
Questions to ask
• What is the purpose of the power notation?
• What is the base with respect to power notation?
• How do you know which number is the base?
• What is the exponent with respect to power notation?
• How do you know which number is the exponent?
• How many powers are there?
• What else can be expressed using powers?

Have students work with a partner or in groups to complete Questions 1

through 3. Share responses as a class and review the vocabulary presented
in the activity: power, base, exponent, perfect square, and perfect cube.

LESSON 1: Relationships Matter • M3-7C

 Misconception
Students sometimes think exponent and power are synonymous.
Technically, the power is composed of the base and the exponent. The way
we tend to read this notation, i.e., “2 to the fourth power,” often leads to
this misconception.
Questions to ask
• What is another way that you can read that expression?
• What formula did you use to calculate area?
• Why can the expression be written with exponents?
• Why are the units squared in area problems?
• What formula did you use to calculate volume?
• Why can the expression be written with exponents?
• Why are the units cubed in volume problems?

Summary
A square number is equal to a power with an exponent of 2. A cube number
is equal to a power with an exponent of 3.

Activity 1.2
Modeling Expressions

Facilitation Notes
In this activity, students cut out and sort numeric expressions, including
expressions with exponents, and geometric models that represent those
expressions. They match numeric expressions to the geometric models they
represent and create their own expression and model.

Have students work with a partner or in groups to complete Question 1.

Have students share out how they sorted their Expression Cards.

Direct students to complete Question 2. Select students to explain one

of their matches until all matches have been shared. Finally, have students
complete Question 3 with their partner or in a group.
Questions to ask
• How did you sort the models?
• Did anyone sort the models a different way?
• How did you sort the expressions?
• Did anyone sort the expressions a different way?
• Explain why you matched that numeric expression with that model.

M3-7D • TOPIC 1: Expressions

 • Were there some matches that were easier to make? Why?
• How does that numeric expression relate to the area of that model?
• Explain how using order of operation affected what model you chose?

Summary
An expression states a relationship between values and can be represented
in a variety of different ways.

Activity 1.3
Writing Equivalent Expressions

Facilitation Notes
In this activity, students write alternate representations of numeric
expressions with exponents. They identify and write a variety of numeric
expressions of perfect squares and cubes and simplify the expressions when
possible.

Have students work with a partner or in groups to complete Questions 1

and 2. Have a student read the definition of evaluate a numeric expression.
Have pairs or groups answer Question 3 through 5.
Questions to ask
• How did you determine the mathematical sentence to accompany
each square?
• What is the pattern in the increases between consecutive perfect
square numbers?
• How is the increase in each consecutive perfect square number
represented in the diagram?
• Why are the increases between consecutive perfect square numbers
the consecutive odd numbers?
• How did you use the order of operation rules to evaluate
each expression?
• What is an equivalent expression that uses subtraction?

Summary
Numeric expressions that are equal to the same value are
equivalent expressions.

LESSON 1: Relationships Matter • M3-7E

 Activity 1.4
Evaluating Expressions

Facilitation Notes
In this activity, students investigate how to simplify numeric expressions
with parentheses and exponents using diagrams and peer analysis. They
compare different ways to simplify expressions numerically and using
models in preparation for applying the Order of Operations.

Have students work with a partner or group to complete Questions 1 and 2.

Share responses as a class.
Questions to ask
• What part of the numeric expression does each square represent?
• Why is 52 multiplied by 2?
• Explain how Doug solved the problem.
• What is wrong with Doug’s process?
• What would you tell Doug to help him correct his work?
• State a rule for evaluating a numerical expression that includes both
multiplication and exponents.
• How do you think your rule can be extended to include exponents
with the operations of division, addition and subtraction?

Have students work with a partner or group to complete Questions 3

through 6. Share responses as a class.
Questions to ask
• In Question 5, why was it correct to subtract before multiplying in
the problem?
• List the order, from first to last, in which these components should be
addressed when evaluating a numerical expression.
• Compare your and your partner’s answers with another group’s
answers. Try to reach consensus on the correct answers.
• Were there any problems where the other group helped you correct
a mistake? Share with the class the mistake you and your partner
made and the process you completed to get the correct answer.

