Name ____________________ Period _____

Total Score _____ /40

Unit 1
Classwork & Notes

Solving Equations and Inequalities

Classwork Scoring: 5 Points – Classwork 3 Points – 50% or more 0 Points – Less than 50%
completely done, including complete or complete.
explanations/notes completely done, but lacking
explanations /notes

After you have scored each item, record the total on this cover page, then you MUST have another person verify your
scores and sign below. The score will not be recorded without your and your verifier’s signatures below.

Student’s signature Verifier’s Name (Printed) Verifier’s Signature

 Unit 1: Solve Equations & Inequalities
Homework Effort Score:
4-Extra
Section Classwork: Objective HW
Date Homework 3-Complete
# Score
2-Did What You Could
1-Started It
Aug Get to Know Each Other: How our class works,
22 & 23 Develop Class Norms, Working Together

Aug Scavenger Hunt: Identify terms, coefficients, and

1-1 HW 1-1
24 & 25 variables
Why Do You Do What You Do?
Aug
1-2 Solve equations and give mathematical justifications HW 1-2
28 & 29
for each step in the process.
Aug
1-3 Solve multi-step equations HW 1-3
30 & 31

Sep
1-4 Solve Absolute Value Equations HW 1-4
1&5
Solve Literal Equations: Solve equations for a
Sep
1-5 specified variable. HW 1-5
6&7
WALKAWAY NEXT TIME

Sep Graph compound inequalities

1-6 HW 1-6
8 & 11

Sep
1-7 Solve and graph linear inequalities HW 1-7
12 & 13
Sep
1-8 Solve absolute value inequalities HW 1-8
14 & 15
Sep
WALKAWAY NEXT TIME
18 & 19
Sep
U1 TEST NEXT TIME
20 & 21
 Classwork 1-1: Terms, Coefficients, Expressions Score:_____/5__

Welcome to world of math! During your stay here you will need to be familiar with some vocabulary
words. These words should not be new to you, but just in case, we will do a brief review.

A Term is either a single number, or a variable, or numbers and variables multiplied together.

An Expression is a group of terms. The terms are separated by a + sign. (Remember with (–) signs
we always add the opposite.)

2x - 3 AND 4x + 6
Terms

A Variable is a symbol often used for a number that we don’t know yet. It is usually a letter such as
x, y, a, c, etc. Every variable has a:

Coefficient: a number used to multiply a variable (2x means 2 times x so 2 is a coefficient). It is the
number part of the factor. Underline the Coefficient. What does the prefix Co- mean?

A number on its own is called a Constant. It has no attached. What are the
constants from above?

Factors (of a term) are the numbers and variables being multiplied together. Circle the factors
above.

Most expressions are also Polynomials. There are special names for polynomials with 1, 2, or 3
terms:

4x2y 3x + 2 3x2 + 5x -2
Monomial (1 term) Bino (2 terms) Tri (3 terms)

What is an Equation?
An equation says the two things are . . It must have an equal sign. . .

Write some examples:

An Operator is a symbol that is used to show a mathematical operation (such as +, -, ÷, ●).

Terms: ___________________________ Terms: ___________________________

Factors: _______________________ Factors: _______________________

Variables: __________________ Variables: __________________

Coefficients: _______________ Coefficients: ______________

Constants: ________________ Constants: ________________

Can you combine any of the terms in the problems above?

Terms that can be combined are called: _________________________.

When you combine like terms you are simplifying the algebraic expression.

Simplify both of the above expressions:

_____________________________ ___________________________

Now how many terms does each expression have? _____ , _____

An Inequality is a mathematical sentence that contains the symbols: <, >,  , or  .

 means _______________  means _________________

 means _____________________  means _______________________

Write 3 different inequalities using any of the following expressions:

2x  4 3x  14 8x2  x  26 58 10x

_____________________ _____________________ _____________________

 Scavenger Hunt

Your task is to find all of the following as if you were on a scavenger hunt. You need to work with
one or two other people and you need to work together as a team.

