MODULE 3

The lessons in this module build on your experiences with algebraic expressions and
one-step equations in grade 6. The expressions, equations, and inequalities you
encounter will involve a wide range of rational numbers and require two steps rather
than one. You will write equations and inequalities for problem situations, interpret the
meanings of quantities in the problems, create tables of values, graph problem situations,
and make connections across the representations.

Topic 1 Algebraic Expressions M3-3

Topic 2 Two-Step Equations and Inequalities M3-49
Topic 3 Multiple Representations of Equations M3-121
TOPIC 1

Algebraic Expressions

Number lines are so useful. You can use number lines and double number lines to reason with algebraic expressions.

Lesson 1
No Substitute for Hard Work
Evaluating Algebraic Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M3-7

Lesson 2
Mathematics Gymnastics
Rewriting Expressions Using the Distributive Property . . . . . . . . . . . . . . . . . . . . . M3-19

Lesson 3
All My Xs
Combining Like Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M3-33
Carnegie Learning Family Guide Course 2
Module 3: Reasoning Algebraically
TOPIC 1: ALGEBRAIC Where have we been?
EXPRESSIONS This topic combines students’ knowledge
In this topic, students represent variable
of expressions and negative numbers on a
expressions on a number line and
number line to develop number line models
evaluate algebraic expressions. Then
for variable expressions. Students are then
they apply the Distributive Property as a
expected to evaluate algebraic expressions,
strategy to write equivalent expressions,
as they did in grade 6, with rational numbers,
and they use it to factor linear
using operations they learned in previous
expressions in a variety of ways. Finally,
lessons in this course.
students combine like terms, including
like linear terms, and use properties
Where are we going?
of operations to add and subtract
Visualizing simple variable expressions on
expressions.
a number line will carry through the entire
topic to help students develop a concrete
idea of operating on and with algebraic
expressions. Students will need this fluency
throughout the remainder of this course, as
they solve equations in grade 8, and as they
expand and factor polynomial expressions
in high school.

Using Number Lines to Compare Variable Quantities

Algebraic expressions can be represented on number lines. Knowing the location of
1(x 1 1), which is simply x 1 1, for example, allows us to determine the locations of all the
other expressions shown. The expression 0(x + 1), or just 0, would be between 21(x 1 1)
and 1(x 1 1).

–1(x + 1) 1(x + 1) 2(x + 1) 3(x + 1) 4(x + 1) 5(x + 1)

TOPIC 1: Family Guide • M3-5

 Myth: “I learn best when the instruction matches
my learning style.”
If asked, most people will tell you they have a learning style – the expressed
preference in learning by seeing images, hearing speech, seeing words, or being
able to physically interact with the material. Some people even believe that it is the teacher’s
job to present the information in accordance with that preference.

However, it turns out that the best scientific evidence available does not support learning
styles. In other words, when an auditory learner receives instruction about content through a
visual model, they do just as well as auditory learners who receive spoken information.

Students may have a preference for visuals or writing or sound, but sticking to their
preference doesn't help them learn any better. Far more important is ensuring the student
is engaged in an interactive learning activity and that the new information connects to the
student’s prior knowledge.

#mathmythbusted

Talking Points Key Terms

You can support your student’s learning by algebraic expression
resisting the urge, as long as possible, to An algebraic expression is a mathematical
get to the answer in a problem that your phrase that has at least one variable, and it
student is working on. Students will learn can contain numbers and operation symbols.
the algebraic shortcuts that you may know
linear expression
about, but only once they have experience A linear expression is any expression in
in mathematical reasoning. This may seem which each term is either a constant or the
to take too long at first. But if you practice product of a constant and a single variable
asking good questions instead of helping raised to the first power.
your student arrive at the answer, they
coefficient
will learn to rely on their own knowledge,
A coefficient is a number that is multiplied by
reasoning, patience, and endurance when
a variable in an algebraic expression.
struggling with math.
like terms
Like terms are parts of an algebraic
expression that have the same variable
raised to the same power.

M3-6 • TOPIC 1: Algebraic Expressions

 No 1
Substitute
for Hard Work
Evaluating Algebraic Expressions

WARM UP LEARNING GOALS

Perform each operation. • Compare unknown quantities on a number line.
• Define linear expressions.
1. (23)(6.6) • Evaluate algebraic expressions.
• Solve real-life and mathematical problems using algebraic
2. 23 1 6.6 expressions.

3. 23 2 6.6 KEY TERMS

• variable
4. 6.6 4 (23) • algebraic expression
• linear expression
• constraint
• evaluate an algebraic expression

You have written and evaluated algebraic expressions with positive rational numbers.
How do you evaluate algebraic expressions over the set of rational numbers?

LESSON 1: No Substitute for Hard Work • M3-7

 Getting Started

In algebra, a
The Empty Number Line
variable is a letter
or symbol that is
Consider the list of six variable expressions:
used to represent an 1x 1x
x 2x 3x __ 2x 2__
unknown quantity. 2 2
1. With your partner, think about where you would place each
expression and sketch your conjecture.

2. Compare your number line with another group’s number line.

What is the same? What is different?

3. Your teacher will select students to place an index card

representing each expression on the number line on the board.
Record the locations agreed upon by the class.

M3-8 • TOPIC 1: Algebraic Expressions

 AC T I V I T Y

1.1 Algebraic Expressions

In this lesson, you will explore the relationship between unknown

quantities by writing and evaluating algebraic expressions. An
algebraic expression is a mathematical phrase that has at least one
variable, and it can contain numbers and operation symbols.

Each of the expressions in the Empty Number Line activity is an

algebraic expression. They are also linear expressions. A linear
expression is any expression in which each term is either a constant
How could
or the product of a constant and a single variable raised to the
you verify the
first power.
placement
of the
Additional examples of linear expressions include:
expressions
1
__ 5 4
2
x 1 2, 23 1 12.5x, 21 1 3x 1 __
2
x 2 __
3
, or 4y. on the number
line?
1
The expressions 3x2 1 5 and 2__
2
xy are examples of expressions that
are not linear expressions.

1. Provide a reason why each expression does not represent a

linear expression.

Let's revisit how you may have plotted the expressions in the
previous activity. The directions did not specify the possible values
for x. When you graphed each expression, did you think about the
set of all possible values of x or just the set of positive x-values?

In mathematics, it is sometimes necessary to set constraints on

values. A constraint is a condition that a solution or problem must
satisfy. A constraint can be a restriction set in advance of solving
a problem or a limit placed on a solution or graph so the answer
makes sense in terms of a real-world scenario.

LESSON 1: No Substitute for Hard Work • M3-9

 Analyze the number lines created by Bella and Tito using the
expressions from the Empty Number Line activity.

Bella

–x – 1x 0 1x x 2x 3x
2 2

Tito
3x 2x x 1x 0 – 1x –x
2 2

2. Compare and contrast each representation.

a. What are the constraints on each representation? Identify

the set of x-values that make each number line true.

b. Select a value for x from your set of possible values and

substitute that value for x in each expression to verify the
plotted locations are correct.

c. Compare your values from part (b) with your classmates.

One strategy to verify Do you have the same values? If not, what does that mean?
your placement of the
cards is to substitute
values for the
variable x into each
expression.

M3-10 • TOPIC 1: Algebraic Expressions

 AC T I V I T Y
Substitution with Rational
1.2 Numbers

To earn money for a summer mission trip, Levi is working as a

handyman around his neighborhood. Levi has been hired to build a
wooden fence. He plans to use a post hole digger to dig the holes
for the posts.

Levi starts the project on Saturday morning but because of the type
of soil, he only starts the holes, fills them with water, and then plans
to return Sunday to finish the job. When Levi starts on Sunday, each
hole is 3 inches deep. Each time he uses the post hole diggers,
he extracts 2 inches of soil. The height of the soil in the hole with A depth of 3 inches is
respect to ground level can be modeled by the linear expression equivalent to a height
23 2 2n, where n is the number of times Levi extracted soil with the of 23 inches.
post hole diggers.

1. Determine the height of the soil in the hole as Levi works.

Number of Soil Height of the Soil

Extractions (inches)

10

15

20

LESSON 1: No Substitute for Hard Work • M3-11

 2. From his research about digging post holes, Levi knows that each
Use the Order of
pole must be placed at a depth that is 2 feet below the frost
Operations to evaluate
level, and the frost level is 16 inches beneath ground level.
the expressions.
a. How deep must Levi dig each hole?

b. Determine the minimum number of soil extractions for

each hole.

Levi’s mom, Maggie, uses a cable tool rig to dig wells during the
Cable drilling, also
mission trip. Her rig can dig 12.4 meters of hard rock per day. When
known as percussion
Maggie starts working on one well, the hole is already 33 meters
drilling, is a method
deep.
used to drill a
borehole. 3. Write a linear expression for the height of the hole with
respect to ground level for the number of days that Maggie
runs the rig.

4. Use your expression to determine the height of the hole after

each number of days.

a. 2 days after Maggie starts

b. 5 days after Maggie starts

c. 2 days before Maggie started

M3-12 • TOPIC 1: Algebraic Expressions

 AC T I V I T Y

1.3 Evaluating Expressions

Previously, you evaluated algebraic expressions with positive rational

numbers. Now you can evaluate expressions with negative rational
numbers. To evaluate an algebraic expression, you replace each
variable in the expression with a number or numeric expression and
then perform all possible mathematical operations.

