Unit 2 — Expressions and 3-D Geometry

• Homework practice on writing and evaluating expressions with and without exponents
• Exit tickets checking understanding of order of operations and expression evaluation
• Journal writing explaining why expressions are equivalent or different
• Task cards for identifying parts of expressions and practicing equivalent expression generation
• Self-assessments on ability to apply distributive property and combine like terms

Chapter tests on expressions, order of operations, and three-dimensional geometry; performance tasks requiring students to write algebraic expressions for real-world situations and calculate volumes and surface areas; extended projects designing boxes or packages and calculating their dimensions and areas

Renaissance/STAR assessments for algebraic reasoning; MAP Testing for overall proficiency; built-in assessments within adopted textbook programs

Students may demonstrate understanding through a combination of oral responses and visual models, such as drawing diagrams to represent expressions or using manipulatives to show the steps of order of operations. Written work may be reduced in scope, focusing on fewer problems with the option to show work through pictures, number lines, or labeled models rather than written explanations.

Students may benefit from graphic organizers that visually break down the parts of an expression — such as labeling terms, coefficients, and factors — to support both processing and output during algebraic work. Providing reference cards with the order of operations, properties of operations, and key geometry formulas can reduce cognitive load and allow students to focus on reasoning rather than recall. For written tasks such as explaining equivalent expressions or describing real-world situations with variables, allowing oral responses or scribed answers ensures that communication challenges do not mask mathematical understanding. Extended time and chunked assignments — separating expression work from geometry tasks — help students demonstrate mastery of each concept area without being overwhelmed by length.

Students should be provided with extended time on tests and performance tasks covering expressions and three-dimensional geometry, as multi-step problems in both content areas require sustained attention and careful calculation. Preferential seating and a low-distraction environment support focus during order of operations and surface area work, where procedural accuracy depends on sustained concentration. Providing a printed copy of formulas for volume and surface area, as well as a reference sheet for expression vocabulary, ensures equitable access without removing the mathematical reasoning expected of the student.

Vocabulary support is especially important in this unit, as terms such as coefficient, factor, equivalent, exponent, net, and surface area carry precise mathematical meanings that differ from everyday usage; a illustrated word wall or personal vocabulary reference with examples in both English and the student's home language will aid comprehension. Visual models — such as diagrams of labeled expressions, unfolded nets next to their three-dimensional figures, and worked examples with color-coded steps — help make abstract algebraic and spatial concepts more accessible. Directions for multi-step tasks should be simplified and given in short steps, and students should be encouraged to demonstrate understanding of volume and surface area concepts through drawing, labeling, or manipulating physical models when language production is still developing.

Connecting new algebraic vocabulary to familiar arithmetic concepts — for example, linking the idea of a coefficient to repeated addition, or a factor to multiplication already known — helps students access expression work from a foundation they already have. For geometry, beginning with whole-number edge lengths before introducing fractional dimensions allows students to build procedural confidence with volume and surface area formulas before increasing complexity. Providing partially completed graphic organizers or expression frames for real-world writing tasks gives students a supported entry point, and frequent brief check-ins during independent practice allow misconceptions about order of operations or net construction to be addressed before they solidify.

Students who have demonstrated fluency with expression evaluation and equivalent expressions can be challenged to explore how changing one variable in a formula — such as doubling an edge length in a volume formula — affects the result, building early algebraic reasoning about proportional and nonlinear relationships. In the geometry strand, students can be invited to investigate the relationship between surface area and volume for different prism dimensions, exploring optimization questions such as which box dimensions minimize surface area for a fixed volume. Extending the expression work into multi-variable contexts or introducing simple equation-solving as a natural next step provides appropriate acceleration, while independent design projects that require both algebraic justification and geometric calculation offer meaningful depth.