Warm-Up Name _____________________________

Date _______________ Period ________

Review: Algebra 5.0 Review: Algebra 5.0

Solve  using  2  different  methods.     Solve  using  2  different  methods.    
  2x +18 = 44 2(4m + 3) = 54

a. 4   a. 6

€b. 13   €
b.
52
4
c. 31  
15
d. 52   c.
2
€
  d. 12
 
€
 
 
 

Current: Algebra 1.0 Other: Algebra 1.0

Multiply.  Show  using  2  different  methods.     Divide.  
" 4 %" 2 % 0.05
$ '$ '
# 6 &# 8 & 0.5
a. 0.001

€ b.€0.01
c. 0.1
d. 10

Today’s Objective  
To  solve  2-­‐step  equations  that  includes  rational  number.  
 Solving 2-Step Equations with Rational Numbers
Introduction: After learning how to solve 2-step equations, today are 2-step equations are going to involve rational numbers.

“Today we are going to solve equations with rational numbers, fractions & decimals. I am going to show you a couple methods
for solving these types of problems”
Example 1 Method 1: Traditional

1 1 1
x+ =
2 5 4
“The first method we will use is the tradition method where we leave the fractions the way they are and use fractions operations
to solve the equation”

€ 1
“Notice that we are multiplying x and adding with x. To begin, we will subtract to both sides.”
5
1 1 1 1 1
x+ − = −
2 5 5 4 5
1 1 €
“to subtract and we need common denominators.”
4 5
€ “What is the common denominator?” [20}

1 "5 %
“What equivalent form of 1 will I multiply by? “ $#5 '&
€ 4
1 "4 %
“What equivalent form of 1 will I multiply by?” $# 4 '&
5
€ €
1 1 "5% 1 " 4 %
x= $ '− $ '
2 4 #5& 5 # 4 &
€ €
“Now let’s simplify.”

1 5 4
x= −
€ 2 20 20
1 1
x=
2 20
€ “What should we do next?” [multiply by 2]

1 1
2• x = 2•
€ 2 20
1• 2
x=
10 • 2
€ 2
“Are there are equivalent forms of 1?” [yes, ]
2
€ 1
“So, x= ”
10
1 €
x=
10
€

Page 2 of 18 MCC@WCCUSD 04/05/12

€
 Example 1: Method 2 Common Denominators

“That is how to solve this equation using fraction operations. Let’s look at another strategy that will be useful. We
are going to get common denominators.”

Method 2: Common Denominators

1 1 1
x+ =
2 5 4
“What is the common denominator of 2, 5, and 4?” [20]

€ 1 "10 %
“What equivalent form of 1 will we multiply by? “ $
2 #10 '&

1 "4 %
“What equivalent form of 1 will we multiply by?” $# 4 '&
5
€ €
1 "5 %
“What equivalent form of 1 will we multiply by? $#5 '&
4
€ €
1 "10 % 1 " 4 % 1 " 5%
$ 'x + $ ' = $ '
2 #10 & 5 # 4 & 4 # 5&
€ €
10 4 5
x+ =
20 20 20
€
“Now, we have all the denominators 20. We can do anything we want to an equation as long as we do it to everything on both
sides. I am going to choose to multiply everything by 20.”

€ 10 4 5
(20) x + (20) = (20)
20 20 20
Notice the equivalent form of 1 in each term. (show a a big 1 for each equivalent form of 1)

10x + 4 = 5
€
“Let’s decompose the 5 to 4+1”

10x + 4 = 4 + 1
€
“What equal value can we remove from both sides?” [+4]

10x = 1
€
“What’s next?” [divide both sides by 10]

1
€ x=
10

Page 3 of 18 MCC@WCCUSD 04/05/12

 Example 1: Method 3 Clear Fractions

“One more strategy. We are going to clear the equation of the fractions.”