Summary
There are many ways to simplify and evaluate numeric expressions,
including using models.

M3-7F • TOPIC 1: Expressions

Activity 1.5
The Order of Operations
Facilitation Notes
In this activity, students follow the Order of Operations to simplify numeric
expressions. They are encouraged to devise their own mnemonic to
remember the order in which numeric expressions are simplified.

Ask a student to read the explanation. Have students try Question 1

independently, then regroup and discuss the process and correct errors.
Demonstrate an organized fashion to write the steps to evaluate the
expression. Then, have students work with a partner or in groups to
complete Questions 2 through 5.
Questions to ask
• Why are multiplication and division combined in one step instead of
being written in two separate steps?
• Why are addition and subtraction combined in one step instead of
being written in two separate steps?
• What is the main message in the conversation between the students
and teacher?
• How did you apply the Order of Operation Rules to evaluate the
expression?
• Demonstrate how you wrote the steps to your process so that
someone else could read your work and follow it.

Summary
The Order of Operations states the order in which parts of an expression
are simplified so that different people can get the same result every time.

Talk the Talk: Order of Operations DEMONSTRATE

Facilitation Notes
In this Talk the Talk, students check how various numeric expressions were
simplified, mark them as correct or incorrect, and explain any errors made.
They also explain how the Order of Operations was correctly applied in
simplifying a given numeric expression.

Have students answer Question 1 independently. Go over answers as

a class. Then have students work with a partner or in groups to answer
Questions 3 through 6. Assign pairs or groups to present their answers to
each question.

LESSON 1: Relationships Matter • M3-7G

 Questions to ask
• How does writing about someone else’s work, correct or incorrect,
help you to learn to apply the Order of Operations Rules correctly?
• Although not necessary, if you were to place parentheses in
Questions 1 and 5, where would you place them?

Summary
Knowing the Order of Operations allows you to check the work done to
simplify numeric expressions.

M3-7H • TOPIC 1: Expressions

 Warm Up Answers
1. 10 3 10 5 100
2. 10 3 10 3 10 3 10 3 10

1
5 100,000
3. 10 3 10 3 10 5 1000

Relationships 4. 10 3 10 3 10 3 10
5 10,000

Matter
Evaluating Numeric Expressions
5. 10 3 10 3 10 3 10 3 10 3
10 3 10 5 10,000,000

WARM UP LEARNING GOALS

Write each power of ten as • Interpret a number raised to a positive integer
a product of factors. Then power as a repeated product.
calculate the product. • Identify perfect square numbers and perfect cube numbers.
• Write and evaluate numeric expressions involving
1. 102 5 5 whole-number exponents.
• Model numeric expressions with two- and
2. 105 5 5 three-dimensional figures.
• Evaluate numeric expressions using the
3. 103 5 5 Order of Operations.

4. 104 5 5 KEY TERMS

• power
5. 107 5 5 • base
• exponent
• perfect square
• perfect cube
• evaluate a numeric expression
• Order of Operations

You have written and evaluated expressions equivalent to given numbers. Besides the four
operations—addition, subtraction, multiplication, and division—are there other structures
that can be used in numeric expressions?

LESSON 1: Relationships Matter • M3-7

C01_SE_M03_T01_L01.indd 7 3/29/17 4:06 PM

LESSON 1: Relationships Matter • M3-7

Answers
1. Sample answer.
2323212 Getting Started
2. Sample answer.
3332343 Expression Challenge
3. Sample answer.
42 1 4 Recall that an expression in mathematics is a number or a combination
of numbers and operations. The number 8 is an expression, and
2 3 2 1 4 is also an expression. Both of these expressions are equal
to 8.

1. Write an expression that is equal to 10 using only four 2s and

any number of math symbols.

Is there more 2. Write an expression that is equal to 8 using only four 3s and
than one way any number of math symbols.
to write each
expression?

3. Write an expression that is equal to 20 using only one 2 and

two 4s and any number of math symbols.