Write down the information that you find throughout the classroom.

1. An equation with a constant of 4 ________________________________________

2. A binomial _________________________________________________________

3. An equation that only has variables _______________________________________

4. An expression that has a coefficient of 5 _________________________________

4
5. An equation with a coefficient of _____________________________________
3

6. A trinomial ________________________________________________________

7. An equation that has a trinomial equal to a variable ___________________________

8. An equation with a coefficient of 3 ________________________________________

9. A term with a coefficient of ½ ___________________________________________

10. A term that has an exponent of 3 ________________________________________

11. A monomial _________________________________________________________

12. An equation that finds the area of a triangle ________________________________

13. A linear equation _____________________________________________________

14. A nonlinear equation ___________________________________________________

 Classwork 1-2: Why You Do What You Do Score:_____/5
__
Solving equations has been part of your math experience for a long time. Some of the steps
you do in your head, while others are written down. Today you are going to look at the reasons
behind ALL the steps you do when solving equations.

1. Sarah has some money. For her birthday her grandma doubles the money she has. Then Sarah
spends $3 for the school dance. She now has $7. The following is an equation that represents this
situation. We want to find out how much money she had to start with, so we solve the equation. Give
a reason for each step of the solving process and what does it mean according to the story.

2x – 3 = 7

2x – 3 + 3 = 7 + 3 _____________________________________________________________

2x + 0 = 7 + 3 _____________________________________________________________

2x = 7 + 3 _____________________________________________________________

2x = 10 _______________________________________________________________

½ ●2x = ½ ●10 ____________________________________________________________

1●x = 5 _______________________________________________________________

x = 5 ________________________________________________________________

2. Now that you have given your reasons for each step, let’s look at the mathematical properties
that were used in each step. Compare these reasons to the reasons that you wrote for # 1.

2x – 3 = 7

2x – 3 + 3 = 7 + 3 ____________________________________________________________

2x + 0 = 7 + 3 _______________________________________________________________

2x = 7 + 3 __________________________________________________________________

2x = 10 ____________________________________________________________________

½ ●2x = ½ ●10 _______________________________________________________________

1●x = 5 ____________________________________________________________________

x = 5 ______________________________________________________________________
3. Given the following problem, give a property for each step.

2x – 5 = 4x + 7

2x – 5 + 5 = 4x + 7 + 5 __________________________________________________________

2x + 0 = 4x + 7 + 5 __________________________________________________________

2x = 4x + 7 + 5 _________________________________________________________

2x = 4x + 12 ___________________________________________________________

2x - 4x = 4x – 4x + 12 ________________________________________________________

2x – 4x = 0 + 12 ____________________________________________________________

2x - 4x = 12 _______________________________________________________________

-2x = 12 _______________________________________________________________

-½ ●-2x = -½ ●12 ___________________________________________________________

1●x = -6 _______________________________________________________________

x = -6 _______________________________________________________________

4. List the mathematical property that is used for each step.

-2(n + 5) = -3n + 6
-2n – 10 = -3n + 6__________________________________________________________
-2n + 2n – 10 = -3n + 2n + 6_______________________________________________________
0 – 10 = -3n + 2n + 6_______________________________________________________
-10 = -3n + 2n + 6_______________________________________________________
-10 = -1n + 6__________________________________________________________
-10 – 6 = -1n + 6 - 6________________________________________________________
-10 – 6 = -1n +0___________________________________________________________
-10 – 6 = -1n_____________________________________________________________
-16 = -1n_____________________________________________________________
-1●-16 = -1●-1n__________________________________________________________
16 = 1n_____________________________________________________________

What are you noticing about solving equations?

 Now using the ideas discussed in # 1-4, solve the following problems.