Method 3: Clear Fractions

1 1 1
x+ =
2 5 4
“What is the Least Common Multiple of 2, 5, and 4?” Hint: think about common denominators [20}

“We are going to multiple everything by the LCM/LCD, 20”

€
1 1 1
(20) x + (20) = (20)
2 5 4
“Now let’s simplify.”

€ 20 20 20
x+ =
2 5 4
2 •10 5• 4 4 •5
x+ =
2 5 4
€
"2 5 4 %
“What are the equivalent forms of 1?” $#2 , 5 , 4 '&
€
Cross out each equivalent form of 1 as students same it.

10x + 4 = 5 €
“By multiplying everything by the LCD, we had equivalent forms of 1 that cleared the denominators. Now we
have an equation with only integers.”
€ “Let’s finish solving for x.”

10x + 4 = 1+ 4
10x = 1
10x 1
€ =
10 10
€
1
x=
10
€

Page 4 of 18 MCC@WCCUSD 04/05/12

 You Try 1 (Think-Pair-Share)

“Now I would like you to try a problem with your partner. Solve using 2 of the 3 methods”

2 1 2
x− =
3 5 5
Have students work on You Try 1. Students should work with their partner, but they each should be writing the
solution in their notes.
€ When pairs have finished, have students come to the board and show their work for each of the 3 methods.

Debrief the You Try.

Solution:

Method 1: Traditional Method 2: Common Denominators Method 3: Clear Fractions

2 1 2 2 1 2
2 1 2 x− = x− =
x− = 3 5 5 3 5 5
3 5 5
2 #5& 1 # 3& 2 # 3& 2 1 2
2 1 1
x− + =
2 1
+
•% (x − •% ( = •% ( (15) • x − • (15) = • (15)
3 $5' 5 $ 3' 5 $ 3' 3 5 5
3 5 5 5 5
10 3 6 3• 5 • 2 1• 3• 5 2 • 3• 5
2 2 1 x− = x− =
x= + 15 15 15 3 5 5
3 5 5
  10 3 3 6 3 10x − 3 = 6
2 3 x− + = +
x= 15 15 15 15 15 10x − 3 = 6 + 3 − 3
3 5
3 2 3 3 10 9 10x = 9
• x= • x=
2 3 2 5 15 15 10x 9
15 10 9 15 =
9 • x= • 10 10
x= 10 15 15 10
10 9
9 x=
x= 10
10

€
€

Page 5 of 18 MCC@WCCUSD 04/05/12

 Example 2: Method 1 Traditional + Decomposition

“Let’s look at another example.”

2 2 14
− x=
5 15 15
“What do you notice about this problem? (Specifically about the denominators)” [2 of the denominators are 15, the
other denominator is a factor of 15]
€ “That’s interesting. Let’s get common denominators.”

“What is the LCD?” [15]

2 " 3%
“What equivalent form of 1 will we multiply by? $# 3'&
5
2 " 3% 2 14
•$ ' − x =
5 # 3 & 15 15
6 2 14 € €
− x=
15 15 15
“Let’s use decomposition.”
6 2 6+8
− x=
€ 15 15 15
6 2 6 8
− x= +
15 15 15 15
2 8
− x=
15 15

“Since the denominators are the same, then the numerators must be equal.”
€ −2x = 8
“How can we use decomposition to find x?” [show 8 as 2 and 4; show -2 as -1 and 2]

−1• 2• x = 2• 4
€
“What equal value can we remove from both sides?” [a product of 2]

−1• x = 4
€
x = −4
“If the opposite of x is 4, what is x?” [-4]

€ x= 4

Page 6 of 18 MCC@WCCUSD 04/05/12

 Example 2: Method 2 Clear Fractions

“Now let’s try it by clearing the denominators”

2 2 14
− x=
5 15 15

“What would be the LCD?” [15]

€ Let’s get common denominators”

2 " 3%
“What equivalent form of 1 do we multiply by?” $ '
5 # 3&
" 3% 2 2 14
$ ' − x=
# 3 & 5 15 15
6 2 14 € €
− x=
5 15 15

“Hw would we clear the fractions?” [multiply everything by 15]

€ 6 2 14
(15) − (15) x = (15)
15 15 15

Do we have any equivalent forms of 1?” {Yes, 15 15 15 ]

, ,
15 15 15
€ 6− 2x = 14
“How would we use decomposition to get x by itself? [break 14 into 8 + 6]

6− 2x = 8+ 6 €
€
“Now we have an addend of 6 on both sides we can remove.”