1. Evaluate each algebraic expression.

a. x 2 7 b. 26y
• for x 5 28 • for y 5 23
Use
• for x 5 211 • for y 5 0 parentheses
• for x 5 16 • for y 5 7 to show
multiplication
like 26(23).

c. 3b 2 5 d. 21.6 1 5.3n
• for b 5 22 • for n 5 25
• for b 5 3 • for n 5 0
• for b 5 9 • for n 5 4

LESSON 1: No Substitute for Hard Work • M3-13

 Sometimes, it is more convenient to use a table to record the results
when evaluating the same expression with multiple values.

2. Complete each table.

a.
h 22h 2 7

21

27

b.
a 212 210 24 0

a 16
__
4

c.
x x2 2 5

Which of these 3
algebraic
expressions 6
are also linear
expressions? 22

d.
y 25 21 0 15

1 y 1 3 __
2__ 2
5 5

M3-14 • TOPIC 1: Algebraic Expressions

 1
3. Evaluate each algebraic expression for x 5 2, 23, 0.5, and 22__
3
.

a. 23x b. 5x 1 10

c. 6 2 3x d. 8x 1 75

5
4. Evaluate each algebraic expression for x 5 23.76 and 221__
6
.
How can you
a. 2.67x 231.85 b. 11__ 3
3 x 1 56__ use estimation
4 8
and number
sense to
judge the
reasonableness
of your
answers?

LESSON 1: No Substitute for Hard Work • M3-15

 NOTES
TALK the TALK

Strategies
Write a 1–2 paragraph summary of this lesson. Be sure to address
each question.

1. Describe your basic strategy for evaluating any

algebraic expression.

2. How are tables helpful when evaluating expressions?

M3-16 • TOPIC 1: Algebraic Expressions

 Assignment

Write Remember
Explain the difference between To evaluate an algebraic expression, replace each variable in the
an algebraic expression and a expression with a number or numeric expression and then perform
linear expression. all possible mathematical operations.

Practice
Evaluate each algebraic expression.
1. 64 2 9p for p 5 4, 9, 23
2. 2w 1 8.5 for w 5 12, 21.5, 5.3
3. 46 1 (22k) for k 5 3, 23, 22

Complete each table.

4.
b 3b 1 14

25

23

5.
v 1 2 5 23.25

6.75 2 6v

6.
f 4 8 212 21

f
__
4 1 3f

Evaluate each algebraic expression for the given quantity.

7. 26.2x 1 1.4x, x 5 29.3 1 x 2 5__
8. 3__ 1 x, x 5 __
2
2 3 5

LESSON 1: No Substitute for Hard Work • M3-17

 Stretch
Evaluate each algebraic expression for the given quantity.
1. 23(2.1x 2 7.9) for x 5 218.1, 20.3, 14.4
2. 29.8t2 1 20t 1 8 for t 5 22, 0, 3.5

Review
Rewrite each numeric expression by factoring out (21).
1. 27 1 5 2. 3 1 8

Determine each quotient.

3. 28.9 4 20.1 1 4 __
4. 24__ 2
3 5

Write two unit rates for each given ratio.

5. __ 1 hour
3 inch : __ 4 gallon : __
6. __ 1 cup
4 2 5 4

M3-18 • TOPIC 1: Algebraic Expressions

 Mathematics 2
Gymnastics
Rewriting Expressions Using
the Distributive Property

WARM UP LEARNING GOALS

Write a numeric expression • Write and use the Distributive Property.
for the opposite of each • Apply the Distributive Property to expand expressions
given expression. with rational coefficients.
• Apply the Distributive Property to factor linear
1. 27 2 2 expressions with rational coefficients.

2. 3 2 9 KEY TERMS
• factor
3. 23 1 2 • coefficient
• common factor
4. 3 2 (27) • greatest common factor (GCF)

You have used the Distributive Property to expand and factor algebraic expressions with
positive numbers. How can you apply the property to all rational numbers?

LESSON 2: Mathematics Gymnastics • M3-19

 Getting Started

Where Are They?

Consider the list of linear expressions.

x11 2x 1 2 3x 1 3 4x 1 4

1. On the empty number line, plot each algebraic expression by

estimating its location.

2. Explain your strategy. How did you decide where to plot

each expression?

3. What assumptions did you make to plot the expressions?

Does everyone’s number line look the same? Why or why not?

M3-20 • TOPIC 1: Algebraic Expressions

 AC T I V I T Y
Algebraic Expressions
2.1 on the Number Line
To factor an
expression means
to rewrite the
Consider the four expressions plotted in the previous activity. expression as a
How can you prove that you are correct? product of factors.

Graham Meaghan
I can use an example by
evaluating all four expressions
The expressions look similar.
at the same value of x and plot
I can factor out the coefficient
the values. of each expression.
Let x = 4. x+1
x+1=4+1=5 2 x + 2 = 2(x + 1)
2x + 2 = 2(4) + 2 = 10 3 x + 3 = 3(x + 1)
3x + 3 = 3(4) + 3 = 15 4 x + 4 = 4(x + 1)
4x + 4 = 4(4) + 4 = 20
So, I can plot x + 1 and use that
I can plot the expressions at expression to plot the other
5, 10, 15, and 20. expressions.

1. Use Graham’s strategy with a different positive value for x to

A coefficient is
accurately plot the four expressions.
a number that
is multiplied by
a variable in an
algebraic expression.

2. Use Graham’s strategy with a negative value for x to

accurately plot the four expressions. How is your number line
different from the number line in Question 1?

LESSON 2: Mathematics Gymnastics • M3-21

 Often, writing an expression in a different form reveals the structure
of the expression. Meaghan saw that each expression could be
rewritten as a product of two factors.

3. What are the two factors in each of Meaghan’s expressions?

Meaghan’s
What is common about the factors of each expression?
expressions
x11
2x 1 2 5 2(x 1 1)
3x 1 3 5 3(x 1 1)
4x 1 4 5 4(x 1 1)

4. Use Meaghan’s work to accurately plot the four expressions.

Explain your strategy.

If a variable has
no coefficient,
the understood
5. Meaghan noticed that the expressions formed a sequence.
coefficient is 1.
Write and plot the next two terms in the sequence.
Explain your strategy.

6. What property did Meaghan use when she factored out the
coefficient of the expressions?

M3-22 • TOPIC 1: Algebraic Expressions

 AC T I V I T Y
Applying the Distributive NOTES
2.2 Property

Recall that the Distributive Property states that if a, b, and c are any
real numbers, then a(b 1 c) 5 ab 1 ac. The property also holds if
addition is replaced with subtraction, then a(b 2 c) 5 ab 2 ac.

Dominique remembers that the Distributive Property can be

modeled with a rectangle. She illustrates with this numeric example.

Dominique
Calculating 230 3 7 is the same 230
as determining the area of a
7
rectangle by multiplying the length
by the width.

But I can also decompose the 200 30

rectangle into two smaller
7 1400 210
rectangles and calculate the
area of each. I can then add 1400 1 210 5 1610
the two areas to get the total.

So, 7(230) 5 1610.

1. Write Dominique’s problem in terms of the Distributive

Property.

LESSON 2: Mathematics Gymnastics • M3-23

 You can also use area models with algebraic expressions.

2. Draw a model for each expression, and then rewrite the

expression with no parentheses.

a. 6(x 1 9) b. 7(2b 2 5)

c. 22(4a 1 1) x 1 15
d. _______
5

3. Use the Distributive Property to rewrite each expression in an

equivalent form.

a. 3(4y 1 2) b. 12( x 1 3)

Be careful
with the
signs of the
c. 24a(3b 2 5) d. 27(2y 2 3x 1 9)
products and
quotients.

6m 1 12
e. _________ 22 2 4x
f. ________
22 2

4 Simplify each expression. Show your work.

a. 26(3x 1 (24y)) b. 24(23x 2 8) 2 34

M3-24 • TOPIC 1: Algebraic Expressions

 27.2 2 6.4x
c. ____________ 1 3__
d. (22__ 1 1 22__
1 22__
1
20.8 2 )( 4 ) ( 2 )( 4 )

1 1 5y
27__
( 2 )
e. ____________
1
2__
2

5. Evaluate each expression for the given value.

Then, use properties to simplify the original expression.
Finally, evaluate the simplified expression.
2
a. 2x(23x 1 7) for x 5 21__
3

4.2x 2 7
b. ________
1.4
for x 5 1.26

c. Which form—simplified or not simplified—did you prefer to

evaluate? Why?

LESSON 2: Mathematics Gymnastics • M3-25

 6. A student submitted the following quiz. Grade the paper by
marking each correct item with a √ or incorrect item with an X.
Correct any mistakes.

Name Alicia Smith

Distributive Property Quiz

a. 2(x 1 5) 5 2x 1 10 b. 2(3x 2 6) 5 6x 2 6

c. 23x(4y 2 10) 5 212xy 1 30 d. 5x(3x 1 2y) 5 15x 1 10xy

15x 1 10 8x 2 4
e. _______
5 5 3x 1 2 f. _____
4 5 2x 1 1

g. 12x 1 4 5 3(4x 1 1) h. 22x 1 8 5 22(x 2 4)

M3-26 • TOPIC 1: Algebraic Expressions

 AC T I V I T Y

2.3 Factoring Linear Expressions

You can use the Distributive Property to expand expressions, as

you did in the previous activity, and to factor linear expressions, as
Meaghan did. Consider the expression:

7(26) 1 7(14)

Since both 26 and 14 are being multiplied by the same number, 7,

the Distributive Property says you can add 26 and 14 together first,
and then multiply their sum by 7 just once.