5. 5x + 2 = 17 6. 8k + 3k – 7 = 15

7. 6x – 25 = 7 – 2x 8. 2(n + 2) = 5n – 5

9. 8x – 7 = 3x – 7 + 5x 10. 4g + 7 = 5g – (1 + g)

Property Addition Multiplication

Associative (𝑎 + 𝑏) + 𝑐 = 𝑎 + (𝑏 + 𝑐) (𝑎𝑏)𝑐 = 𝑎(𝑏𝑐)
Commutative 𝑎 + 𝑏 = 𝑏 + 𝑎 𝑎𝑏 = 𝑏𝑎
Identity 𝑎 + 0 = 𝑎 = 0 + 𝑎 𝑎 ∙ 1 = 𝑎 = 1 ∙ 𝑎
1 1
Inverse 𝑎 + (−𝑎) = 0 = (−𝑎) + 𝑎 𝑎 ∙ = 1= ∙ 𝑎 , 𝑖𝑓 𝑎 ≠ 0
𝑎 𝑎
Distributive 𝑎(𝑏 + 𝑐) = 𝑎𝑏 + 𝑎𝑐 𝑎𝑛𝑑 𝑎𝑏 + 𝑎𝑐 = 𝑎(𝑏 + 𝑐)
 Classwork 1-3: Solving Multi-Step Equations Score:_____/5__

In your last classwork you learned that there are reasons for every step that you use when
solving equations. Your goal is to find the value of the variable. In general, what is the
basic order for solving equations?

Solve each equation. Make sure to show your work.

1. 4x – 5(2x -3) = 2x – 5 2. 2(x2 + 7) – 9 = 27

Solve the following problems.

2 1 3 2
3. 1.5x - 2.4 = 1.1x -1.6 4. 𝑥− = 𝑥−
3 2 4 3

When the equations have fractions or decimals, you can change them to whole numbers or
you can solve them in the same way as # 1, and #2.

5. In problem # 3, what would you multiply by to make all the numbers whole numbers?
What about # 4?
How do you choose what number to multiply by?

2 1 3 2
a. 1.5x - 2.4 = 1.1x -1.6 b. 𝑥− = 𝑥−
3 2 4 3
Solve the following problems.

6. 2(x - 4) +6 = 2x – 2 7. 3x – 5 + 6 = 9x – 6x + 2

2𝑥−4 4−2𝑥
8. -4x + 5 - 2x = 10 - 3x – 5 9. =
5 3

10. How do you know if a problem has no solution, infinite solutions, or the variable has a
value of 0?

Write an equation for each problem below. Then solve the equation and find the length
of each side.
11. The perimeter of the triangle is the same as the perimeter of the rectangle.

2x 3x+1
x+7
4x+5 3x+2

12. The areas of both rectangles are the same.

8
x
30 x+3
 Classwork 1-4: Solving Absolute Value Equations Score:_____/5__

The absolute value of a number is its distance from zero on the number line without regard for direction. The
symbol for absolute value is |𝒙|, where x represents the number whose absolute value will be determined.
Example #1 Distance is 5 units
|5| = 5, since 5 is a distance of 5 units from zero.
●

Distance is 5 units
|−5| = 5, since −5 is a distance of 5 units from zero.
●

Brian’s school has a spring carnival each year. One carnival game called the Absolute Aim involves the display of a
number line, like the one shown.

Here are the rules of Absolute Aim:

• A contestant draws a card from a deck of five cards numbered 1, 2, 3, 4, and 5.
• If the contestant can throw a dart the exact distance from zero that matches the drawn card’s value, then the
contestant wins a prize.

1. Brian draws a card with the number 4. Place dot(s) on the number line to represent the possible points the dart
could land on for Brian to win a prize.

a. Write an equation to show that Brian’s dart must be 4 units from zero on the number line.
Let x represent the number associated with the location of Brian’s dart on the number line.

b. List all possible solutions to your equation.

2. Jack draws a card with the number 3. Write an equation that shows Jack’s dart must be 3 units away from zero
on the number line.

