Mccoy - Instructional Design Project

Running
head: INSTRUCTIONAL DESIGN PROJECT
Instructional Design Project:

Introduction to Mathematical Expressions
Nyima McCoy
Georgia State University
INSTRUCTIONAL DESIGN PROJECT
Table of Contents
Section
Page
Needs Assessment
Goal Analysis
Subordinate & Entry Skills
Learner and Context Analysis
10
Performance Objectives
13
Assessment Instruments
16
Instructional Strategy
20
Instructional Materials
25
Formative Evaluation
30
Summative Evaluation
31
Instructional Design Project:

Introduction to Mathematical Expressions
Needs Assessment
Providing introductory instruction on the topic of numerical and algebraic expressions is
mandated by the state of Georgias Common Core Performance Standards for sixth grade
mathematics. Understanding mathematical expressions is essential for future work with
expressions and equations. This topic is a critical area of focus for 6th grade students because it
sets the foundation for a deeper understanding of higher-level mathematics. In the third grade,
students began working with the order of operations. This work will be further developed in
future grade levels where students will solve numeric and algebraic expressions, equations, and
inequalities.
Goal Analysis
The overarching goal of the instruction is for students to apply understandings of
arithmetic to algebraic expressions. The goals will include intellectual skills and cognitive
strategies. The goals are:
The student will represent repeated multiplication with exponents.
The student will evaluate expressions containing exponents to solve mathematical and
real world problems.
The student will translate verbal phrases and situations into algebraic expressions.
The student will identify the parts of a given expression.
The student will apply the basic number properties to identify equivalent expressions.
The student will apply the basic number properties and mathematical models to generate
equivalent expressions.
Running head: INSTRUCTIONAL DESIGN PROJECT

5
Goal Statement:
Students will apply understandings of arithmetic to algebraic
expressions.

Type of Learning:
Intellectual Skills & Cognitive Strategies
Represent
repeated
multiplication
with
exponents.

1
Evaluate
expressions
containing
exponents to
solve
mathematical
and real world
problems.
2
Translate
verbal phrases
and situations
into algebraic
expressions.

3
Identify the
parts of a given
expression.

4
Apply the basic

number
properties to
identify
equivalent
expressions.

5
Apply the basic

number
properties and
mathematical
models to
generate
equivalent
expressions.
6
Running head: INSTRUCTIONAL DESIGN PROJECT
Subordinate & Entry Skills

Prior to completion of the goals set in the goal analysis, participants must possess the
following entry behaviors:
i. Foundational understanding of the order of operations.
ii. Understand the use of brackets and parenthesis in expressions.
iii. Understand how to evaluate whole numbers raised to powers of 10.
iv. Understand the use of letters as a representation of unknown quantities.
Represent(repeated(mul.plica.on(with(exponents.((
1(
Write(the(base(and(exponent(
as(a(power.(
1.3(
Iden.fy(the(exponent.(
1.2(
Iden.fy(the(base(in(the(
repeated(mul.plica.on.(
1.1(
1(
Evaluate(expressions(containing(exponents(to(solve(
mathema4cal(and(real(world(problems.(
2(
Perform(the(opera4ons(within(
the(expressions.(
2.3(
Write(the(expression.(
2.2(
Iden4fy(the(power(in(the(
problem.(
2.1(
2(
Translate)verbal)phrases)and)situa1ons)into)
algebraic)expressions.)
3)
Write)the)symbol)that)corresponds)
with)the)key)phrases)in)correct)
order)based)on)the)situa1on.)
3.2)
Iden1fy)the)key)words)in)the)verbal)
phrases)and)situa1ons.)
3.1)
Iden1fy)the)key)
words)that)mean)
addi1on.)
3.1.1)
Iden1fy)the)key)
words)that)mean)
subtrac1on.)
3.1.2)
Iden1fy)the)key)
words)that)mean)
mul1plica1on.)
3.1.3)
Iden1fy)the)key)
words)that)
mean)division.)
3.1.4)
3)
Iden%fy(the(parts(of(a(given(expression.(
4(
Iden%fy(the(
constants(in(an(
expression.(
4.1(
Iden%fy(the(
coecients(in(an(
expression.(
4.2(
Iden%fy(the(
variables(in(an(
expression.(
4.3(
Iden%fy(the(
terms(in(an(
expression.(
4.4(
4(
Apply%the%basic%number%proper3es%to%iden3fy%
equivalent%expressions.%
5%
Describe%the%
associa3ve%
proper3es%of%
addi3on%and%
mul3plica3on.%
5.1%
Describe%the%
commuta3ve%
proper3es%of%addi3on%
and%mul3plica3on.%
%
5.2%
Describe%the%
distribu3ve%
property.%
%
%
5.3%
Describe%the%
iden3ty%
proper3es%of%
addi3on%and%
mul3plica3on.%
5.4%
5%
Apply%the%basic%number%proper3es%and%mathema3cal%
models%to%generate%equivalent%expressions.%
6%
Combine%like%terms.%
6.1%
Demonstrate%the%use%
of%the%associa3ve%
proper3es%of%
addi3on%and%
mul3plica3on.%
%
6.1.1%
Demonstrate%the%use%
of%the%commuta3ve%
proper3es%of%addi3on%
and%mul3plica3on.%
%
%
6.1.2%
Demonstrate%the%
use%of%the%
distribu3ve%
property.%
%
%
6.1.3%
Demonstrate%
the%use%of%the%
iden3ty%
proper3es%of%
addi3on%and%
mul3plica3on.%
6.1.4%
6%
10
Learner and Context Analysis