7(26) 1 7(14) 5 7(26 1 14)

You have factored the original expression.

The number 7 is a common factor of both 7(26) and 7(14). A common factor
is a number or an
1. Factor each expression using the Distributive Property. algebraic expression
that is a factor of two
a. 4(33) 2 4(28) b. 16(17) 1 16(13)
or more numbers or
algebraic expressions.

The greatest
The Distributive Property can also be used to factor algebraic common factor (GCF)
expressions. For example, the expression 3x 1 15 can be written as is the largest factor
3( x) 1 3(5), or 3( x 1 5). The factor, 3, is the greatest common factor that two or more
to both terms. numbers or terms
have in common.
When factoring algebraic expressions, you can factor out the
greatest common factor from all the terms.

WORKED EXAMPLE

Consider the expression 12x 1 42.

The greatest common factor of 12x and 42 is 6. Therefore, you

can rewrite the expression as 6(2x 1 7).

LESSON 2: Mathematics Gymnastics • M3-27

 It is important to pay attention to negative numbers. When factoring
How can you an expression that contains a negative leading coefficient it is
check to preferred to factor out the negative sign.
make sure
you factored WORKED EXAMPLE
correctly?
Consider the expression 22x 1 8. You can think about the greatest
common factor as being the coefficient of 22.

22x 1 8 5 (22)x 1 (22)(24)

5 22(x 2 4)

2. Rewrite each expression by factoring out the greatest

common factor.

a. 7x 1 14 b. 9x 2 27

c. 10y 2 25 d. 8n 1 28

e. 23x 2 27 f. 26x 1 30

So, when you

factor out
a negative Often, especially in future math courses, you will need to factor
number all out the coefficient of the variable, so that the variable has a coefficient
the signs will of 1.
change.
3. Rewrite each expression by factoring out the coefficient of
the variable.

a. 10x 2 45 b. 22x 1 3

c. 2x 1 4 d. 2x 2 19

M3-28 • TOPIC 1: Algebraic Expressions

4. Rewrite each expression by factoring out the GCF.

a. 224x 1 16y b. 24.4 2 1.21z

NOTES

c. 227x 2 33 d. 22x 2 9y

e. 4x 1 (25xy) 2 3x

5. Evaluate each expression for the given value. Then factor

the expression and evaluate the factored expression for the
given value.
1
a. 24x 1 16 for x 5 2__ b. 30x 2 140 for x 5 5.63
2

c. Which form—simplified or not simplified—did you prefer

to evaluate? Why?

LESSON 2: Mathematics Gymnastics • M3-29

 NOTES
TALK the TALK

Flexible Expressions
As you have seen, you can rewrite expressions by factoring out
a GCF or by factoring out the coefficient of the variable. You can
also rewrite expressions by factoring out any value. For example,
some of the ways 6x 1 8 can be rewritten are provided.

4
2(3x 1 4) 6(x 1 __
3)
22(23x 2 4)

4 1 1
26(2x 2 __
3)
__
2
(12x 1 16) 2__
2
(212x 2 16)

Rewrite each expression in as many ways as you can by factoring

the same value from each term.

1. 4x 2 12 2. 23x 1 15

3. 10 2 20y 4. 28y 1 9

M3-30 • TOPIC 1: Algebraic Expressions

 Assignment

Write Remember
Match each term to the correct example. The Distributive Property states that if
1. factor a. the 6 in 6(x) 1 6(3) a, b, and c are any real numbers, then
2. coefficient b. 26x 2 18 5 26(x 1 3) a (b 1 c) 5 ab 1 ac.
3. common factor c. the 4 in 4x 1 3 The Distributive Property makes it possible
to write numeric and algebraic expressions in
equivalent forms by expanding and factoring
expressions.

Practice
Use the Distributive Property to rewrite each expression in its equivalent form.
1. 4(x 1 3) 2. 27(4 2 y)

3. 6(3x 1 5y 2 4) 9a 2 3
4. _______
3
0.4(0.3m 1 0.6n) 2 (22__
1 a 1 b 1 8__
1)
5. ________________ 6. 29__
1.2 3 4 4

Rewrite each linear expression by factoring out the greatest common factor.
7. 64x 1 24 8. 25y 2 35
9. 36 2 8z 10. 54n 2 81

Rewrite each linear expression by factoring out the coefficient of the variable.
11. 22x 1 5 12. 3x 2 8

21 x 1 6
13. ___ 14. 2x 2 10
2

Stretch
1. Jack decides to grow and sell bean plants. Let p represent the number of plants he will grow and sell.
After considering his expenses, the expression 23p(p 210) 2 6p(p 210) represents his profit.
a. Rewrite and simplify the profit expression by factoring out the greatest common factor.
b. Rewrite the expression in simplest form with no parentheses.

LESSON 2: Mathematics Gymnastics • M3-31

 Review
Evaluate each expression for the given value.
1. 220a 2 65 for a 5 2.7 1
2. 26x 1 52 for x 5 1__
6

Determine each product.

3. (23.472)(0.89) 7 24__
4. (22__ 4
8 )( 5 )

Identify the constant of proportionality in each graph and use it to write an equation in the form y 5 kx.
5. y 6. y
10 10

9 9

8 8

7 7

6 6

5 5

4 4

3 3

2 2

1 1
x x
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10

M3-32 • TOPIC 1: Algebraic Expressions

 All My Xs
Combining Like Terms
3

WARM UP LEARNING GOALS

Simplify each expression • Model adding and subtracting linear expressions on the
using the Order of number line.
Operations. • Determine sums and differences of linear algebraic
expressions with rational coefficients.
1. 10 1 8 4 2(4 1 3) • Combine like terms to simplify linear expressions and
determine sums and differences.
2. 21 4 (1)(3) 1 0 2 14 • Write and evaluate algebraic expressions to model
situations.
3. 18.2 1 6.1(5) 2 3.5 • Rewrite expressions in different forms in context to shed
light on how quantities in a problem are related.
3 4
4. __
4
2 __
5
(2 2 10)
KEY TERMS
• like terms

You have evaluated algebraic expressions and determined equivalent expressions using the
Distributive Property. How can you add and subtract algebraic expressions?

LESSON 3: All My Xs • M3-33

 Getting Started

Find X
The number line shows the locations of two values, represented by
linear algebraic expressions.

x+5 x + 10

1. Draw and label a tick mark on the number line to locate each
expression given. Explain the reasoning you used to determine
the location.

a. x

b. x 1 15

c. x 2 5

M3-34 • TOPIC 1: Algebraic Expressions

 AC T I V I T Y
Combining Like Terms NOTES
3.1 in Linear Expressions

The number line shows the locations of six values, represented by

linear expressions.

–1(x + 1) 1(x + 1) 2(x + 1) 3(x + 1) 4(x + 1) 5(x + 1)

1. Determine the distance between 3(x 1 1) and 1(x 1 1) on the

number line. Describe the reasoning you used to determine
the distance.

Like terms are parts of an algebraic expression that have the

same variable expression. For example, in the expression
5(x 1 2) + 3 2 2(x 1 2), the terms 5(x 1 2) and 2(x 1 2) are like
terms. The coefficients, 5 and 2, are different, but the variable
expression is the same (x 1 2).

LESSON 3: All My Xs • M3-35

 When you operate with like terms, you can combine like terms before
NOTES doing other operations.

WORKED EXAMPLE

Rewrite the expression 5(x 1 2) 1 3 2 2(x 1 2) by combining

like terms.

You can rewrite the expression using the

3 1 5(x 1 2) 2 2(x 1 2)
Commutative Property of Addition.

3 1 3(x 1 2) Combine the like terms.

2. Use the worked example to answer each question.

a. How is the Commutative Property used to rewrite

the expression?

b. How are the like terms in the expression combined?

3. Consider the expressions 3(x 1 1) and 1(x 1 1) from Question 1.

a. Explain how these two expressions can be “like terms.”

b. How did you combine like terms to determine the distance

between the expressions? Use the number line to explain
your reasoning.

M3-36 • TOPIC 1: Algebraic Expressions

4. First, use the number line to determine the distance between
The number line given
the given expressions. Then write an expression and show how
is separated into
combining like terms produces the same result.
intervals of (x 1 1).

–1(x + 1) 1(x + 1) 2(x + 1) 3(x + 1) 4(x + 1) 5(x + 1)

a. Determine the distance between 5(x 1 1) and 2(x 1 1).

b. Determine the distance between 1(x 1 1) and 21(x 1 1).

5. Explain why Kaitlyn’s reasoning is incorrect. Then rewrite the

expression correctly.

Kaitlyn
7 2 5(x 1 1) is the same as 2(x 1 1), because 7 2 5 5 2.

6. Simplify each expression by combining like terms.

a. 5(x 1 2) 1 2(x 1 2) b. 5(x 1 2) 2 2(x 1 2)

LESSON 3: All My Xs • M3-37

 AC T I V I T Y
Combining Like Terms with
3.2 Decimal and Fractional
Coefficients

You can combine like terms to determine prices with discounts and
with sales tax.

For example, suppose a new toy that is regularly priced at $26.99 is

3
on sale for __
4
off.

1. Write an expression to represent the price of the toy, p,

3
minus __
4
of the price. Then, combine like terms to simplify
the expression.

2. Explain what the simplified expression means in terms of the

original price of the toy.

A new shirt costs $18.99. The sales tax is 5%.

3. Write an expression to represent the cost of the shirt, s,

plus 5% of the cost. Then, combine like terms to simplify the
expression.

