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Use the structure of an expression to identify ways to rewrite it. For example, see x4- y4 as (x²)² – (y²)², thus recognizing it as a difference of squares that can be factored as (x² – y²)(x² + y²).

Standard #: MAFS.912.A-SSE.1.2Archived Standard
Standard Information
General Information
Subject Area: Mathematics
Grade: 912
Domain-Subdomain: Algebra: Seeing Structure in Expressions
Cluster: Level 2: Basic Application of Skills & Concepts
Cluster: Interpret the structure of expressions. (Algebra 1 - Major Cluster) (Algebra 2 - Major Cluster) -

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.
Date Adopted or Revised: 02/14
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Related Courses
Related Resources
Formative Assessments
Lesson Plans
  • Sorting Equations and Identities This lesson is intended to help you assess how well students are able to:
    • Recognize the differences between equations and identities.
    • Substitute numbers into algebraic statements in order to test their validity in special cases.
    • Resist common errors when manipulating expressions such as 2(x – 3) = 2x – 3; (x + 3)2 = x2 + 32.
    • Carry out correct algebraic manipulations.
    It also aims to encourage discussion on some common misconceptions about algebra.
  • Math Is Exponentially Fun! The students will informally learn the rules for exponents: product of powers, powers of powers, zero and negative exponents. The activities provide the teacher with a progression of steps that help lead students to determine results without knowing the rules formally. The closing activity is hands-on to help reinforce all rules.
Original Student Tutorials
Problem-Solving Tasks
  • A Cubic Identity Solving this problem with algebra requires factoring a particular cubic equation (the difference of two cubes) as well as a quadratic equation. An alternative solution using prime numbers and arithmetic is also presented.
  • Equivalent Expressions This is a standard problem phrased in a non-standard way. Rather than asking students to perform an operation, expanding, it expects them to choose the operation for themselves in response to a question about structure. Students must understand the need to transform the factored form of the quadratic expression (a product of sums) into a sum of products in order to easily see a, the coefficient of the x2 term; k, the leading coefficient of the x term; and n, the constant term.
  • Animal Populations In this task students interpret the relative size of variable expressions involving two variables in the context of a real world situation. All given expressions can be interpreted as quantities that one might study when looking at two animal populations.
  • Computations with Complex Numbers This resource involves simplifying algebraic expressions that involve complex numbers and various algebraic operations.
MFAS Formative Assessments
Original Student Tutorials Mathematics - Grades 9-12
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