Information Categories
1. Entry Skills
Learner Analysis
Data Sources
Interviews with mathematics
teachers and school/county
administers.
Acquire the pretest data of the
learners.
2. Prior knowledge of
topic area

administrators.
3. Attitudes toward
content

administrators. Classroom
observations.
4. Attitudes toward
potential delivery
system

observations.
5. Motivation for
instruction

observations.
6. Educational and ability

levels

observations.
Learner Characteristics
Learners have passed
mathematics in elementary
school to be promoted to
middle school.
Learners have no prior
experience with algebraic
expressions specifically;
however, learners have a
general familiarization with
numerical expressions.
Learners have a foundational
understanding of numbers and
operations.
Learners understand that
mathematics is a required
content area in middle school.
Learners have experience
receiving explicit instruction
from a teacher. Learners are
open to a more constructivistlearning environment than
they have experienced in the
past.
Learners lack motivation for
instruction due to prior
performance in the content
area. Learners would like
instruction that promotes
success and increased
knowledge of the content.
Learners vary in their
academic level in terms of
mathematics. Majority of the
learners are on-level, the
second largest group are
Acquire the pretest data of the

learners.
7. General learning
preferences
Survey administered by
mathematics teachers.
8. Attitudes toward
training organization

administrators.
9. General group
characteristics

observations.
a. Heterogeneity
b. Size
c. Overall impressions
Georgia Department of
Education records and needs
assessment.
11
below-level, and the smallest
group are above-level.
Learners vary in their learning
preferences. Majority of the
learners prefer auditory
learning, the second largest
group are kinesthetic/tactile
learners, and the smallest
group are visual learners.
Learners have positive
feelings towards the
instructors that will deliver the
instruction.
Heterogeneity:
Learners are residents of
South Fulton County in
Atlanta, GA the 30349 area.
All learners are 6th graders
between the ages of 10 and 12
years old.
Size:
There will be a total of 250
learners in the selected middle
school.
Overall impressions:
Instruction must be engaging
and reach the learner where he
or she currently is in his or her
academic level.
Performance Context Analysis

1. Managerial/
supervisory support
2. Physical aspects of site
Data Sources
Interviews with regional
administrators; local school
administrators; curriculum
specialist; math department
chairperson; instructors.
Performance Site
Characteristics
The instructors will be
supervised by the math
department chairperson to
ensure effective delivery of
the instruction.
Instruction will be delivered in
a traditional school setting.
12
3. Social aspects of site
4. Relevance of skills to
workplace

Instructors and the math

department chairperson
interact via weekly
professional learning
meetings. The lines of
communication are open.
The instruction should meet
the needs of the learners
outlined by the states
Common Core mathematics
standards.
Learning Context Analysis

