7.EE.1 - About the Math, Learning Targets, and Rigor

Full Standard

Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

Learning Targets (I can)

• Create equivalent expressions by applying the distributive property.
• Create equivalent expressions by combining like terms.
• Create equivalent expressions by factoring.
• Identify equivalent expressions without evaluating them.
• Expand or simplify linear expressions with rational coefficients.
• Explain how quantities in an expression are related to the context of the problem situation.
• Represent real-world scenarios with expressions.

About the Math

Students use properties of operations to generate equivalent expressions by applying properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Students understand that rewriting an expression in different forms in a problem context can shed light on the problem of how the quantities are related.

Progression of Standard within Grade 5 GT 

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

TASKS

These tasks can be used with small group or whole group instruction.

• Can the distributive property be applied to multiplication 4(3×7) and division 4(6÷3). Justify your answer. Show several examples.
• Does the Commutative Property apply to division and subtraction? Justify your answer.
  (answer: The Commutative Property does not apply to division and subtraction.)
• Does the Associative Property apply to subtraction and division? Justify your answer.
  (answer: The Associative Property does not apply to subtraction and division.)
• Use a dictionary to find the meanings of "distribute" and "commute" that apply to mathematics. Then write an explanation of why the Distributive Property and Commutative Property are named that way.
• Write an equivalent expression for 7(b + 3)–5.
• Claudia says the two expressions 2(3a–7) + 5a and 11a–7 are equivalent? Is she correct? How do you know?
• Nick earned some money washing cars. Nick’s friend James has $10 more than twice as much money as him. Write and simplify an expression for the amount of money James has.

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

• Lesson 6.18: Subtraction in Equivalent Expressions Links to an external site. (Open-Up Resources - Illustrative Math)
• Lesson 6.19: Expanding and Factoring Links to an external site. (Open-Up Resources - Illustrative Math)
• Lesson 6.20: Combining Like Terms, Part 1 Links to an external site. (Open-Up Resources - Illustrative Math)
• Lesson 6.21: Combining Like Terms, Part 2 Links to an external site. (Open-Up Resources - Illustrative Math)
• Lesson 6.22: Combining Like Terms, Part 3 Links to an external site.(Open-Up Resources - Illustrative Math)
• Lesson 9.7:  More Expressions and Equations Links to an external site. (Open-Up Resources - Illustrative Math)
• Writing Expressions  Links to an external site.(Illustrative Math)
• Ticket to Ride Links to an external site. (Illustrative Math)
• Exploring Equations Links to an external site. (Open Middle) 
• Expressions and Equations Links to an external site. (Engage NY, Module 3/Topic A -lessons 1, 2 ,5)
• The Distributive Property Download The Distributive Property
  (HCPSS)
• Calculating Palindromes Links to an external site. (Inside Mathematics, Level C)
• Expressions and Equations Links to an external site. (Georgia Curriculum Frameworks, p.9-21)

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources

Book Thumbnail	Book Title	Grade	Pages
	Teaching Student-Centered Mathematics	6-8
	Nimble with Numbers	6-7	p. 129
	McDougal Littell	7	p. 342-352
	Teaching the Common Core Math Standards with Hands-On Activities	6-8	p. 104-105

Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

  These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

• Apply Properties and Combine Like Terms Links to an external site.
• Apply Properties to Solve Problems Links to an external site.
• Factoring and Expanding Links to an external site.

• Create Equivalent Expressions by Combining Like Terms Links to an external site.
• Create Equivalent Expressions by Factoring Links to an external site.
• Identify Equivalent Expressions without Evaluating Them Links to an external site.
• Write, Simplify, and Explain Expressions in the Context of a Situation Links to an external site.
• Represent Real-World Situations Using Expressions Links to an external site.

Learning Targets

• Create equivalent expressions by applying the distributive property.
• Create equivalent expressions by combining like terms.
• Create equivalent expressions by factoring.
• Identify equivalent expressions without evaluating them.
• Expand or simplify linear expressions with rational coefficients.
• Explain how quantities in an expression are related to the context of the problem situation.
• Represent real-world scenarios with expressions.

Learning targets identify what students should be able to do. This rubric can be applied to tasks and observations for assessment and/or grading. 

Rubric for Tasks Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.