M3-8 • TOPIC 1: Expressions

C01_SE_M03_T01_L01.indd 8 3/29/17 4:06 PM

M3-8 • TOPIC 1: Expressions

 Answers
1a. base: 7, exponent: 5;
seven to the fifth power
AC T I V I T Y

1.1 Square and Cube Numbers 1b. base: 4, exponent: 8, four

to the eighth power
2a. 9 3 9, 92, 81 cm2
Just as repeated addition can be represented as a multiplication 2b. 2.75 3 2.75, 2.752,
problem, repeated multiplication can be represented as a power. 7.5625 m2
A power has two elements: the base and the exponent.

2 3 2 3 2 3 2 5 24
24
power exponent You can read a power
base in different ways:
“2 to the fourth
The base of a power is the factor that is multiplied repeatedly in the power”
power, and the exponent of the power is the number of times the “2 raised to the
base is used as a factor. fourth power”

1. Identify the base and exponent in each power. Then, write

each power in words.

a. 75 b. 48

Remember that the area of a rectangle is calculated by multiplying

its length by its width. Because all sides of a square have the same
length, the area of a square, A, is calculated by multiplying the In the power s2,

length of the side, s, by itself. The formula for the area of a square, the base is the side

A 5 s 3 s, can be written as A 5 s2. length, s, and the

exponent is 2.
In the same way, to calculate the square of a number, you multiply
the number by itself.

2. Write the area of each square as a repeated product, as a

square number, and as an area in square units.

a. b.

2.75 m

9 cm 9 cm

2.75 m

LESSON 1: Relationships Matter • M3-9

C01_SE_M03_T01_L01.indd 9 3/29/17 4:06 PM

LESSON 1: Relationships Matter • M3-9

Answers
2 2 __
2c. __
5
3 __, 2 2, ___
5 (5)
4
25
in.2 c. d.
2d. 7 3 7, 72, 49 ft2 2
5 in.

3a. 2 3 2 3 2, 23, 8 cm3

2
5 in.
3b. 4 3 4 3 4, 43, 64 in.3
3c. 3 3 3 3 3, 33, 27 ft3 7 ft 7 ft
3 3
3d. 5 3 5 3 5, 5 , 125 mm
Some of the areas that you wrote in Question 1 are called perfect
You can read 32 as
squares because they are squares of an integer. For example, 9 is a
“3 squared.”
perfect square because 3 3 3 5 9. Another way you can write this
mathematical sentence is 32 5 9.

Recall that the volume of a cube is calculated by multiplying its length

In the power s3, by its width and its height. Since the length, width, and height of a
the base is the side cube are all the same, the formula for the volume, V, of a cube can be
length, s, and the written as V 5 s 3 s 3 s, or V 5 s3.
exponent is 3.
In the same way, to calculate the cube of a number, you use the
number as a factor three times.

3. Write the volume of each cube as a repeated product, as the

cube of a number, and as a volume in cubic units.

a. b.

2 cm
4 in.

2 cm 4 in.
2 cm 4 in.

c. d.

3 ft
5 mm
5 mm
3 ft 5 mm
3 ft

You can read 63 as

A perfect cube is the cube of an integer. For example, 216 is a
”6 cubed.”
perfect cube because 6 is a whole number and 6 3 6 3 6 5 216.

M3-10 • TOPIC 1: Expressions

C01_SE_M03_T01_L01.indd 10 3/29/17 4:06 PM

M3-10 • TOPIC 1: Expressions

 Answers
1a. Answers will vary.
AC T I V I T Y 1b. Answers will vary.
1.2 Modeling Expressions 1c. Answers will vary.
2. Answers will vary.
3. Answers will vary.
Previously, you may have thought about expressions as recipes.
Remember, a
For example, the expression 2 1 2 might have meant “start with 2
numeric expression
and add 2 more.” But as a relationship, 2 1 2 means “2 combined
is a mathematical
with 2.”
phrase that contains
numbers and
The Expression Cards at the end of this lesson contain a variety
operations.
of numeric expressions and models that represent numeric
expressions. Cut out the Expression Cards.

1. Consider the different structures of the expressions and

the models.

a. Sort the models in a mathematically meaningful way.

b. Sort the expressions in a mathematically meaningful way.
c. Explain how you sorted the Expression Cards.

2. Match the numeric expressions with the models. Select two

pairs of cards and explain why each expression matches
the model.

Now it’s your turn!