1. Number/nature of sites
2. Site compatibility with
instructional needs
Data Sources
Interviews with school
administrators.
administrators and instructors.
Observations of the learners.
3. Site compatibility with

learner needs
4. Feasibility for
simulating workplace

Observations of the learners.
Learning Site
Characteristics
There will be one site in South
Fulton County school system
to act as a pilot for the
instruction being developed.
Classrooms provide sufficient
space for delivery of the
instruction.
The site is located in the
district of the learners;
therefore, transportation will
be provided.
Classrooms provide sufficient
space for learners to interact
with the instructor and peers.
Resources are available to be
used with the delivery of the
instruction.
This instruction can be
simulated with the use of adult
learners such as other
educators.
13
Performance Objectives
1. When given a numerical expression, the student will represent repeated multiplication with
exponents.
1.1. Given a multiplication problem, identify the base in the repeated multiplication.
1.2. Given a multiplication problem, identify the exponent.
1.3. Given a multiplication problem, write the base and exponent as a power.
2. Given the definition of exponents and the rules for the Order of Operations, the student will
evaluate expressions containing exponents to solve mathematical and real world problems.
2.1. Given a word problem, identify the power in the problem.
2.2. Given a word problem, write the expression.
2.3. Once the expression is written from a given word problem, perform the operations
within the expressions using the rules for the Order of Operations.
3. Given various mathematical problems, the student will translate verbal phrases and situations
into algebraic expressions.
3.1. Given a word problem, identify the key words in the verbal phrases and situations.
3.1.1. Given a phrase or situation, identify the key words that mean addition.
3.1.2. Given a phrase or situation, identify the key words that mean subtraction.
3.1.3. Given a phrase or situation, identify the key words that mean multiplication.
3.1.4. Given a phrase or situation, identify the key words that mean division.
3.2. Given a phrase or situation, write the symbol that corresponds with the key words in
correct order based on the situation.
4. Given various algebraic expressions, the student will identify the parts of a given expression.
4.1. Given an algebraic expression, identify the constants in an expression.
14
4.2. Given an algebraic expression, identify the coefficients in an expression.

4.3. Given an algebraic expression, identify the variables in an expression.
4.4. Given an algebraic expression, identify the terms in an expression.
5. Given two algebraic expressions, the student will apply the basic number properties to
identify equivalent expressions.
5.1. Given a variety of algebraic expressions, describe, in the form of a journal entry, the
associative properties of addition and multiplication.
commutative properties of addition and multiplication.
distributive property.
identity properties of addition and multiplication.
6. Given an algebraic expression, the student will apply the basic number properties and
mathematical models to generate equivalent expressions.
6.1. Given a variety of algebraic expressions, combine like terms using the necessary
operation.
6.1.1. Given a variety of algebraic expressions, demonstrate the use of the associative
properties of addition and multiplication.
6.1.2. Given a variety of algebraic expressions, demonstrate the use of the commutative
6.1.3. Given a variety of algebraic expressions, demonstrate the use of the distributive
property.
15
6.1.4. Given a variety of algebraic expressions, demonstrate the use of the identity
16
Assessment Instruments
OBJECTIVES
1
When given a numerical expression, the student will

represent repeated multiplication with exponents.
1.1
Given a multiplication problem, identify the base in the

repeated multiplication.
1.2
Given a multiplication problem, identify the exponent.
1.3
Given a multiplication problem, write the base and exponent

as a power.
2.1
2.2
2.3
3.1
Given the definition of exponents and the rules for the Order
of Operations, the student will evaluate expressions
containing exponents to solve mathematical and real world
problems.
Given a word problem, identify the power in the problem.
Given a word problem, write the expression.

Once the expression is written from a given word problem,
perform the operations within the expressions using the rules
for the Order of Operations.
Given various mathematical problems, the student will
translate verbal phrases and situations into algebraic
expressions.
Given a word problem, identify the key words in the verbal
phrases and situations.
ASSESSMENT
DESCRIPTION
Posttest
- Short answer
- Matching
- Multiple-choice
Practice Test
- Short answer
- Matching
- Multiple-choice
Practice Test
- Short answer
- Matching
- Multiple-choice
Practice Test
- Short answer
- Matching
- Multiple-choice
Posttest
- Short answer
- Matching
- Multiple-choice
Practice Test
- Short answer
Practice Test
- Short answer
Practice Test
- Short answer
- Live performance
Posttest
- Short answer
- Matching
- Multiple-choice
Practice Test
- Short answer
- Live performance
17
3.1.1 Given a phrase or situation, identify the key words that mean
addition.
Practice Test
- Short answer
- Live performance
subtraction.
Practice Test
- Short answer
- Live performance
multiplication.
Practice Test
- Short answer
- Live performance
division.
Practice Test
- Short answer
- Live performance
Given a phrase or situation, write the symbol that

corresponds with the key words in correct order based on the
situation.
Practice Test
- Short answer
- Live performance
Given various algebraic expressions, the student will identify

the parts of a given expression.
Posttest
- Short answer
- Matching
- Multiple-choice
4.1
Given an algebraic expression, identify the constants in an