−2x = 8
€
“How can we use decomposition to get x by itself?” [show −2 = −1• 2 and 8 = 2• 4 ]
−1• 2• x = 2• 4
€
“What do we have on both sides we can remove?” [a product of 2]
€ €
−1• x = 4
€
“If the opposite of x is 4, what is x?” [-4]

x = −4
€

Page 7 of 18 MCC@WCCUSD 04/05/12

 Example 2: Method 3 Decomposing & Factoring

“We are going to take another look at the problem. This time using factoring, which will be similar to using the
distributive property.”
2 2 14
− x=
5 15 15
“Let’s decompose the numerators and denominators for
2 and 14 .”
15 15
2 2•1 2• 7
− x=
€ 5 5• 3 5• 3
“Let’s rewrite that as…”
€ €
2 2 1 2 7
− • x= •
€ 5 5 3 5 3
" 2%
“What is a common factor of all the terms?” $# '&
5 2
“On the left, we are going to factor out the common factor of …. Think Distributive Property”
€ 5
2# 1 & 2 7
%1− x ( = •
5$ 3 ' 5 3 "2 %
“What factor can we remove from€both sides?” $#5 '&
€
1 7
1− x =
€ 3 3
7 3 4 €
“Decompose into + ”
3 3 3
€ 1 3 4
1− x = +
3 3 3
€1 € 4
1− x = 1+
3 3
€ “We have an addend of 1 on both sides of the equation, let’s remove it.”
1 4
− x=
€ 3 3
“If the denominators are the same, the numerators are equal.”
−1x = 4
€ “If the opposite of x is 4, what is x?” [-4]
x = −4
€

Page 8 of 18 MCC@WCCUSD 04/05/12

 You Try 2a (Think-Pair-Share)

“Now I would like you to try a problem with your partner. Solve at least using 2 of the 3 methods”

3 15 9
+ x=
4 4 2
Have students work on You Try 2a. Students should work with their partner, but they each should be writing the
solution in their notes.
€
When pairs have finished, have students come to the board and show their work for each of the 3 methods.

Debrief the You Try.

Solution:

Method 1: Traditional + Decomposition Method 2: Clear Fractions Method 3: Decomposition + Factoring

3 15 9 3 15 9 3 15 9
+ x= + x= + x=
4 4 2 4 4 2 4 4 2
3 3 15 9 3 3 15 9" 2% 3 15 9" 2%
− + x= − + x= $ ' + x= $ '
4 4 4 2 4 4 4 2# 2& 4 4 2# 2&
15 9# 2& 3 3 15 18 3 15 18
x = % (− + x= + x=
4 2$ 2' 4 4 4 4 4 4 4
15 18 3 3 15 18 3 3• 5 3• 6
x= − ( 4) + ( 4) x = ( 4) + x=
4 4 4 4 4 4 4 4 4
15 15 3+15x = 18 3 3 3
x= + • 5x = • 6
4 4 3+15x = 3+15 4 4 4
x=1 15x = 15 3 3
(1+ 5x) = • 6
x=1 4 4
1+ 5x = 6
€ 1+ 5x = 1+ 5
€ 5x = 5
x=1

Page 9 of 18 MCC@WCCUSD 04/05/12

 You Try 2b (Think-Pair-Share)

“Now I would like you to try a problem with your partner. Solve using at least 2 of the 3 methods”

35 15
x− = 15
4 4

Have students work on You Try 2b. Students should work with their partner, but they each should be writing the
solution in their notes.
€
When pairs have finished, have students come to the board and show their work for each of the 3 methods.