3. Think of a numeric expression. Draw a model to represent

that expression. Trade your model with a classmate and write
the numeric expression that represents their model. When
you both have written your answers, trade back and check
your work!

LESSON 1: Relationships Matter • M3-11

C01_SE_M03_T01_L01.indd 11 3/29/17 4:06 PM

LESSON 1: Relationships Matter • M3-11

Answer
1. Sample answer.
Complete addition first, so AC T I V I T Y
Writing Equivalent
(4 1 4)2 5 82 5 64. 42 1
42 5 16 1 16 5 32; (10 − 2)2,
1.3 Expressions
(5 1 3)2

The diagram can be used to determine perfect squares.

Daniel drew on the diagram to show that the expression
(4 1 4)2 is equivalent to 82.

21

13 2 44
14 2 69
96
00

25
16

25

=1
9

=1
=1
6

=1
=1

=2
4
1
1

=4
=3

=6
=8
12=

22=

32=
42=

52=

11 2
10 2

12 2

15 2
92
82
62

72
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1

2
How can you 3
use the grid
4
to determine
the square of 5
any number 6
from 1 to 15? 7

10

11

12

13

14

15

1. Explain why (4 1 4)2 is equivalent to 82 and not equivalent to

42 1 42. Then use the diagram to write other expressions that
are equivalent to 82.

M3-12 • TOPIC 1: Expressions

C01_SE_M03_T01_L01.indd 12 3/29/17 4:06 PM

M3-12 • TOPIC 1: Expressions

 Answers
2a. 36
2. Write an equivalent numeric expression for each perfect square.
NOTES
2b. 144
a. 6² b. 122
3. 42 1 32 = 16 1 9 = 25;
explanations will vary.
4. Sample answers. (2 1 8)3
To evaluate a numeric expression means to simplify the expression = 103 = 1000; 23 1 83 = 8
to a single numeric value. 1 512 = 520
3. Use the diagram to rewrite the expression (7 2 3)2 1 (10 2 7)2 5a. Sample answers.
with fewer terms. Explain your work. (2 1 3)3, (1 1 4)3, 125
5b. Sample answers.
(5 2 3)3, (10 2 8)3, 8

4. Use the diagram to write four numeric expressions.

Then explain how to evaluate each expression.

The table shows the cubes of the first 10 whole numbers.

13 5 1 23 5 8 33 5 27 43 5 64 53 5 125

63 5 216 73 5 343 83 5 512 93 5 729 103 5 1000

5. Write two more equivalent expressions for each. Show how

to evaluate the expressions.

a. 53 b. 23

LESSON 1: Relationships Matter • M3-13

C01_SE_M03_T01_L01.indd 13 3/29/17 4:06 PM

LESSON 1: Relationships Matter • M3-13

Answers
1. The model shows 2
squares, each with an area
of 52; 2 ? 52 5 50 NOTES AC T I V I T Y

1.4 Evaluating Expressions

2a. Exponents should
be simplified first,
before multiplication is
performed. Consider the numeric expression 2 ? 52.

2b. Answers will vary. 1. Shae drew a model to represent the expression.
Explain how Shae’s model represents the
3a. (6 1 4) ? 3 = 30 expression. Then evaluate the expression.
5

5 5

2. Doug and Miguel each evaluated the expression differently.

Miguel Doug
2
2•5 2 • 52
2 • 5 5 10
5 2 5 25
102 5 100
2 • 25 5 50

a. What does Miguel’s solution tell you about how to

evaluate a numeric expression with both multiplication
and exponents?

b. Draw a model to represent Doug’s solution. Explain how

the model is different from Shae’s.

Parentheses are symbols used to group numbers and operations.

You can think about expressions inside parentheses as a single
value.

3. This model represents the expression (6 1 4) ? 3.

6 4

a. Evaluate the expression represented by 6 4

the model. 6 4

M3-14 • TOPIC 1: Expressions

C01_SE_M03_T01_L01.indd 14 3/29/17 4:06 PM

M3-14 • TOPIC 1: Expressions

 Answers
3b. 6 1 (4 ? 3) = 18; check
b. Draw a model that would represent the expression
students’ models.
6 1 (4 ? 3) and evaluate the expression.
3c. Moving the parentheses
changes what operation is
performed first.

c. Compare the models and the expressions. How does

4a. Sample answer.
moving the parentheses change how you draw the model
and how you evaluate the expression? 3

5
4. Consider the numeric expression (5 1 3)2.

a. Draw a model to represent this expression. 5 3

4b. Solution A is correct.

