This document appears to be notes from a math lesson on generating equivalent expressions. It includes sample algebra problems worked out step-by-step involving combining like terms using algebra tiles. The lesson introduces a word problem about organizing tennis balls in storage rooms to model addition of expressions. It discusses why two types of algebra tiles are needed and shows examples of generating equivalent expressions through rearrangement of terms and factors.

1. Module 3 Lesson 1.notebook
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Module 3, Lesson 1
HW:
• Lesson 1 Problem Set
#1-5, 11-14, 17, 18
Do Now:
Distribute new module packet.
AIM: Generating
Equivalent Expressions
12/15/15

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S.4

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S.4

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Anticipatory Set
Philipe is organizing the storerooms at an
athletic club. He finds 3 cases and 2 cans
of tennis balls in one room and 5 cases and
6 cans of tennis balls in another room.
How many cases and cans does he have?

5. Module 3 Lesson 1.notebook
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December 15, 2015
Anticipatory Set
Philipe is organizing the storerooms at an
athletic club. He finds 3 cases and 2 cans
of tennis balls in one room and 5 cases and
6 cans of tennis balls in another room.
You can also show this situation with
Algebra Tiles.
x 1
3x + 2 + 5x + 6
QUESTION: Why does Philipe need to use two
different types of algebra tiles?
1
1
xx
x
x
x
x
x x
1
1
1
1
1
1

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1.) 4x + 2x 2.) 2x + 2 + 3x
x 1
x
x
x
x
x
x
x
x
1
1
x
x
x

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x 1
3.) x + 1 + 2x + 4 4.) 3x + 4 + 3x + 2
x
1
x
x1 1
1
1

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x
1 ­1
­x
a.) -4x + 1 + 2x - 4
­x
­x
­x
­x1
xx ­1
­1
­1
­1

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x
1 ­1
­x
b.) -3 - 5x - 2x + 4
­1
­1
­1
­x
­x
­x
­x
­x
­x
­x
1
1
1
1

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S.2

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x 1
S.3
x x xx
xx

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S.3

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S.3

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Problem Set S.5

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Problem Set S.6

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Closing:
1.) We found that we can use any order, any grouping of terms in a
sum, or of factors in a product. Why?
2.) Can we use any order, any grouping when subtracting
expressions? Explain.
3.) Why can't we use any order, any grouping in addition and
multiplication at the same time?