Arrange students in groups of 2. Instruct them to take turns writing an equivalent expression for each row. One partner writes the equivalent expression and explains their reasoning, while the other listens. If the partner disagrees, they work to resolve the discrepancy before moving to the next row.

Draw students’ attention to the organizers that appear above the table, and tell them that these correspond to the first three rows in the table. Let students know that they are encouraged to draw more organizers like this for other rows, as needed.

Use Critique, Correct, Clarify to give students an opportunity to improve sample reasoning for why an expression is equivalent by correcting errors, clarifying meaning, and adding details.

• Display this first draft:

  “The expression is equivalent to because you times by .”

  Ask, “What parts of this response are unclear, incorrect, or incomplete?” As students respond, annotate the display with 2–3 ideas to indicate the parts of the writing that could use improvement.

• Give students 2–4 minutes to work with a partner to revise the first draft. 
• Display and review these criteria:
  • Using “distributed” or “distributive property”
  • Using “factor,” “expand,” or “terms.”
  • Rewriting subtraction as adding the opposite
  • Rearranging terms that are being added
  • Labeled an area diagram
• Select 1–2 individuals or groups to read their revised draft aloud slowly enough to record for all to see. Scribe as each student shares, then invite the whole class to contribute additional language and edits to make the final draft even more clear and more convincing.

Display the expression , and ask students to calculate as quickly as they can. Invite students to explain their strategies. If no student brings it up, ask if the three numbers have anything in common. (They are all multiples of 9.) One way to quickly compute would be to notice that can be written as or which can be quickly calculated as  or 0. Tell students that noticing common factors in expressions can help us write them with fewer terms, which can make the expressions easier to use.

If needed, remind students that the instruction “Factor each expression” means to apply the distributive property to rewrite each sum as a product: . The result is an equivalent expression with fewer terms.

Keep students in the same groups. Give them 5 minutes of quiet work time and time to share their expressions with their partner, followed by a whole-class discussion.