The expression inside
b. The numeric expression was evaluated in two different the parentheses should
ways, resulting in two different values. Determine which be added first, then the
solution is correct. Explain why one solution is correct and exponent should be
state the error that was made in the other solution.
applied to that sum.
Solution A Solution B
(5 1 3)2 (5 1 3)2 5a. Sample answer.
7
5 82 5 25 1 9
2
5 64 5 34

2
5. Consider the numeric expression 3 ? (7 2 2).
2
a. Draw a model to represent this expression.

5b. Solution B is correct.

b. The numeric expression was evaluated in two different

ways, resulting in two different values. Determine which
solution is correct. Explain why one solution is correct and
state the error that was made in the other solution. Cross
out the incorrect solution.
Solution A Solution B
3 ? (7 2 2) 3 ? (7 2 2)
5 21 2 2 5 3(5)
5 19 5 15

LESSON 1: Relationships Matter • M3-15

C01_SE_M03_T01_L01.indd 15 3/29/17 4:06 PM

LESSON 1: Relationships Matter • M3-15

Answers
6. Expression A shows
6. A band is playing at a local restaurant for a total of 8 Fridays and
the amount each band
will be paid after their last performance. The band advertises
member will make. You their 8 appearances in the local newspaper for a total cost of
must first figure out $400. If the band makes $500 for each appearance, which numeric
the amount of money expression correctly shows the amount of money each of the four
they have earned minus members will earn? Explain your reasoning.
expenses, then divide that
Expression A Expression B
value by 4. (8 ? 500 2 400) 4 4 8 ? 500 2 400 4 4

AC T I V I T Y

1.5 The Order of Operations

We can use
"Please Excuse
There is an Order of Operations, an order in which operations are
My Dear
performed when evaluating any numeric expression. The Order of
Aunt Sally"
Operations is a set of rules that ensures the same result every time an
to remember
expression is evaluated.
Parentheses,
Exponents,
Order of Operations Rules
Multiplication
and Division, 1. Evaluate expressions inside parentheses or grouping symbols.
and Addition 2. Evaluate exponents.
and 3. Multiply and divide from left to right.
Subtraction,
4. Add and subtract from left to right.
right?
Keep in mind that multiplication and division are of equal importance
and evaluated in order from left to right. The same is true for addition
and subtraction.

M3-16 • TOPIC 1: Expressions

C01_SE_M03_T01_L01.indd 16 3/29/17 4:06 PM

M3-16 • TOPIC 1: Expressions

 Answers
1. 3
2. 37
I like "Pink A mnemonic
may help you
3. 192
Elephants
Must Dance remember 4. 28
Around the order. The
important
5. 13
Snakes" better.
Is that OK? thing is to
understand
WHY the order
of operations
works.

Evaluate each expression using the Order of Operations.

1. 28 4 22 2 36 4 32

2. 12 1 (25 4 5)2

3. (122 2 48) 3 2

4. 168 4 23 1 33 2 20

5. 10 4 (5 2 3) 1 23

LESSON 1: Relationships Matter • M3-17

C01_SE_M03_T01_L01.indd 17 3/29/17 4:06 PM

LESSON 1: Relationships Matter • M3-17

Answers
1. Incorrect; 9 ? 9 5 81
2. Correct NOTES
3. Incorrect; TALK the TALK
60 2 (4 1 1)2 ? 2
Order of Operations
60 2 52 ? 2
Determine whether or not each expression was evaluated
60 2 25 ? 2
correctly. Show the correct work for any incorrect answers.
60 2 50
1. 18 4 2 ? 32 2. (15 1 10 4 5) 1 8
10 18 4 2 ? 9 (15 1 2) 1 8
4. 2(10 2 1) 2 3 ? 2 5 12; 18 4 18 17 1 8
Error: 18 2 3 was simplified 1 25
before 3 ? 2.
3. 60 2 (10 2 6 1 1)2 ? 2
5. 4 1 32 5 13; Error: 4 1 3
60 2 (10 2 7)2 ? 2
was simplified before 32. 60 2 (3)2 ? 2
6. (2 1 6)2 5 64; Error: The 60 2 9 ? 2
power was simplified 60 2 18
before the expression in 42
parentheses.
Each numeric expression has been evaluated correctly and
incorrectly. For those that have been evaluated correctly, state
how the Order of Operations was used to evaluate the expression.
For those expressions that have been evaluated incorrectly,
determine the error that was made.

