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6-8 Accelerated 6 Unit 4 Lesson 14

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K-5 Math •6-8 Math 9-12 Math

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•Accelerated 6 Accelerated 7

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Unit 1 Unit 2 Unit 3 •Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

Lesson

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 •Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18

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Accelerated 7

Grade 6
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Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18

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Unit 4, Lesson 14

Evaluating Expressions with Exponents

Accelerated 6

Practice

Problem 1
Student Task Statement
Lin says, “I took the number 8, and then multiplied it by the square of 3.” Select all the expressions that equal the result of Lin’s operations.

Lesson 14 Resources

Student Materials Student Materials in Spanish

72

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Problem 2

Student Task Statement

Find the value of each expression.

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Problem 3

Student Task Statement

Andre says, “I multiplied 4 by 5, then cubed the result.” Select all the expressions that equal the result of Andre’s operations.

500
8,000

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Problem 4

Student Task Statement

Han has 10 cubes, and each cube has an edge length of 5 inches.

Write an expression with an exponent that represents the total volume of Han’s cubes, in cubic inches.
Write an expression with an exponent that represents the total surface area of Han’s cubes, in square inches.

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Problem 5

ForLesson 13: Expressions with Exponents

Student Task Statement

Priya says that . Do you agree with Priya? Explain or show your reasoning.

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Problem 6

ForLesson 5: Represent Situations with Equations

Student Task Statement

Answer each question. Show your reasoning.

125% of is 30. What is ?
35% of is 14. What is ?

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Problem 7

ForLesson 4: Practice Solving Equations

Student Task Statement

Which expression represents the solution to the equation

?

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Problem 8

ForLesson 16: Methods for Multiplying Decimals

Student Task Statement

Jada explains how she finds :

“I know that ten 23s is 230, so five 23s will be half of 230, which is 115.
15 is 10 plus 5, so is 230 plus 115, which is 345.”

Do you agree with Jada? Explain your reasoning
Draw a 15-by-23 rectangle. Partition the rectangle into two rectangles and label them to show Jada’s reasoning.

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