3. The rules of the game have changed. The dart must now be the distance represented on the card from +1 rather
than 0.
a. Brian still has his card with the number 4. Place dot(s) on the number line to represent the possible
points the dart could land to win a prize under the new rules.

b. Modify your equation from Question 1, part (a), to reflect the new rules.
 Algebraically, we can write the definition of |𝒙| in the following form.
𝒙, 𝑖𝑓 𝑥 ≥ 0
|𝒙| = {
−𝒙, 𝑖𝑓 𝑥 < 0

(Remember: −𝑥 is read as the opposite of x and can also be written as −1𝑥.)

Let’s say that x is really 7y+8. Then |x| or |7y+8| is written as two equations: 7y+8 and –(7y+8).

If we wrote the equation for Brian’s dart throw as |𝑥 − 1| = 4, we can the absolute value equation into two separate
equations and then solve the two equations.

First case: When 𝑥 − 1 ≥ 0 Second case: When 𝑥 − 1 < 0

then |𝑥 − 1| = 𝑥 − 1. then |𝑥 − 1| = −(𝑥 − 1) or |𝑥 − 1| = −1(𝑥 − 1)

4. Solve our new equation, 𝑥 − 1 = 4 5. Solve our new equation, −1(𝑥 − 1) = 4

6. Verify that these two solutions make |𝑥 − 1| = 4 true.

Rewrite each absolute value equation as two separate equations, and then solve both equations. When solving ,
remember that absolute value is a grouping symbol (parentheses).
Verify your solutions.

7. |𝑥 + 7| = 3

8. 2|𝑥 − 9| = 12

9. |3𝑥 + 7| − 2 = 8
 Classwork 1-5: Solve Literal Equations Score:_____/5__

Equations with several variables (letters) are called literal equations. Your job, usually, will be to
solve the equation for one of the variables. The letters that do not represent your desired variable
move to the other side of the equal sign so that the one variable you are solving for stands alone. This
means your “answer” is another equation. Solving literal equations have the exact same rules as
solving equations.

Equation Literal Equation

1 a) 2x – 5 = 11 b) Solve for b: 2b – 9 = d

𝑥 𝑦
2 a) = 11 b) Solve for y: =h
−8 3

3 a) 14 = 2x + 26 b) Solve for v: 3d = 7v + 5

4 a) 3(x – 4) = 12 b) Solve for p: 5(4x + p) = w

Formulas can be manipulated through the process of solving literal equations.

5. Write down 2-4 formulas that you know from math or science. Write what each variable
represents and what you are finding when you work out the formula.

Formula What does it mean?

______________________ __________________________________________

______________________ ____________________________________________

______________________ ______________________________________________

______________________ ______________________________________________
Using your formulas from #5, let’s solve for a different variable:

Let’s practice some more:

1
6. a. Solve for b: A = 2bh (Area of a triangle) b. Find the base of a
triangle
whose area is 42 in2 and
height is 7 in.

7. Solve for r: C = 2πr (Circumference of a circle)

8. Solve for w: P = 2L + 2W (Perimeter of a rectangle)

9
9. Solve for C: F = 5C + 32 (Temperature conversions)
Given the following formulas solve for the indicated variable.

10. 3x + 2y = 12 for y 11. ½y + 2x = 4 for y

12. A = ½ (b1 + b2) for b2 13. A = πr2 for r

14. The formula below is for surface area of cylinders.

S . A.  2r 2  2rh
You are bottling a new energy drink. Because of cost, the can needs to be made of no more than 50
square inches of aluminum.

a. If the radius is 2 inches, what is the height?

b. Now solve the above equation for h:

You’re not sure that’s the best height of the can and want to look at other possibilities.

radius (inches) height (inches)

2.5

1.5

1.25

c. Which method is the most efficient in this example?

 Classwork 1-6: Compound Inequalities Score:_____/5__

PART 1 – REVIEW
An inequality is a mathematical sentence that relates two unequal quantities.
Inequality symbols are placed between the two expressions.
1. Give the meaning of the inequality symbols.

The symbol < means ____________________. The symbol > means ____________________.
The symbol > means ____________________. The symbol ≠ means ____________________.
The symbol < means_____________________.