Debrief the You Try.

Solution:

Method 1: Traditional + Decomposition Method 2: Clear Fractions Method 3: Decomposition + Factoring

35 15 35 15 35 15
x− = 15 x− = 15 x− = 15
4 4 4 4 4 4
35 15 15 60 15 35 15 #4& 35 15 #4&
x− + = + x− = 15% ( x− = 15% (
4 4 4 4 4 4 4 $4' 4 4 $4'
35 75 35 15 60 35 15 60
x= x− = x− =
4 4 4 4 4 4 4 4
35x = 75 5• 7 5• 3 5•12 35 15 60
5 • 7 • x = 5 •15
x− = (4 ) x − ( 4) = ( 4)
4 4 4 4 4 4
7x = 15 5 5 5 35x −15 = 60
• 7x − • 3 = •12
7x 15 4 4 4 35x −15 = 60 + 15 −15
=
7 7 5 5 35x = 75
( 7x − 3) = •12
15 4 4 35x 75
x= =
7 7x − 3 = 12
35 35
7x − 3 = 12+ 3− 3 75
x=
7x = 15 35
€ 15 5 •15
x= x=
7 5• 7
15
x=
7
€

Page 10 of 18 MCC@WCCUSD 04/05/12

 Example 3: Method 1 Traditional + Decomposition

“Let’s look at another example. Fractions are a part of Rational Numbers, but so are Decimals. In this example, we
will have a 2-step equation with decimals.”

0.5x + 0.2 = 0.25

“One way to solve this equation would be to keep the numbers as decimals.”

“How can I decompose 0.25?” [0.2+0.05]

€
0.5x + 0.2 = 0.2+ 0.05
“We have an addend of 0.2, two-tenths, on both sides we can remove.”

0.5x = 0.05
€
“The inverse of multiplication is division, so let’s divide both sides by 0.5, five-tenths.”
0.5x 0.05
=
€ 0.5 0.5
x = 0.1

Division  with  decimals:  

 Here  are  a  couple  ways  to  simplify:  

0.05 0.05
0.5 0.5
5 • 0.01
0.05 "100 % =
= $ ' 5 • 0.1
0.5 #100 &
0.01
5 =
                                                                        =                or               0.1  
50
0.1• 0.1
5 •1 =
= 0.1
5 •10
= 0.1
1
= 1
10 =
10
 
€
  €

Page 11 of 18 MCC@WCCUSD 04/05/12

 Example 3: Method 2 Clear Decimals

“Let’s look at another example. In an equation with fractions, one method we used was to clear the fractions. We
can do a similar thing with decimals. This method we will clear the decimals – making all the numbers integers.”

0.5x + 0.2 = 0.25

“To clear the decimals, we will multiply by the power of ten (10, 100, 1000 …) that will result in each product
being an integer. Here we will multiply by 100.”
€ 0.5(100) x + 0.2(100) = 0.25(100)
50x + 20 = 25
“Now we have an equation with integers. You have many options for continuing to solve. Let’s use
decomposition. “
€
‘what sum should we decompose 25 into?” [20+5]

50x + 20 = 20+ 5
“Now we are adding a 20 on both sides of the equation, so let’s remove it.”

50x = 5
€
“What should we do next?” [divide]

€ 50x 5
=
50 50
1
x=
10

Page 12 of 18 MCC@WCCUSD 04/05/12

 Example 3: Method 3 Change to Fractions

“For our 3rd method, we are going to change the decimals to fractions.”
0.5x + 0.2 = 0.25
" 5%
“How would we write 0.5 five-tenths as a fraction? $# '&
10
€
" 2%
“How would we write 0.2 two-tenths as a fraction? $# '&
€ 10
" 25 %
“How would we write 0.25 twenty-five hundredths as a fraction?
$# '&
100
€
“Let’s rewrite the equation with fractions.”