4. 2(10 2 1) 2 3 ? 2 2(10 2 1) 2 3 ? 2
2(9) 2 3 ? 2 2(9) 2 3 ? 2
18 2 3 ? 2 18 2 6
15 ? 2 12
30

5. 4 1 32 4 1 32
419 72
13 49

6. (2 1 6)2 (2 1 6)2
82 4 1 36
64 40

M3-18 • TOPIC 1: Expressions

C01_SE_M03_T01_L01.indd 18 3/29/17 4:06 PM

M3-18 • TOPIC 1: Expressions

 Expression Cards
✂ 3

332 (3 3 2)2 3 (3 1 2)3

2
2
3 2

3
1
2 32 3 3 (2 1 3) 2

2 2
2

2
3
2
3 1 22 (3 1 2)2
3
3

2 3 2
3

33 1 23 2 3 3

3 2

3
3
2

3 33213 3 122 2
3

2
23
3
3
3 2 2

LESSON 1: Relationships Matter • M3-19

C01_SE_M03_T01_L01.indd 19 3/29/17 4:06 PM

LESSON 1: Relationships Matter • M3-19

 C01_SE_M03_T01_L01.indd 20 3/29/17 4:06 PM

M3-20 • TOPIC 1: Expressions

 Assignment Answers
Write
Assignment
Answers will vary.
Practice
Write 1. 48
Write your own mnemonic for the Order of Operations.
2. 25
3. 9
Remember
Memorize the first 15 squares and 10 cubes. 4. 36
5. 2
Perfect Squares
6. 10
12 5 1 22 5 4 32 5 9 42 5 16 52 5 25
7. 16
62 5 36 72 5 49 82 5 64 92 5 81 102 5 100
112 5 121 122 5 144 132 5 169 142 5 196 152 5 225
8. 47
Stretch
Perfect Cubes
1. 81
13 5 1 23 5 8 33 5 27 43 5 64 53 5 125
63 5 216 73 5 343 83 5 512 93 5 729 103 5 1000
2. 390,625
3. 4096

Practice
Use the Order of Operations to evaluate each numeric expression.
1. 42 ? 3 2. 33 2 14 4 2 1 5
3. 17 2 23 4. 144 4 62 ? 8 1 22
5. 32 4 42 6. 24 2 3 ? 5 1 9
7. 9 1 52 2 2 ? 32 8. 112 2 7 ? 6 2 43 4 2

Stretch
Evaluate each power raised to a power.
1. (32)2
2. (52)4
3. (43)2

LESSON 1: Relationships Matter • M3-21

M1-21

C01_SE_M03_T01_L01.indd 21 3/29/17 4:06 PM

LESSON 1: Relationships Matter • M3-21

Assignment Answers
Review
1. Check students’ graphs; Yes
2. Check students’ graphs; No
3. 4000 Review
Graph each rate in the given pair on a coordinate plane. Explain whether or not the rates are equivalent.
4. 400 15 cups flour 5 cups flour
2 1. _____________ , _____________
5. 4___
35
8.25 cups sugar 2.75 cups sugar
245 mi ______
2. ______
3.5 h
, 150
2h
mi
11
6. 5___
12
Calculate each conversion.
3. 4 grams 5 milligrams
4. 6400 ounces 5 pounds

Determine each sum.

6 1
5. __
7
1 3__
5
2 1
6. 1__
3
1 4__
4

M1-22
M3-22 • TOPIC 1:
3: Expressions

C01_SE_M03_T01_L01.indd 22 3/29/17 4:06 PM

M3-22 • TOPIC 1: Expressions