2. Look at the two inequalities graphed below.

𝑥>3 𝑥≥3

What is the same for the two inequalities? What is the difference between the two inequalities?

What is the same for the two graphs? What is the difference between the two graphs?

When do you use the open circle on the graph of an inequality?

When do you use the closed circle on the graph of an inequality?

3. Write a mathematical statement to represent each sentence. Be sure to identify your variable.
Graph the inequality on a number line.

A. The maximum load for an elevator is 2900 pounds. C. A car can seat up to 8 passengers.

B. No person under the age of 18 is permitted. D. You must be at least 13 years old to join.
 PART 2 – COMPOUND INEQUALITIES
A compound inequality is an inequality that is formed by the union, “or,” or the intersection, “and,”
of two simple inequalities.
Let’s start by examining the union (or) compound inequalities.
The solution to this type of compound inequality is the numbers that make either of the inequalities
true.
Example 1:
𝑥 > 5 𝑜𝑟 𝑥 ≤ 1 Read as: All numbers greater than to 5 or less than or equal to 2.

a. List some x values that make 𝑥 > 5 true, then graph ALL the values that make 𝑥 > 5 true.

List

b. List some x values that make 𝑥 ≤ 1 true, then graph ALL the values that make 𝑥 ≤ 1 true.

List

c. Graph both inequalities on the same number line. Use a different color for each inequality.

d. Graph the values on the number line that make either inequality true.

Example 2: 𝟕 ≤ 𝒓 𝒐𝒓 𝒓 > −𝟑

A. Graph both inequalities on the same number line. Use a different color for each inequality.

B. Graph the values on the number line that make either inequality true.

Example 3: 𝒌 > −𝟐 𝒐𝒓 𝒌 < 𝟑

A. Graph both inequalities on the same number line. Use a different color for each inequality.

B. Graph the values on the number line that make either inequality true.
Let’s now examine the intersection (and) compound inequalities.
The solution to this type of compound inequality is the numbers that make both of the inequalities true.

Example 4:
𝑥 > 2 𝑎𝑛𝑑 𝑥 ≤ 7 Read as: All numbers greater than 2 and less than or equal to 7.

a. List some x values that make 𝑥 > 2 true, then graph ALL the values that make 𝑥 > 2 true.

List

b. List some x values that make 𝑥 ≤ 7 true, then graph ALL the values that make 𝑥 ≤ 7 true.

List

c. Graph both inequalities on the same number line. Use a different color for each inequality.

d. Graph the values on the number line that make both inequalities true.

Compound inequalities that use the conjunction AND can be written in a compacted form without using
the “and” by using two inequality symbols with the variable written between the two inequality symbols.

So, the above compound inequality, 𝑥 > 2 𝑎𝑛𝑑 𝑥 ≤ 7, can be written as 2 < 𝑥 ≤ 7.

Example 5: 𝑥 < 5 𝑎𝑛𝑑 𝑥 > −1

A. Graph both inequalities on the same number line. Use a different color for each inequality.

B. Graph the values on the number line that make both inequalities true.

C. Write −5 ≤ 𝑥 𝑎𝑛𝑑 𝑥 < 8 in compacted form.

Example 6: Graph the solution the compound inequality: 𝑥 < −3 𝑎𝑛𝑑 𝑥 ≥ 1

 Classwork 1-7: Solving Inequalities Score:_____/5__

For each instruction in 1 – 6, start with the inequality, 𝟓 > −𝟏𝟓 . Write the new inequality. Tell
whether performing the operation will give you a true inequality.
1. Add 23 to both sides 4. Multiply both sides by -6.

2. Subtract 35 from both sides 5. Divide both sides by 5.

3. Multiply both sides by 14. 6. Divide both sides by -3.

*RULE* In your own words, write the rules for solving inequalities.