5 2 25
x+ = €
10 10 100
“From what we learned about fractions, let’s get common denominators.”
“What is the common denominator of 10 and 100?” [100]
€
“What equivalent form of 1 should we multiply
5 ?” "10%
$# '&
10 10
2 "10%
“What equivalent form of 1 should we multiply ?”
10 $# '&
10
5 "10 % 2 " 10 % 25
$ 'x + $ ' = € €
10 #10 & 10 # 10 & 100
50 20 25
x+ = € €
100 100 100
“From what we’ve learned in the fraction examples, when all the denominators are the same, then the numerators
are the same.” (we could also show this by multiplying everything by 100).
€ 50x + 20 = 25
“Now we have an equation with integers. You have many options for continuing to solve. Let’s use
decomposition. “

€ ‘what sum should we decompose 25 into?” [20+5]

50x + 20 = 20+ 5
“Now we have an addend of 20 on both sides of the equation, so let’s remove it.”
50x = 5
€ “What should we do next?” [divide]
50x 5
=
€ 50 50
1
x=
10

€
Page 13 of 18 MCC@WCCUSD 04/05/12
 You Try 3:

“Now I would like you to try a problem with your partner. Solve this one using 2 of the 3 methods”

0.28x + 0.7 = 0.56

Have students work on You Try 3. Students should work with their partner, but they each should be writing the
solution in their notes.
€ When pairs have finished, have students come to the board and show their work for each of the 3 methods.

Debrief the You Try.

Solution:

Method 1: Traditional Method 2: Clear Decimals Method 3: Change to Fractions Factoring

0.28x + 0.7 = 0.56 0.28x + 0.7 = 0.56 0.28x + 0.7 = 0.56
0.28x + 0.7− 0.7 = 0.56− 0.7 100(0.28x + 0.7) = 100(0.56) 28 70 56
x+ =
0.28x = −0.14 28x + 70 = 56 100 100 100
0.28x −0.14 28x + 50 + 14 + 6 = 50 + 6 " 28 70 % " 56 %
= 100$ x+ ' = 100$ '
0.28 0.28 28x + 14 = 0 # 100 100 & #100 &
x = −0.5 28x + 70 = 56
28x = −14
14 • 2• x +14 • 5 = 14 • 4
28x −14
= 14( 2x + 5) = 14 • 4
28 28
€
1•14 2x + 5 = 4
x =−
2 •14 2x + 5 = 4 + 5− 5
1 2x = −1
x =−
2 1
x=−
2

€
€

Page 14 of 18 MCC@WCCUSD 04/05/12

 Solving 2-Step Equations with Rational Numbers
Example  1:     1 x + 1 = 1
2 5 4
 
Method 1: Method 2: Method 3:
Traditional
€ Common Denominators Clear Denominators
  Check:

1 1 1
x+ =
2 5 4
1" 1 % 1 1
$ '+ =
2 #10 & 5 4
1 1 1
+ =
20 5 4
1 4 1
+ =
20 20 4
5 1
=
20 4
1 1
=
4 4

2 1 2
You  Try  1:  
x− =
3 5 5
Method 1: Method 2: Method 3:
Traditional Common Denominators Clear Denominators
€ 2 1 2 2 1 2
  x− = x− =
3 5 5 3 5 5
2 1 2 Check:
2 # 5& 1 # 3& 2 # 3&
• % (x − • % ( = • % ( (15) • x − • (15) = • (15)
3 $ 5' 5 $ 3' 5 $ 3' 3 5 5 2 1 2
x− =
3 5 5
10 3 6 3• 5• 2 1• 3• 5 2• 3• 5
x− = x− = 2# 9 & 1 2
% (− =
15 15 15 3 5 5 3 $10 ' 5 5
10 3 3 6 3 10x − 3 = 6 18 1 2
− =
x− + = + 30 5 5
15 15 15 15 15 10x − 3 = 6+ 3− 3 18 6 2
− =
10 9 30 30 5
x= 10x = 9 12 2
=
15 15 10x 9 30 5
15 10 9 15 = 2 2
• x= • 10 10 =
5 5
10 15 15 10 9
9 x=
x= 10
€
10
Page 15 of 18 MCC@WCCUSD 04/05/12