4. Explain what the simplified expression means in terms of the

original cost of the shirt.

M3-38 • TOPIC 1: Algebraic Expressions

5. Write and simplify an algebraic expression to represent
each situation.
Make sure
a. An 18% tip is given for a meal. What expression represents you define
the total cost with tip? your variables
for each
expression.

1
b. A pair of shoes is advertised as __
4
off. What expression
represents the total cost after the discount?

c. A new bike is discounted 35%. What expression represents

the total cost?

LESSON 3: All My Xs • M3-39

 AC T I V I T Y
Adding the Opposite
3.3 to Subtract

Sasha was able to combine like terms to determine the distance

between 3(x 1 1) and (x 1 1) on the number line. She knew that the
distance was 2(x 1 1).

– (x + 1) (x + 1) 2(x + 1) 3(x + 1) 4(x + 1) 5(x + 1)

But when she showed her work using the Distributive Property, she
got the wrong answer.

Sasha
3(x 1 1) 2 (x 1 1)
3x 1 3 2 x 1 1
3 1 3x 2 x 1 1
3 1 2x 1 1
2x 1 4 5 2(x 1 2)

1. Julian said that Sasha made a mistake when subtracting

(x 1 1). He said that subtracting (x 1 1) is the same as adding
the opposite of (x 1 1).

a. What is the opposite of (x 1 1)? Write your answer

without parentheses.

b. Show Sasha how adding the opposite produces the

correct answer.

M3-40 • TOPIC 1: Algebraic Expressions

Simplify each expression. Use the Order of Operations.
2x and 2y are not like
2. 30x 2 140 2 (x 2 4) terms because they
don’t have the same
variable.

3. 10 2 5(22r 2 13) 2 7r

When using the

Distributive
Property, pay
attention to
4. 24x 2 5(2x 2 y) 2 3y
the sign of the
factor you are
distributing.

5. 7.6p 2 3.2(3.1p 2 2.4)

2 3 1
6. 3__
3
p 2 1__
4
(4p 2 2__
7
)

LESSON 3: All My Xs • M3-41

 NOTES
TALK the TALK

Business Extras
Katie is starting a limousine rental company. As part of her
research, Katie discovers that she must charge a 7% sales tax to
her customers in addition to her rental fees.

1. Write an algebraic expression that represents how much

tax Katie should collect for any amount of rental fee.

Katie also discovers that most limousine rental companies collect

a flat gratuity from customers in addition to the rental fee. Katie
decides to collect a gratuity of $35 from her customers.

2. Write an expression that represents the total amount of

additional money to be collected for tax and gratuity.

3. Write an expression that represents the total cost of any

rental.

4. Use one of your expressions to calculate the amount of tax

and gratuity Katie should collect if the rental fee is $220.

5. Use one of your expressions to calculate the total cost of a

rental if the rental fee is $365.

M3-42 • TOPIC 1: Algebraic Expressions

 Assignment

Write Remember
Write a definition of like terms in Use the Order of Operations to simplify expressions.
your own words. Use an example 1. Simplify expressions in parentheses.
to illustrate your definition. 2. Simplify powers.
3. Multiply and divide from left to right.
4. Add and subtract from left to right.

Practice
Simplify each expression by combining like terms.
1. 6x 1 4x 6. 4a 1 8b
2. 25y 1 2y 7. 2(x 1 3) 1 4(x 2 3)
3. 23m 2 8(m 1 1) 8. 6 2 2(3x 1 4)
4. 28(r 2 2) 1 6(r 2 2) 9. 4.5x 1 2.5(x 2 4)
5. 9m 2 7m 1 13 10. 3.1 2 4.9(x 1 1)

11. Identify the expression or expressions equivalent to 25 1 4(22x 1 6) 2 3x.

a. 28x 1 19 2 3x
b. 5x 2 29
c. 211x 1 19
d. 25x 2 19

Stretch
Sonya is renting a car. She pays a fee of $50 for the rental plus $20 each day she has the car. Suppose she
pays a total of $130. For how many days did she rent the car?

Review
Rewrite each expression using the Distributive Property.
1. 5x 1 11x 2. 22(x 2 5)
Determine each product or quotient.
2 1 1
3. 2__
3
3 __
5
4. 2__
8
44
Solve for the unknown in each proportion. Round to the nearest tenth.
4.1 x 9.7 5.2
5. ___
42
5 ___
12
6. ___
1.4
5 ___
y

LESSON 3: All My Xs • M3-43

Algebraic Expressions
Summary
KEY TERMS
• variable • evaluate an algebraic • common factor
• algebraic expression expression • greatest common factor
• linear expression • factor (GCF)
• constraint • coefficient • like terms

L E SSO N

1 No Substitute for Hard Work

In algebra, a variable is a letter or symbol that is used to represent an unknown quantity. An

algebraic expression is a mathematical phrase that has at least one variable, and it can contain
numbers and operation symbols. A linear expression is any expression in which each term is
either a constant or the product of a constant and a single variable raised to the first power.
1 5 4
Examples of linear expressions include __
2
x 1 2, 23 1 12.5x, 21 1 3x 1 __
2
x 2 __
3
, and 4y.

In mathematics, it is sometimes necessary to set constraints on values. A constraint is a

condition that a solution or problem must satisfy. A constraint can be a restriction set in
advance of solving a problem or a limit placed on a solution or graph so that the answer
makes sense in terms of a real-world scenario.

To evaluate an algebraic expression, you replace each variable in the expression with a
number or numeric expression and then perform all possible mathematical operations.
1
For example, evaluate 2__
2
b 1 2 for b 5 28.
1
Substitute the value for the variable. 2__ (28) 1 2
2
Use the Order of Operations to simplify. 41256

TOPIC 1: SUMMARY • M3-45

 L E SSO N

2 Mathematics Gymnastics

To factor an expression means to rewrite the expression as a product of factors.

A coefficient is a number that is multiplied by a variable in an algebraic expression. If a
variable has no coefficient, the understood coefficient is 1.

For example, you can factor the expression 2x 1 2 and rewrite it as the product of two factors.
2x 1 2 5 2(x 1 1)

The Distributive Property states that if a, b, and c are real numbers, then a(b 1 c) 5 ab 1 ac. The
property also holds if addition is replaced with subtraction: a(b 2 c) 5 ab 2 ac.

For example, use the Distributive Property to rewrite the expression 23a(5b 2 2) in an
equivalent form.

23a(5b 2 2) 5 (23a)(5b) 2 (23a)(2) 5 215ab 1 6a

You can use the Distributive Property to expand expressions and to factor linear expressions.
For example, in the expression 7(26) 1 7(14), the number 7 is a common factor of both 7(26) and
7(14). A common factor is a number or an expression that is a factor of two or more numbers or
algebraic expressions. The expression 7(26) 1 7(14) can be factored and rewritten as 7(26 1 14).

The Distributive Property can also be used to factor algebraic expressions. When factoring
algebraic expressions, you can factor out the greatest common factor from all the terms.
The greatest common factor is the largest factor that two or more numbers or terms have
in common.

For example, consider the expression 12x 1 42. The greatest common factor of 12x and 42
is 6. Therefore, you can rewrite the expression as 6(2x 1 7).

When factoring an expression, examine the structure of the expression first. If the expression
contains a negative leading coefficient, you can factor out the negative factor.

For example, consider the expression 22x 1 8. You can think about the greatest common
factor as being the coefficient 22.

22x 1 8 5 (22)x 1 (22)(24)

5 22(x 2 4)

M3-46 • TOPIC 1: ALGEBRAIC EXPRESSIONS

 L E SSO N

3 All My Xs

Like terms are parts of an algebraic expression that have the same variable expression.
For example, in the expression 5(x 1 2) 1 3 2 2(x 1 2), the terms 5(x 1 2) and 2(x 1 2) are like
terms. The coefficients, 5 and 2, are different, but the variable expression, (x 1 2), is the same.

When you operate with like terms, you can combine like terms before doing other operations.

For example, rewrite the expression 5(x 1 2) 1 3 2 2(x 1 2) by combining like terms.

Rewrite the expression using the

3 1 5(x 1 2) 2 2(x 1 2)
Commutative Property of Addition.
3 1 3(x 1 2) Combine the like terms.

You can combine like terms with decimal and fractional coefficients, such as in problems
determining prices with discounts and with sales tax.

For example, a toaster is on sale for 20% off. An expression to represent the price of the
toaster, t, minus 20% of the price is t 2 0.2t. You can combine like terms to simplify the
expression to 0.8t.

Use the Order of Operations to simplify algebraic expressions.

1. Simplify expressions in parentheses.

2. Simplify powers.
3. Multiply and divide from left to right.
4. Add and subtract from left to right.

When simplifying expressions, remember that subtracting is the same as adding the opposite.

For example, simplify the expression 20x 2 8 2 2(x 2 3).

20x 2 8 2 (2x 2 3) Use the Distributive Property.

20x 1 (28) 1 (22x) 1 3 Add the opposite.
20x 1 (22x) 1 (28) 1 3 Use the Commutative Property.
18x 2 5 Combine like terms.

TOPIC 1: SUMMARY • M3-47

TOPIC 2

Two-Step Equations and Inequalities

For many kinds of rentals – e.g., limos or taxis – there is a fixed charge plus a variable charge, which is an amount
charged per mile..