expression.
Practice Test
- Short answer
- Live performance
4.2
Given an algebraic expression, identify the coefficients in an

expression.
Practice Test
- Short answer
- Live performance
4.3
Given an algebraic expression, identify the variables in an

expression.
Practice Test
- Short answer
- Live performance
4.4
Given an algebraic expression, identify the terms in an

expression.
Practice Test
- Short answer
- Live performance
3.2
5.1
5.2
5.3
5.4
Given two algebraic expressions, the student will apply the

basic number properties to identify equivalent expressions.
18
Posttest
- Short answer
- Matching
- Multiple-choice
Given a variety of algebraic expressions, describe, in the

form of a journal entry, the associative properties of addition
and multiplication.
Practice Test
- Essay

form of a journal entry, the commutative properties of
addition and multiplication.
Practice Test
- Essay

form of a journal entry, the distributive property.
form of a journal entry, the identity properties of addition
and multiplication.
Practice Test
- Essay
Practice Test
- Essay
Given an algebraic expression, the student will apply the

basic number properties and mathematical models to
generate equivalent expressions.
Posttest
- Short answer
- Matching
- Multiple-choice
Given a variety of algebraic expressions, combine like terms

using the necessary operation.
Practice Test
- Multiple-choice
- Live performance
6.1.1 Given a variety of algebraic expressions, demonstrate the use

of the associative properties of addition and multiplication.
Practice Test
- Short answer
- Live performance

of the commutative properties of addition and multiplication.
Practice Test
- Short answer
- Live performance

of the distributive property.
Practice Test
- Short answer
- Live performance
6.1

