5g2 / -1x / 5x2 / -cx / -1x2 / 7y2 / 11 / 0.6x2 / fcx / 4y2 / 5h
-c2 / 0y2x / 47.56 / 19 / 5x2y / 6g / 5c2 / 4y2x / 3g / 8y2 / 2x
-9g / 1 / 7g2 / -x / 10y2 / ½ / -6x / 4g2 / 45g / 2c2 / 6gh
2c2 / 0g2 / 8c2 / 8cx / 10x2y / -9x2 / x2 / -x2y / -3y2 / ¼ x / 4gh
64cx / 0.453 / 8y2 / 3x / 0 / 1.5x / 4x2 / 15x2 / 5c2 / 4.3 / -1
-8x / 9x / -g / 6x2 / 5 / 8g / 4x / 10x2 / 6y2x / x2 / 16cx
x2 / 5cx / -7x2 / 4x2y / 7y2x / ½ x / 5gh / 14 / x2 / 5x / 99x2y
6c2 / 9gh / 17 / 7gh / 1.7c2 / .2gh / -4x2 / 0.4y2 / 10y2x / 2x / -8c2
Name:Date:
Core Math Period:Project
Combining Like Terms Project
Directions: Color code the chart to make all the the like terms the same color.
Make a color code key for each of the colors you used. Write the terms under each color and then combine the like terms.
Color / Terms / Combine Like TermsSimplify after combining like terms from your table. Final expression:
Extension Questions:
- What strategy did you use to color code the like terms?
- How do you combine like terms? Be sure to give a detailed explanation.
- Ms. DeMarzo was completing her worksheet and color coded y2x, x2y, 10x2y, and 7y2x together in blue. Do you agree or disagree with Ms. DeMarzo? Explain your thinking.
- Using the same terms from question 3, what would the simplified expression be for those four terms?
Show all work and explain your thinking.
Rubric:
4 pts- Mastery / 3 pts- Understanding / 2 points - Approaching / 1 pt- DevelopingColor Coding
(coloring the chart on page 1) / Student can color code all of the like terms in the table and identify which are like terms. / Student can color code most of the like terms in the table and identify which are like terms. / Student can color code some of the like terms in the table and identify which are like terms. / Student has difficulty color coding the like terms in the table and identifying like terms
Combining Like Terms
(completing the table on page 2) / Student can correctly identify all like terms and combine them effectively every time. / Student can correctly identify most of the like terms and combine them with very few mistakes. / Student can correctly identify most of the like terms and combine them with some mistakes. / Student has difficulty identifying like terms and has many mistakes when combining them.
Final Expression / Student can string together all of the terms to make a final expression from the chart and table. / Student can string together most of the terms to make a final expression from the chart and table. / Student can string together some of the terms to make a final expression from the chart and table. / Student only has some of the terms in their expression or combines unlike terms.
Extension question #1-2 / Student can efficiently explain all strategies they used in a well detailed explanation in complete sentences. / Student attempts to explain strategies in an explanation in complete sentences. / Student attempts to explain the strategies they use, but lacks detail and does not use complete sentences. / Student attempts to explain the strategies but does not have any detail and does not use complete sentences.
Extension question #3-4 / Student states whether they agree or disagree and gives a full, detailed explanation why. Student correctly combines all like terms. / Student states whether they agree or disagree and gives an explanation why. Student makes few mistakes when combining like terms. / Student does not state whether they agree or disagree but gives an explanation. Student makes many mistakes when combining like terms. / Student does not give an explanation and does not correctly combine like terms.