Lesson 1
Picture Algebra
Modeling Equations as Equal Expressions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M3-53

Lesson 2
Expressions That Play Together…
Solving Equations on a Double Number Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . M3-65

Lesson 3
Formally Yours
Using Inverse Operations to Solve Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . M3-77

Lesson 4
Be Greater Than
Solving Inequalities with Inverse Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M3-95
Carnegie Learning Family Guide Course 2
Module 3: Reasoning Algebraically
TOPIC 2: TWO-STEP EQUATIONS Where have we been?
AND INEQUALITIES Students first encountered variable equations
Students begin this topic by reasoning
and used models to solve one-step equations
with bar models to write and solve
in grade 6. Work in this topic builds on
equations from problem situations. Next,
students’ knowledge of expressions and
they use a double number line with
equations to introduce two-step equations.
variable expressions. Throughout these
reasoning exercises, the meaning of a
Where are we going?
solution to an equation is reinforced.
In grade 8 and beyond, students will be
Students check their solutions with
expected to solve a wide variety of linear
substitution and write equations from
equations and inequalities, eventually using
solutions. Students then use inverse
their knowledge of equations, inequalities,
operations to solve equations. Students
and solutions to solve nonlinear equations
extend their understanding of solving
and inequalities. Reasoning about solutions
equations to solving one- and two-step
to equations will continue to build students’
inequalities and graphing the solution
number sense, an important goal of
sets on number lines.
mathematics education.

Using Number Lines to Compare Variable Quantities

Double number lines were used in grades 6 and 7 to generate equivalent ratios. They are
used in this topic to model and solve a two-step equation. This model shows the steps for
solving the equation 2j 1 10 5 46. The expression 2j must be located 10 to the left of
2j 1 10, and this location must be equal to 36, which is 10 to the left of 46. The value of 1j is
half the value of 2j and also half the value of 36. Therefore, j 5 18.

0 18 36 46

0j 1j 2j 2j + 10

TOPIC 2: Family Guide • M3-51

 Myth: “Just give me the rule. If I know the rule,
then I understand the math.”
Memorize the following rule: All quars are elos. Will you remember that rule
tomorrow? Nope. Why not? Because it has no meaning. It isn’t connected to
anything you know. What if we change the rule to: All squares are parallelograms. How about
now? Can you remember that? Of course you can, because now it makes sense.

Learning does not take place in a vacuum. It must be connected to what you already know.
Otherwise, arbitrary rules will be forgotten.

#mathmythbusted

Talking Points Key Terms

You can further support your student’s equation
learning by making sure they eat right An equation is a mathematical sentence you
and get enough sleep. Healthy bodies create by placing an equals sign, 5, between
make for healthy minds, and both diet two expressions to show that the expressions
and sleep have significant effects on have the same value.
learning. literal equation
A literal equation is an equation in which
the variables represent specific measures.
Common literal equations occur in
measurement and geometry concepts.
inequality
An inequality is any mathematical sentence
that has an inequality symbol. The solution
set of an inequality is all values that make the
inequality statement true.

M3-52 • TOPIC 2: Two-Step Equations and Inequalities

 Picture 1
Algebra
Modeling Equations as Equal Expressions

WARM UP LEARNING GOALS

Write each phrase as a mathematical • Create and interpret pictorial models to
expression. represent equal expressions.
• Write an equation to represent a situation
1. the sum of 6 less than a number and 3 and interpret the parts of the equation.
• Solve word problems leading to equations
2. the distance between a number and 2 of the form px 1 q 5 r.
on the number line
KEY TERM
3. half as many as 7 more than a number • equation

4. an amount, shared equally with 5

people

You have learned about both numeric expressions and algebraic expressions. How can you
model situations using equal algebraic expressions?

LESSON 1: Picture Algebra • M3-53

 Getting Started

In the Dog House

To build a dog house, you and your friends cut a 10-foot board
into two boards. One of the boards is 4 feet longer than the other.
How long is each board?

You can draw a bar

model to represent a
Board 1 x 4
situation like this.
10

Board 2 x

1. Explain what each part of the model represents in terms of

this situation.

a. What does the number 4 represent?

b. What does the variable x represent?

c. What does the number 10 represent?

2. Use the model to explain what each expression means in terms

of this situation.

a. What does the expression 2x represent?

b. What does the expression 2x 1 4 represent?

3. How long is each board?

M3-54 • TOPIC 2: Two-Step Equations and Inequalities

 AC T I V I T Y
Creating a Model to
1.1 Represent Equal Expressions

Fido and Jet are two small dogs. Fido weighs exactly 10 pounds
more than Jet. Together, they weigh exactly 46 pounds.

1. Draw a bar model to represent this situation. Let j equal

Jet’s weight.

2. Use your model to explain what each expression represents in

terms of the situation.

a. What does the expression 46 represent?

b. What does the expression 2j represent?

c. What does the expression j 1 10 represent?

d. What does the expression 2j 1 10 represent?

3. How much does each dog weigh? Use the model to help you
solve the problem.

LESSON 1: Picture Algebra • M3-55

 AC T I V I T Y
Creating a Model to Solve
1.2 an Equation

You and your friends Jamal and Carla decide to make some money
during summer vacation by building and selling dog houses. To
get the business started, Jamal contributes $25.55, and Carla
contributes $34.45 to buy equipment and materials. You all agree
that each person will earn the same amount of money after Jamal
and Carla get back what they invested. Your business earns a total
of $450.

1. Draw a bar model to represent this situation.

2. Compare your models with your classmates’ models.

a. What unknown quantity or quantities are represented in

the model?

b. What algebraic expressions can you write to represent

different parts of the situation?

M3-56 • TOPIC 2: Two-Step Equations and Inequalities

You can represent the model you drew as a mathematical sentence
using operations and an equals sign. An equation is a mathematical
sentence created by placing an equals sign (5) between two
expressions.

3. Write an equation to show that the total amount that you,

Carla, and Jamal earn, including the amounts Carla and Jamal
invested, is equal to $450.

4. Describe how the different parts of the equation are

represented in the model and in the situation.

5. How much money does each person get at the end of the
summer? Use your model to solve the problem.

6. Explain how the solution is represented in the equation.

Remember, the
solution to an
equation is a value
for the unknown
that makes the
equation true.

LESSON 1: Picture Algebra • M3-57

 AC T I V I T Y

1.3 Solving Addition Equations

In a small town, there are two main sections called the Hill Section
and the Lake Section. The town has a population of 3496. The
number of people who live in the Hill Section is 295 more than twice
the number of people who live in the Lake Section.

1. Draw a bar model to represent this situation.

2. Use your model to write an equation that represents

the situation.

3. How many people live in each section of town? Use your

model to help you solve the problem.

4. Explain how the solution is represented in the equation.

M3-58 • TOPIC 2: Two-Step Equations and Inequalities

The members of a small town’s local arts council are selling raffle
tickets. The art council decides that the top three raffle ticket sellers
will share a portion of the profits. The second-place seller will receive
twice as much as the third-place seller. The first-place seller will
receive $20 more than the second-place seller. The profit portion they
will share is $200.

5. Draw a bar model to represent this situation.

6. Use your model to write an equation that represents

the situation.

7. How much will each of the top three sellers receive? Use your
model to help you solve the problem.

8. Explain how the solution is represented in the equation.

LESSON 1: Picture Algebra • M3-59

 AC T I V I T Y
Solving a Subtraction
1.4 Equation

Drew is 3 years younger than his brother, Jimmy. The sum of the
brothers’ ages is 21.

1. Draw a bar model to represent this situation.

2. Use your model to write an equation that represents

the situation.

3. How old are Jimmy and Drew? Use your model to help you
solve the problem.

4. Explain how the solution is represented in the equation.

M3-60 • TOPIC 2: Two-Step Equations and Inequalities

 NOTES
TALK the TALK

Consider the Possibilities!

Think about all the equations you modeled and solved in
this lesson.

• 2x 1 4 5 10

• 2j 1 10 5 46

• 3x 1 60 5 450

• 3p 1 295 5 3496

• 5p 1 20 5 200

• 2j 2 3 5 21

1. How are all of these equations similar in structure?

2. What does it mean to solve an equation?

LESSON 1: Picture Algebra • M3-61

 Assignment

Write Remember
Write a definition for equation in The solution to an equation is a value for the unknown that makes
your own words. Use an example the equation true.
to illustrate your definition.

Practice
1. The Sharks Aquatic Club recently held a fundraiser to raise money for a local charity. The swimmers
received money for each lap that they swam during a one-week period. The three swimmers who
raised the most money were Rita, John, and Rodell. Together they swam a total of 2125 laps.
John swam three times as many laps as Rita, and Rodell swam 25 more laps than John. How many
laps did each swimmer swim?
a. Draw a picture to represent the situation. Label the unknown parts with variables and the known parts
with their values.
b. Determine the number of laps each person swam using the picture you created.
Explain your reasoning.
c. Write an expression for the number of laps each person swam. Let L represent the number of laps
swum by Rita.
d. Write an equation to represent this situation.
e. If the swimmers received $2 for every lap they swam, how much did each swimmer
earn for charity?

Stretch
Describe how to solve any equation in the form ax 1 b 5 c for the variable x.