7. Charlotte has $800 in her savings account she uses for unexpected expenses. She finds that she’s spending
$50 each week. The equation 800  50x  y represents the amount of money in her savings account, where
x represents the number of weeks. Write and solve an inequality to answer each question.

a. For what weeks will Charlotte have at least c. For what weeks will Charlotte have less than
$500? $0?

b. For what weeks will Charlotte have no more d. For what weeks will she have at least $400
than $200? or less than $-200?
8. Leon plays on the varsity basketball team. So far this season he has scored a total of 52 points. He scores an
average of 13 points per game. The equation 13 x  52  y represents the total number of points Leon will
score this season, where x represents the number of games. Write and solve an inequality to answer each
question.

a. How many more games must Leon play c. How many more games must Leon play
in order to score at least 117 points? in order to score more than 143 points?

b. How many more games must Leon play d. How many more games must Leon play
in order to score fewer than 182 points? in order to score at least 100 points?

Solve the inequality and then graph the solution on a number line.

9. 12 < 7𝑥 − 2 11. −16𝑥 − 12 ≥ −2(8𝑥 + 7)

10. −2𝑥 + 12 > 32 12. −17 − 4𝑥 ≤ 31

For problems like #13, rewrite the inequality as two inequalities using the conjunction “and” before
solving. Solve each compound inequality and then graph the solution on a number line.
13. 6<𝑥−6≤9 Solution: ______________________
14. −2 < −𝑥 < 6 Solution: ______________________

1
15. 𝑥 + 3 > 4 𝑜𝑟 − 𝑥 < 3 Solution: ______________________
2

16. 1 + 6𝑥 > 11 𝑜𝑟 𝑥 − 4 < −5 Solution: ______________________

17. 2𝑥 − 1 < 5𝑥 + 2 𝑎𝑛𝑑 5𝑥 + 6 ≥ 3𝑥 + 16 Solution: ______________________

 Classwork 1-8: Solving Absolute Value Inequalities
Score:_____/5__

To solve Absolute Inequalities, you will use the exact same rules that you learned while solving inequalities (1-6) and
while solving absolute value equations (1-7), but are now used on the same problem. You will see these rules as you play
Absolute Aim with Brian and Zach again.

1. Brian is still playing the game Absolute Aim and draws a card that states he needs to throw his dart AT LEAST 6
units away in order to win. If he is at zero, show on the number line the possible points the dart could land on for
Brian to win a prize.

a. Write an inequality to show that Brian’s dart must be 6 units from zero on the number line.
Let x represent the number associated with the location of Brian’s dart on the number line.

b. Write the solutions to your inequality.

2. Jack draws a card that states his dart needs to land NO MORE THAN 7 units away from 0.

a. Write an inequality that shows where Jack’s dart can land.

b. Write the solutions to your inequality.

3. a. Brian now draws a card that states he is to stand on 3 and throw his dart AT LEAST 6 units away in order to win.
Show on the number line where his dart can land.

b. Modify your inequality from Question 1, part (a), to reflect the new rules.

c. Using this inequality, the rules you know to solve absolute value equations and the rules for inequalities, solve
this absolute value inequality for Brian.

4. What are the rules to follow when solving an absolute value inequality?
Rewrite each absolute value inequality as two separate inequalities, and then solve both. When solving, remember
that absolute value is a grouping symbol (parentheses).
Verify your solutions and graph them.

5. |𝑥 + 7| ≥ 3

6. 2|𝑥 − 9| < 12

7. |3𝑥 + 7| − 2 > 8
 1 2 3 4

5 6 7 8

Use the 8 practice standards to complete the following:

1. Looking back at your goal from the last unit, did you improve? Why or Why not?

2. What are TWO things you did well this unit?

3. What is ONE thing you will improve for the next unit?

ONLINE MATH HELP RESOURCES

Online
Topic Textbook Web Site
Pages
Simplify
90-102 Khan Academy
Expressions
Solve Multi-Step
90-102 Purple Math
Equations
Literal Equations 126-131 Purple Math & Khan Academy
Solve & Graph
285-303 Khan Academy
Inequalities
Solve & Graph
103-108, 312-316 Khan Academy
Absolute Value