of the identity properties of addition and multiplication.
19
Practice Test
- Short answer
- Live performance
20
Instructional Strategy
Project Goal Statement (Terminal Objective): Students will apply understandings of
arithmetic to algebraic expressions.
Cluster
Time Frame
Objectives Listed in Order of How They Will Be Taught
1.3
1.2
1
80 minutes
1.1
1
2.3
2.2
2
120 minutes
2.1
2
3.1.1
3.1.2
3
40 minutes
3.1.3
3.1.4
3.2
4
80 minutes
3.1
3
4.4
4.3
5
80 minutes
4.2
4.1
4
5.1
5.2
6
160 minutes
5.3
5.4
5
6.1.1
6.1.2
7
120 minutes
6.1.3
6.1.4
6.1
8
160 minutes
6
STATED OBJECTIVE: When given a numerical expression, the
Main Objective 1
student will represent repeated multiplication with exponents.
PRE-INSTRUCTIONAL ACTIVITIES
Motivational strategy: Ask students a probing question for them to ponder regarding exponents
in the real world.
Pre-Assessment: Ask students what happens to a whole number when it is multiplied by itself
repeatedly.
CONTENT PRESENTATION
21
Content:
- Identify the base in the repeated multiplication.
- Identify the exponent.
- Write the base and exponent as a power.
Examples: Use three signs labeled base, exponent, and product. Use numbers on construction
paper for students to physically model as the base, exponent and product. Use pre-made numbers
to model values with students.
Groups: lower level; on-level; above level
Media selection: Interactive whiteboard or regular whiteboard to model exponents.
Construction paper and writing utensils for students.
STUDENT PARTICIPATION
Practice Items: Given practice problems, students will practice representing repeated
multiplication with exponents.
Feedback: Teacher will rotate around the room providing verbal feedback.
Assessment: Teacher will rotate around the room monitoring student work and correcting
misconceptions.
FOLLOW-THROUGH ACTIVITIES
Memory aids: Instructional sheet providing an example of an exponent with labeled parts and
examples.
Transfer: Ask students to think of the reason exponents are used and how exponents are used in
other content areas.
STATED OBJECTIVE: Given the definition of exponents and the rules
Main Objective 2
for the Order of Operations, the student will evaluate expressions
containing exponents to solve mathematical and real world problems.
Motivational strategy: Ask students to create a mnemonic, other than Please Excuse My Dear
Aunt Sally, to help remember the Order of Operations.
Pre-Assessment: Ask students to complete a problem of the day.
Content:
- Identify the power in the problem.
- Write the expression.
- Perform the operations within the expressions.
Examples: Give each student two index cards. On one, have them create an algebraic
expression; the more complex, the better. On the other index card, they should write step-bystep instructions on how to solve the problem using PEMDAS, without writing the actual
expression. Students then trade the second index card with another student. They now need to
figure out what the original expression was based on the steps on the card.
Media selection: Interactive whiteboard or regular whiteboard to model the Order of Operations
process. Index cards, paper, and writing utensils for students.
Practice Items: Given practice problems, students will practice using the Order of Operations
to evaluate numerical expressions.
22
misconceptions.
Memory aids: The lyrics to the PEMDAS song from Flocabulary.com.
Transfer: Ask students to think about the importance of the Order of Operations and provide an
example of how the world or a specific situation may have been different if the Order of
Operations never existed.
STATED OBJECTIVE: Given various mathematical problems, the
Main Objective 3
student will translate verbal phrases and situations into algebraic
expressions.
Motivational strategy: Ask students to brainstorm words that may represent the addition,
division, subtraction, and multiplication symbols.
Content:
- Identify the key words in the verbal phrases and situations.
- Write the symbol that corresponds with the key phrases in correct order based on
the situation.
Examples: Have a group of students act out physically the order the terms should be in to match
the written expression. Give a group of students the phrase four more than twice x on a notecard.
Depending on the level of the group give them the terms on separate notecards or give them
blank notecards to fill in and hold up in order or sort on table to show the expression in symbols
2x + 4.
Media selection: Interactive whiteboard or regular whiteboard to model the Order of Operations
process. Index cards, paper, and writing utensils for students.
Practice Items: Given practice problems, students will translate word phrases into algebraic
expressions and vice versa.
misconceptions.
FOLLOW-THROUGH ACTIVITES
Memory aids: Graphic organizer listing the key words and phrases for mathematical symbols.
Transfer: Ask students the importance of communication in mathematics and how inaccurately
translating phrases to mathematical expressions can be damaging to someones career.
STATED OBJECTIVE: Given various algebraic expressions, the
student will identify the parts of a given expression.
Main Objective 4
23
Motivational strategy:
Content:
- Identify the constants in an expression.
- Identify the coefficients in an expression.
- Identify the variables in an expression.
- Identify the terms in an expression.
Examples: Students small groups and complete a bingo game. On the bingo cards are various
algebraic expressions, the caller will state a phrase such as, The expression with a constant of
2. The student with an expression that fits the description will cover the appropriate square
using a chip. The first to get five in a row in the traditional bingo directions will win the game.
Media selection: Interactive whiteboard or regular whiteboard to demonstrate the different parts
of an algebraic expression. Pre-made bingo cards and call slips, bingo chips, paper, and writing
utensils for students.
Practice Items: Given practice problems, students will identify, label, and define each part of
an algebraic expression.
misconceptions.
Memory aids: Instructional sheet with definitions and examples of each part of an algebraic
expression.
Transfer: Ask students to think about the importance of having different parts to an expression.
STATED OBJECTIVE: Given two algebraic expressions, the student
Main Objective 5
will apply the basic number properties to identify equivalent expressions.
Motivational strategy: Ask students to think about the following question: How can two things
look different but be the same? Students will provide examples.
Content:
- Describe the associative properties of addition and multiplication.
- Describe the commutative properties of addition and multiplication.
- Describe the distributive property.
- Describe the identity properties of addition and multiplication.
Examples: Students will use the Internet to explore the concepts of associative property,
commutative property, distributive property, and identity property. Students can choose to view
lesson videos or read information; however, every student will be required to provide detail notes
about each property and how it relates to identifying equivalent expressions.
24
Media selection: Computer, laptop, or tablet with Internet access for each student. Journal for
students.
Practice Items: Given practice problems, students will identify equivalent expressions by
matching expressions.
misconceptions.
Memory aids: Graphic organizer listing each property, examples of the property, and how to
identify equivalent expressions using the property.
Transfer: Ask students how this skill can be useful beyond the classroom.
STATED OBJECTIVE: Given an algebraic expression, the student will
Main Objective 6
apply the basic number properties and mathematical models to generate
equivalent expressions.
Motivational strategy:
Content:
- Combine like terms.