Review
1. Simplify each expression by combining like terms.
1 1
a. 3b 1 2 1 b b. __(h 1 4) 2 __(h 1 4)
2 8

2. Rewrite each linear expression by factoring out the GCF.

a. 25x 2 5 b. 9n 1 36

3. A salesperson receives 12% commission on all the sales that she makes. Calculate the
commission on each sale.
a. A quarter-page ad for $250.00
b. A full-page ad for $800.00

LESSON 1: Picture Algebra • M3-63

 Expressions 2
That Play
Together . . .
Solving Equations on a Double Number Line

WARM UP LEARNING GOALS

Explain whether or not Expression B • Identify relationships between
is equivalent to Expression A. If the expressions.
expressions are not equivalent, determine • Decompose an equation to isolate
an expression equivalent to Expression A. the unknown.
• Model and solve equations using a
1. A: 2(x 2 5) B: 2x 2 5 double number line.
• Construct equations to solve problems
2. A: 8 2 2(n 1 3) B: 6(n 1 3) by reasoning about the quantities.

3. A: 2(x 2 4) B: 2x 1 4

Previously, you have identified expressions that are equivalent. In this lesson, you will model
situations as equal expressions on a double number line. How can you maintain equality to
determine the unknown quantities in linear equations?

LESSON 2: Expressions That Play Together . . . • M3-65

 Getting Started

. . . Stay Together
Consider this double number line. The expressions 12 and 3x have the
A double number
same location, so they have the same value.
line diagram is a
model used to
0 12
show equivalent
relationships.

0x 3x

1. Write an equation to show that 3x and 12 have the same value.

2. Extend each number line in both directions by identifying

and labeling additional equivalent relationships. Explain the
reasoning you used to place each relationship.

3. Consider this double number line.

2x 0x

–14 0

a. Write an equation to show that 214 and 2x have the

same value.

b. Extend each number line in both directions by identifying

and labeling additional equivalent relationships. Explain the
reasoning you used to place each relationship.

M3-66 • TOPIC 2: Two-Step Equations and Inequalities

4. Consider this double number line.

0 17

0x x+4

a. Write an equation to show that x 1 4 and 17 have the

same value.

b. Extend each number line in both directions by identifying

and labeling additional equivalent relationships. Explain
the reasoning you used to place each relationship.

5. Consider this double number line.

0 21

0x 3 x
4

3
a. Write an equation to show that __
4
x and 21 have the
same value.

b. Extend each number line in both directions by identifying

and labeling additional equivalent relationships. Explain
the reasoning you used to place each relationship.

LESSON 2: Expressions That Play Together . . . • M3-67

 AC T I V I T Y

2.1 Solving a Two-Step Equation

In the previous lesson, you modeled a problem in which Fido and

Jet are two small dogs. Fido weighs exactly 10 pounds more than
Jet. Together, they weigh exactly 46 pounds.

This situation can be represented by the equation 2j 1 10 5 46,

where j represents Jet’s weight. You can also represent this situation
and solve the equation using a double number line.

WORKED EXAMPLE

Solve the equation 2j 1 10 5 46.

First, draw a model to set up the equation.

0 46
Think about how
to transform the
equation to isolate
0j 2j + 10
the variable.
Next, start decomposing the variable expression. Place 2j in
relationship to 2j 1 10. The expression 2j is 10 to the left of 2j 1 10.
To maintain equality, place a number that is 10 to the left of 46. So,
2j 5 36.

0 36 46

0j 2j 2j + 10

The expression 1j, or j, is halfway between 0j and 2j. And 18 is

halfway between 0 and 36. So, j 5 18.

0 18 36 46

0j 1j 2j 2j + 10

M3-68 • TOPIC 2: Two-Step Equations and Inequalities

1. How can you check to see if j 5 18 is the solution to the
original equation.

2. What does the solution j 5 18 represent in terms of this

problem situation? Is there
another way to
use the double
number line to
determine the
value of j?

3. What operation is used in each step to move toward the

solution?

4. Use the double number line shown to solve the equation

21 5 2d 1 3. Describe the steps you use, including the
operations represented at each step.

0 21

0d 2d + 3

LESSON 2: Expressions That Play Together . . . • M3-69

 AC T I V I T Y
Practice Solving Two-Step
2.2 Equations

In this activity, you will use double number lines to solve equations.

1. Model each equation on the double number line given. Then

use the model to solve the equation. Describe the steps and
operations you used and explain your reasoning.

1
a. __
2
x 1 5 5 15

Don't forget to
place 0 and 0x
on your double
number line
model.

b. 52.5 5 t 2 3.1

M3-70 • TOPIC 2: Two-Step Equations and Inequalities

c. 4(b 1 1) 5 20

Are you
checking your
answers?

d. m 1 4.5 5 210

2. Brent showed how he started to solve the equation

1
__
2
x 1 5 5 15. Describe his method. Then complete his
process to solve the equation.

0 15 30

0x 1 x+5 x + 10
2

LESSON 2: Expressions That Play Together . . . • M3-71

 AC T I V I T Y
Reasoning with Negatives
2.3 to Solve Equations

The double number line shows one way to start to solve the
equation 22(3x 1 4) 5 10. A through D represent the order in which
the steps were completed.

D B C A
–9 0 5 9 10

3x 0x –3x – 4 –3x –2(3x + 4)

1. Describe each step used to solve the equation. List the

operation used at each step.

From Step A to Step B:

From Step B to Step C:

From Step C to Step D:

2. Between which two steps is there a reflection across 0 on

the number line? What operation is used to accomplish
this reflection?

3. What is the solution to the equation?

M3-72 • TOPIC 2: Two-Step Equations and Inequalities

4. Solve each equation using a double number line. Describe your
solution steps.
NOTES
a. 2x 1 10 5 40

3
b. 2__
4
x 2 4 5 11

c. 23x 1 4 5 10

LESSON 2: Expressions That Play Together . . . • M3-73

 NOTES
TALK the TALK

Keeping It Together
You have solved a lot of different equations in this lesson and the
previous lesson. Now it’s your turn.

1. Start with a solution and create an equation by either

multiplying both sides by a constant and then add or
subtract a different constant. Describe the process you use
to compose your equation. Then give your equation to a
classmate to solve.

2. Record the steps your partner uses to solve your equation.

3. Compare the steps you used to create the equation with

the steps your classmate used to solve your equation.
What do you notice?

4. How do you keep the expressions equal as you solve the

equation?

M3-74 • TOPIC 2: Two-Step Equations and Inequalities

 Assignment

Write Remember
Describe what it means to solve When solving an equation, equality must be maintained. What
an equation. is done to one expression must be done to the equivalent
expression to maintain equality.

Practice
Solve each equation using a double number line.

1. 4x 1 12 5 24
2. 28x 1 25 5 215
3. 25x 2 12 5 18
4. 40x 1 55 5 695
5. 28 = 2x 2 14
6. 11x 1 13 5 29

Stretch
What operation(s) could you use to solve the equation x2 1 5 5 86. What is the solution?

Review
1. During the summer, Matthew and Devan started their own business mowing lawns for people in the Lake
Section. Before starting any work, Matthew spends $15 to fill up the gas tank for the lawnmower. The
boys agree that each person will earn the same amount after Matthew is reimbursed the money he spent
for gas. After a week of work, the boys earn a total of $243. Matthew filled up the gas tank just once. How
much did each boy earn?
a. Draw a bar model to represent the situation.
b. Write an equation to represent the situation.
c. Use the model to solve the problem.
2. Evaluate each algebraic expression for the variable.
a. 9g 1 5, for g 5 1.5
2x 1 3
b. ______
4
, for x 5 1

3. Determine each product.

a. 26.2(9.1) b. 20.03(215)

LESSON 2: Expressions That Play Together . . . • M3-75

 Formally 3
Yours
Using Inverse Operations to Solve Equations

WARM UP LEARNING GOALS

Solve each equation. • Use properties of equality to solve equations.
• Write two-step equations.
1. 2.3p 5 211.73 • Solve two-step equations of the form
px 1 q 5 r and p(x 1 q) 5 r with efficiency.
3
__
2. 4
r 5 10 • Check solutions to equations algebraically.
• Solve literal equations for specific variables.
3. y 1 5.92 5 1.63

2 1
KEY TERMS
4. 7__
5
1 t 5 3__
4 • two-step equation
• literal equation

You have solved equations using double number lines. How can you use the Properties of
Equality and inverse operations to solve equations?

LESSON 3: Formally Yours • M3-77

 Getting Started

How Does that Work?

Recall that to solve an equation means to determine the value or
values for a variable that make the equation true. In the process
of solving equations, you must always maintain equality, using the
Properties of Equality.

Properties of Equality For all numbers a, b, and c, . . .

Addition Property of Equality If a 5 b, then a 1 c 5 b 1 c.

Subtraction Property of Equality If a 5 b, then a 2 c 5 b 2 c.

Multiplication Property of
If a 5 b, then ac 5 bc.
Equality

Division Property of Equality If a 5 b and c ° 0, then __ac 5 __

b
c.

1. Solve 2x 1 6 5 13 using a double number line model.

2. Explain which Properties of Equality you used in the process of

solving the equation.