€
€
 2 2 14
Example  2:   − x =
5 15 15
Method 1: Method 2: Method 3:
Traditional/Decomposition Clear Denominators Decomposition/Factoring
  €

Check:

2 2 14
− x=
5 15 15
2 2 14
− (−4 ) =
5 15 15
2 8 14
+ =
5 15 15
6 8 14
+ =
15 15 15
14 14
=
15 15

You  Try  2a:   3 + 15 x = 9

Method 1: 4 4 2 Method 2: Method 3:
Traditional/Decomposition Clear Denominators Decomposition/Factoring
  €

Check:

3 15 9
+ x=
4 4 2
3 15 9
+ (1) =
4 4 2
3 15 9
+ =
4 4 2
18 9
=
4 2
9 9
=
2 2

Page 16 of 18 MCC@WCCUSD 04/05/12

 You  Try  2b:   35 x − 15 = 15
4 4
Method 1: Method 2: Method 3:
Traditional/Decomposition Clear Denominators Decomposition/Factoring
€
  35 15
x − = 15
4 4
Check:
35 15 #4&
x − = 15% ( 35 15
4 4 $4' x − = 15
4 4
35 15 60 35 #15 & 15
% ( − = 15
x− = 4 $7' 4
4 4 4 75 15
− = 15
35 15 60 4 4
( 4) x − ( 4) = ( 4) 60
4 4 4 4
= 15
35x − 15 = 60 15 = 15

35x − 15 =60+15− 15
35x = 75 €

35x 75
=
35 35
75
x=
35
5•15
x=
5• 7
15
x=
7

Page 17 of 18 MCC@WCCUSD 04/05/12

 Example  3:   0,5x + 0,2 = 0.25
Method 1: Method 2: Method 3:
Traditional Clear Decimals Change to Fractions
€
  0.5x + 0.2 = 0.25
0.5x + 0.2 − 0.2 = 0.25 − 0.2
0.5x = 0.05
0.5x 0.05
=
0.5 0.5
x = 0.1

Another  way  to  simplify:  

€
0.5x 0.05
=
0.5 0.5 Check:
0.05 "100 % 0.5x + 0.2 = 0.25
x= $ '
0.5 #100 & 0.5(0.1) + 0.2 = 0.25
5 0.05 + 0.2 = 0.25
                          x =   0.25 = 0.25
50
5 •1
x= €
5 •10
1
x=
You  Try  310 :   0.28x + 0.7 = 0.56
Method 1: Method 2: Method 3:
Traditional Clear Decimals Change to Fractions
€ €
  0.28x + 0.7 = 0.56 0.28x + 0.7 = 0.56
0.28x + 0.7− 0.7 = 0.56− 0.7 28x 70 56
+ =
0.28x = −0.14 100 100 100
0.28x −0.14 " 28x 70 % " 56 %
= 100$ + ' = 100$ '
0.28 0.28 # 100 100 & # 100 &
x = −0.5 28x + 70 = 56
Check:
14 • 2 • x + 14 • 5 = 14 • 4
0.28x + 0.7 = 0.56
14 (2x + 5) = 14 • 4 0.28(−0.5) + 0.7 = 0.56

14 (2x + 5) 14 • 4 −0.14 + 0.70 = 0.56

= 0.56 = 0.56
14 14
2x + 5 = 4
€
2x + 5 = 4 + 5 − 5
2x = −1
2x −1
=
2 2
1
x =−
2
Page 18 of 18 MCC@WCCUSD 04/05/12