Examples: Students will play a mathematical game of memory. Working in pairs, students will
have a set of cards turned face down on the desk. Each student will take turns flipping over two
cards at a time attempting to find the match. The match will not be exactly like the other card.
The match will be the expression with the like terms combined or expanded.
Media selection: Interactive whiteboard or regular whiteboard to demonstrate how to combine
like terms. Pre-made cards for students. Paper and pencil.
Practice Items: Given practice problems, students will generate equivalent expressions by
combining like terms.
misconceptions.
Memory aids: Graphic organizer listing each property, examples of the property, and how to
generate equivalent expressions using the property.
Transfer: Ask students how this skill can be useful beyond the classroom.
25
Instructional Materials
In order to implement the instructional strategies developed for this instructional design
project, a variety of instructional materials is needed. A bingo game, memory game, and
matching game will be created to teach some of the skills. The following are examples of preexisting instructional sheets used for students to practice the skills outlined in the objectives:
26
27
28
29
30
Formative Evaluation
The formative evaluation of this instruction will be conducted using a field test. A
certified math teacher will give the instruction. The class size will consist of approximately 25
students ranging from students academically below grade level to students above grade level.
The instruction will be presented to all of the students at the same time in a classroom setting
with access to computers and an interactive whiteboard. The instructor will provide the students
with all of the necessary materials and present the instruction.
The designer will be present in the classroom weekly to observe student performance
during the instruction. While present, the designer will observe the students as they follow the
instruction and look to see if the students are doing what has been explained and demonstrated. If
any students are observed to be unsuccessful at doing what has been explained and
demonstrated, the designer will take notes about what they are doing and after the instruction has
been completed, ask those students individually to explain those particular bits of instruction, as
they understood them. At this point, the designer will ask the students to explain what was
confusing or unclear about those particular segments of instruction.
After the instruction has been given and the students have looked at the materials, the
designer will ask each student to give his/her opinion about what was useful or particularly
helpful about the instruction. Ask what the students liked about the instruction. Then, ask for
their opinions on what was confusing, unclear, or unhelpful about the instruction. Also, ask the
students to point out any errors or omissions that they may have noticed in the instructions.
31
Summative Evaluation
To determine if the instruction should be maintained or adopted, the instructional
designer will use external evaluators to conduct a summative evaluation of the instruction. The
expert judgment phase was conducted because the instruction was developed based on the needs
of the organization and will go through the formative evaluation stage. The field trial phase will
be conducted similarly to the field test during the formative evaluation stage. The strengths and
weaknesses of the instruction will be documented based on the areas of learner performance and
attitudes, instructor attitudes, and implementation requirements.

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Running

head: INSTRUCTIONAL DESIGN PROJECT

Instructional Design Project:

INSTRUCTIONAL DESIGN PROJECT

Subordinate & Entry Skills

Learner and Context Analysis

INSTRUCTIONAL DESIGN PROJECT

Instructional Design Project:

INSTRUCTIONAL DESIGN PROJECT

The student will represent repeated multiplication with exponents.

The student will identify the parts of a given expression.

Running head: INSTRUCTIONAL DESIGN PROJECT

Apply the basic

Apply the basic

Running head: INSTRUCTIONAL DESIGN PROJECT

Subordinate & Entry Skills

INSTRUCTIONAL DESIGN PROJECT

INSTRUCTIONAL DESIGN PROJECT

INSTRUCTIONAL DESIGN PROJECT

INSTRUCTIONAL DESIGN PROJECT

Learner and Context Analysis

Interviews with mathematics

Interviews with mathematics

Interviews with mathematics

Interviews with mathematics

6. Educational and ability

Interviews with mathematics

INSTRUCTIONAL DESIGN PROJECT

Acquire the pretest data of the

Interviews with mathematics

Interviews with mathematics

Performance Context Analysis

2. Physical aspects of site

INSTRUCTIONAL DESIGN PROJECT

Interviews with regional

Instructors and the math

Learning Context Analysis

3. Site compatibility with

Interviews with school

INSTRUCTIONAL DESIGN PROJECT

INSTRUCTIONAL DESIGN PROJECT

4.2. Given an algebraic expression, identify the coefficients in an expression.

INSTRUCTIONAL DESIGN PROJECT

INSTRUCTIONAL DESIGN PROJECT

When given a numerical expression, the student will

Given a multiplication problem, identify the base in the

Given a multiplication problem, identify the exponent.

Given a multiplication problem, write the base and exponent

Given a word problem, write the expression.

INSTRUCTIONAL DESIGN PROJECT

Given a phrase or situation, write the symbol that

Given various algebraic expressions, the student will identify

Given an algebraic expression, identify the constants in an

Given an algebraic expression, identify the coefficients in an

Given an algebraic expression, identify the variables in an

Given an algebraic expression, identify the terms in an

INSTRUCTIONAL DESIGN PROJECT

Given two algebraic expressions, the student will apply the

Given a variety of algebraic expressions, describe, in the

Given a variety of algebraic expressions, describe, in the

Given a variety of algebraic expressions, describe, in the

Given an algebraic expression, the student will apply the