M3-78 • TOPIC 2: Two-Step Equations and Inequalities

 AC T I V I T Y
Strategies for Applying
3.1 Inverse Operations

Throughout this topic, you have written and solved two-step

equations. A two-step equation requires two inverse operations, or
applying two Properties of Equality, to isolate the variable. What operation
is the inverse of
Demaryius, Calvin, and Isaac each solved 2x 1 6 5 13 in a different addition? What
way. Analyze their solution strategies. operation is
the inverse of
multiplication?
Demaryius
2x 1 6 5 13
2x 1 6
______ 13
2 5 __
2
2(x 1 3) __
_______ 13
2 5 2
x 1 3 5 6.5
23 5 23

x 5 3.5

Calvin Isaac
2x 1 6 5 13 2x 1 6 5 13

__ 13
2x 1 6 5 _ 26 5 26
2 2 2x 57
2x
___ 7
5 __
x 1 6 5 6.5 2 2
26 5 26 x 5 3.5
x 5 0.5

1. Compare the strategies used by Demaryius and Calvin.

2. Compare the strategies used by Demaryius and Isaac.

LESSON 3: Formally Yours • M3-79

 3. Solve each equation by first applying either the Addition or
Subtraction Property of Equality.

a. 56 5 210 1 2x b. 6x 1 25 5 79

To make the addition

and subtraction
simpler, you can leave
fractions in improper
form. They already
have a common
denominator.
x
c. 38 5 4x 2 14 d. 13 1 __
3
5 35

4. Solve each equation by first applying either the Multiplication

or Division Property of Equality.

a. 56 5 210 1 2x b. 6x 1 25 5 79

x
c. 38 5 4x 2 14 d. 13 1 __
3
5 35

M3-80 • TOPIC 2: Two-Step Equations and Inequalities

Consider the equations and your solutions in Questions 3 and 4.

5. Do you prefer one order over the other? If so, why? If your
preference changes depending on the equation, explain why.

AC T I V I T Y
Writing and Solving Remember to
3.2 Two-Step Equations check each
solution and
determine if it
is reasonable
1. Shelly is throwing a graduation party. She is sending
in terms of the
invitations to her friends and family. She finds a company that
scenario.
charges $6 for a 10-pack of personalized invitations, plus a
$5 shipping fee for the entire order, no matter how many
10-packs are ordered. Shelly wants to calculate the cost of an
order, based on the number of packs of invitations she orders.

a. Define variables for the two quantities that are changing

in this scenario.

b. Write an equation that represents the total cost of any

order based on the number of packs of invitations.

c. Use your equation to determine how many packs of

invitations are ordered if the total is $53. What about if
the total is $29?

LESSON 3: Formally Yours • M3-81

 2. Pete’s Garage charges $45 per hour for labor when performing
auto repairs. The office manager must have the cost of parts
and the hours of each job ticket to complete the bills for the
customers.

a. Define variables for the three quantities that are changing in

this scenario.

b. Write an equation that represents the total cost of the

auto repairs.

c. Assume that for a given car, the cost of the parts is $101.
Use your equation to determine how many hours the
mechanic worked on the car if the total bill was $269.75.

3. Felicia’s Pet Grooming charges $15 for each dog washed and
groomed on the weekend. The cost of the dog shampoo and
grooming materials for a weekend’s worth of grooming is
$23.76. Felicia is interested in her weekend profits.

a. Define variables for the two quantities that are changing in

this scenario.

b. Write an equation that represents the total profits based on

the number of dogs groomed.

c. Use your equation to determine how many dogs Felicia

groomed if her profits were $261.24.

M3-82 • TOPIC 2: Two-Step Equations and Inequalities

4. Frankie works as a pet sitter all week long but he is more in
demand on some days than others. He posts his rates as $12
per visit plus a surcharge, which depends on the day. On his
busiest days, Frankie can serve 8 houses for pet sitting. He is
interested in his daily profits.

a. Define variables for the two quantities that are changing in

this scenario.

b. Write an equation that represents the maximum total profits

based on the surcharge for that day. Write your equation in
the form a(x 1 b) 5 c.

c. Beverly and Sean are trying to determine Frankie’s

Saturday surcharge per house if he makes $142.
Beverly thinks the first step in solving the equation
is to divide by the coefficient of the parentheses.
Sean thinks the first step is to distribute that value
through the parentheses. Who’s correct?

d. Determine the Saturday surcharge by solving the equation

you wrote in part (b). What is the total fee Frankie charges
for pet sitting on a Saturday?

LESSON 3: Formally Yours • M3-83

 AC T I V I T Y
Solving Equations with
3.3 Efficiency

As you have seen, there are multiple ways to solve equations.

A savvy
Sometimes an efficient strategy involves changing the numbers in
mathematician (you!)
the equation—in mathematically appropriate ways!
can look at an
equation, see the 1. Analyze each correct solution strategy to the equation
structure of the 1.1x 1 4.3 5 6.2.
equation, and look
for the most efficient
solution strategy. Sherry Maya
1.1x 1 4.3 5 6.2 1 . 1x 1 4.3 5 6.2
1.1x 1 4.3 2 4.3 5 6.2 2 4.3 11x 1 43 5 62
1.1x 5 1.9
11x 1 43 2 43 5 62 2 43
1.9
x 5 __
1.1 11x 5 19
19
19 x 5 _
x 5 __
11
11

Remember, a. Explain how the two solutions strategies are alike and how
to maintain they are different.
equality, any
operation
applied to one
side of the b. What Property of Equality did Maya apply before she
equation must started solving the equation?
be applied to
the other side
of the equation. 2. Brian used Maya’s strategy to solve the equation 2.6x 2 1.4 5 38.
Identify his mistake and then determine the correct solution.

Brian
2.6x - 1.4 = 38
26x - 14 = 38
26x = 52
x=2

M3-84 • TOPIC 2: Two-Step Equations and Inequalities

3. Use Maya's strategy to solve each equation. Then check your
solution in the original equation.

a. 29.6x 1 1.8 5 212.3 b. 2.99x 2 1.4 5 13.55

Now let's consider strategies to solve two different equations that

contain fractions.

WORKED EXAMPLE
11
___ 17 1 3
3
x 1 5 5 ___
3
__
2
x 1 __
4
52 You should be
fluent in operating
11 17 1 3
Step 1: 3(___
3
x 1 5) 5 3(___
3)
4(__
2
x 1 __
4)
5 4(2) with decimals and
fractions, but these
Step 2: 11x 1 15 5 17 2x 1 3 5 8 strategies can ease
the difficulty of the
17 2 15 823
Step 3: x 5 _______
11
x 5 _____
2 calculations when
solving equations.
2 5
5 ___
11
5 __
2

4. Answer each question about the strategies used to solve each

equation in the worked example.

a. Explain Step 1. Why might this strategy improve your

efficiency with solving equations?

b. What property was applied in Step 2?

c. Explain Step 3.

LESSON 3: Formally Yours • M3-85

 5. Louise used the strategy from the worked example to solve
1 1
NOTES 3 5 __
4
x 2 __
4
. Identify her mistake and determine the correct
solution.

Louise
1 1
3 = __x - __
4 4
1 1
3 = 4(__x - __)
4 4
3=x-1
4=x

6. Use the strategy from the worked example to solve

2
__ 4 5
3
x 1 __
5
5 __
3
. Check your solution in the original equation.

Consider the solution strategies used to solve two more equations.

WORKED EXAMPLE

220x 1 80 5 230 238 5 26x 2 14

Step 1: 10(22x 1 8) 5 10(23) 22(19) 5 22(3x 1 7)

Step 2: 22x 1 8 5 23 19 5 3x 1 7

23 2 8 15 19 2 7
Step 3: x 5 ______
22
5 2___
2
______
3
5x

45x

7. Answer each question about the strategies used to solve each

equation in the worked example.

a. How is the strategy used in this pair of examples different

from the strategies used in Questions 1 and 2?

M3-86 • TOPIC 2: Two-Step Equations and Inequalities

 b. When might you want to use this strategy?

c. Use the strategy from the worked example to solve

44x 2 24 5 216. Check your solution in the original equation.

AC T I V I T Y

3.4 Solving Literal Equations

You have already learned a lot of important formulas in mathematics.

These formulas are also literal equations. Literal equations are
equations in which the variables represent specific measures. Common
literal equations occur in measurement and geometry concepts.

1. The formula to convert from degrees Celsius to degrees

9
Fahrenheit is F 5 __
5
C 1 32.

a. Calculate the temperature in Celsius, if it is 39°F.

b. Calculate the temperature in Celsius, if it is 25°F.

c. Solve the equation for the temperature in Celsius.

LESSON 3: Formally Yours • M3-87

 2. The formula for the perimeter of a rectangle can be written as
P 5 2l 1 2w, where l and w represent the length and width of
To solve for a the rectangle.
variable means
to isolate that a. Rewrite the formula by factoring out the coefficient of
variable on one the variables.
side of the
equation with
a coefficient
of 1.
b. Next, solve the equation for the length.

c. Solve the equation in part (a) for the width.

d. How are the equations in parts (b) and (c) alike? Explain why
this makes sense.

3. The formula for the area of a trapezoid can be written as

1
A 5 __
2 1
(b 1 b2)h, where b1 and b2 are the lengths of the bases
and h is the length of the height of the trapezoid.

a. Rewrite the formula as a product of two factors.

b. Solve the equation for the height of the trapezoid.

c. Solve the equation in part (a) for one of the bases.

M3-88 • TOPIC 2: Two-Step Equations and Inequalities

 d. When would it be helpful to solve the trapezoid area
formula for one of the bases?

4. Solve each equation for the specified variable.

2 3
a. S 5 2prh 1 2pr2 for h b. V 5 pr2h 1 __
3
pr for h.

Throughout this topic, you have solved many linear equations.

5. Analyze each general form.

a. Write a general solution for equations of the form ax 1 b 5 c

by solving the equation for x.
How can you
use these
general
solutions as
you solve other
equations?

b. Write a general solution of the form a(x 1 b) 5 c by solving

the equation for x.

LESSON 3: Formally Yours • M3-89

 AC T I V I T Y

3.5 Solving More Equations

1. Solve each number riddle by writing and solving an equation.

Number riddles are
popular types of
a. What is a number that when you multiply it by 3 and
problems to solve
subtract 5 from the product, you get 28?
using two-step
equations.

b. What is a number that when you multiply it by 4 and add

15 to the product, you get 79?

c. Make a number riddle for a partner to solve.

2. Solve each equation. Check your solutions.

x
a. 2 1 7x 5 16 b. 5 1 __
2
5 16
Remember all
the strategies
you learned in
this lesson.

c. 217 5 2x 2 8 d. 0.5x 2 0.3 5 0.2

M3-90 • TOPIC 2: Two-Step Equations and Inequalities

 1 1 19 2
e. 2__
4
2 __
2
x 5 2___
4
f. 2__
5
x 1 4 5 18
NOTES

g. 25 5 23(x 1 11) h. 8(x 1 6) 5 18

1 1
i. __
2
(5 2 x) 5 __
4
j. 6.4 5 1.2(4 1 2x)

TALK the TALK

Get Creative
1. Any equation in the form ax 1 b 5 c can be solved in two
steps, but do you need to write out both steps to solve the
equation?

a. Isolate the variable x, so that it has a coefficient of 1.

b. Use your answer from part (a) to solve 4x 1 5 5 61.

LESSON 3: Formally Yours • M3-91

 NOTES 2. Similarly, any equation in the form a(x 1 b) 5 c can be
solved without writing out both steps of the two-step
solution process.

a. Isolate the variable x, so that it has a coefficient of 1.

b. Use your answer to part (a) to solve 4(x 2 7) 5 20.

3. Write a real-world situation that can be modeled by each

equation.

a. 3b 2 5 5 22

b. 19 5 2.5 1 4.5n

1
c. __
2
t 1 2 5 16

M3-92 • TOPIC 2: Two-Step Equations and Inequalities

 Assignment

Write Remember
Explain the process of solving a You can use the Properties of Equality to rewrite equations and
two-step linear equation. increase your efficiency with solving equations.
• If the equation contains fractions, you can multiply both sides of
the equation by the least common denominator.
• If the equation contains decimals, you can multiply both sides of
the equation by a multiple of 10.
• If the equation contains large values, you can divide both sides
of the equation by a common factor.

Practice
1. Madison Middle School has a Math and Science Club that holds meetings after school. The club has
decided to enter a two-day competition that involves different math and science challenges. The first
day of competition involves solving multi-step math problems. Teams will receive two points for every
problem they get correct in the morning session and three points for every question they get correct in
the afternoon session.
a. Write an equation to represent the situation. Remember to define your variable(s).
b. The team scores four points in the morning session, but finishes the day with 28 points. Solve the
equation and interpret the solution in the context of the problem.
c. The second day of the competition was the science portion, involving hands-on science problems.
Each correct science problem is worth 5 points. If the team started the day with 28 points and ended
with 53 points, how many science problems did they get correct? Write and solve an equation to
answer the question.
2. Employees at Driscoll’s Electronics earn a base salary plus a 20% commission on their total sales for the
year. Suppose the base salary is $40,000.
a. Write an equation to represent the total earnings of an employee. Remember to define your
variable(s).
b. Stewart wants to make $65,000 this year. How much must he make in sales to achieve this salary? Write
and solve an equation to answer this question.
c. Describe the equation 52,000 1 0.3s 5 82,000 in terms of the problem situation.
3. The manager of a home store is buying lawn chairs to sell at his store. Each pack of chairs contains 10
chairs. The manager will sell each chair at a markup of 20% of the wholesale cost, plus a $2.50 stocking fee.
a. Write an equation that represents the retail price of a chair, r, in terms of the wholesale price, w.
b. Use your equation to calculate the retail price of the chair if the wholesale price is $8.40.
c. Use your equation to calculate the wholesale price if the retail price is $13.30.

LESSON 3: Formally Yours • M3-93

 4. What is a number that when you multiply it by 0.9 and subtract 6.3 from the product, you get 4.5? Write
and solve an equation to solve the riddle.
5. Craig and four of his friends had a car wash to earn some extra money. They split the profits and Craig
got an extra $18 to repay his parents for the car wash supplies. If Craig got $32, how much total money
did they split among themselves? Write and solve an equation to answer the question.
6. Susana bought a laptop for $500. It was marked $50 off because it was out of the box and slightly
scratched. She also got a 20% student discount, which was taken off the original price. What was the
original price of the laptop? Write and solve an equation to answer the question.
7. Solve each equation. Check your solution.
a. 1 5 3x 2 11 b. 7x 1 2 5 212
y a
c. 9 5 __
4
22 d. 13 2 __
7
56
e. 25b 2 12 5 18 f. 28 5 2h 2 14
g. 23(2x 1 7) 5 18 h. 214 5 22(5 2 x)
i. 45.99c 2 50 5 133.96 j. 1.1x 1 2.35 5 28.1
8. Solve each equation for the indicated variable.
1 2
a. ax 1 by 5 c, for y b. h 5 __
2
gt 1 160t, for g

Stretch
Solve each equation. Check your solution.
1. 1.95(6.2 2 3x) 2 4.81 5 218.46
2 5 7 13
2. __
3(
x 2 __
2)
2 __
6
5 2___
3

Review
Solve each equation using a double number line model.
1. 4x 2 5 5 7
1
2. __
3
x1255

Evaluate each expression for the indicated value.

3. 2__
2
a 1 56 a, for a 5 __
1 2 __ 6
7
4. 25.3r 2 7.6 1 0.4r, for r 5 22.4

Determine each quotient.

3 4 22__
5. 2__ 1
8 2
6. 214.8 4 21.2

M3-94 • TOPIC 2: Two-Step Equations and Inequalities

 Be Greater 4
Than
Solving Inequalities with Inverse
Operations

WARM UP LEARNING GOALS

Graph each inequality on a • Solve and graph one- and two-step inequalities.
number line. • Solve word problems leading to inequalities of the form
px 1 q . r and px 1 q , r.
1. x . 5 • Graph the solution sets of inequalities and interpret the
solutions in context.
1
2. x $ 2__
2
KEY TERMS
3. x , 6.2 • inequality
• solve an inequality
4. x # 9 • solution set
• Properties of Inequalities

You have solved a variety of equations. How is solving inequalities similar to or different from
solving equations?

LESSON 4: Be Greater Than • M3-95

 Getting Started

Equations Versus Inequalities

Consider the equation 4x 1 9 5 1. The solution is shown on the
number line.

–5 –4 –3 –2 –1 0 1 2 3 4 5

1. Verify the solution is correct. Are there any other solutions to

An inequality is this equation? Explain your reasoning.
any mathematical
sentence that has an
inequality symbol.
The solution set of
an inequality is all
values the make the
Consider the set of numbers {25, 24, 23, 22, 21, 0, 1}.
inequality statement
true. 2. Use substitution to determine which values are solutions to
each inequality. Plot the solutions for each inequality on the
given number line.

a. 4x 1 9 . 1

–5 –4 –3 –2 –1 0 1 2 3 4 5

b. 4x 1 9 # 1

–5 –4 –3 –2 –1 0 1 2 3 4 5

3. Use your number lines to make predictions about other

solutions to each inequality. Create a number line to illustrate
each of your conjectures.

M3-96 • TOPIC 2: Two-Step Equations and Inequalities

 AC T I V I T Y
Adding and Subtracting
4.1 with Inequalities

In this lesson, you will learn to solve an inequality. To solve an

The values of the
inequality means to determine the values of the variable that
variable that make
make the inequality true. The objective when solving an inequality
an inequality true are
is similar to the objective when solving an equation. You want to
together called the
isolate the variable on one side of the inequality symbol by using
solution set of the
the operations of addition, subtraction, multiplication, and division.
inequality.

Let's investigate what happens when each side of an inequality is

added or subtracted by the same number.

Consider the relationship between the two numbers 3 and 6.

Since 3 is to the left of 6, you know that 3 , 6.

0 1 2 3 4 5 6 7 8 9 10

1. Perform each operation to the numbers 3 and 6. Then,

plot the new values on the number line. Finally, write a
corresponding inequality statement.
1
a. Add __
2
to each number.

0 1 2 3 4 5 6 7 8 9 10

1 1
3 1 __
2
6 1 __
2

b. Add 2 to each number.

0 1 2 3 4 5 6 7 8 9 10

312 612

c. Add 3 to each number.

0 1 2 3 4 5 6 7 8 9 10

313 613

LESSON 4: Be Greater Than • M3-97

 1
d. Subtract __
2
from each number.
NOTES
0 1 2 3 4 5 6 7 8 9 10
1 1
3 2 __
2
6 2 __
2

e. Subtract 2 from each number.

0 1 2 3 4 5 6 7 8 9 10

322 622

f. Subtract 3 from each number.

0 1 2 3 4 5 6 7 8 9 10

323 623

2. When you add the same number to each side of the inequality
or subtract the same number from each side of the inequality,
what do you notice about the resulting inequality symbol?

3. Explain why Simone is correct.

Simone
No matter what number I add to or subtract from both
sides of the inequality, the relationship between the
two sides of the inequality stays the same:
3,6
31a,61a
32a,62a

M3-98 • TOPIC 2: Two-Step Equations and Inequalities

4. Consider the inequality x 2 2 . 6 2 2.

a. Write an inequality to describe the possible values of x.

b. What could you do to both sides of the original inequality to

determine your answer to part (a)?

5. Suppose you have the inequality x 2 2 . 6. Determine the

possible values of x and sketch the solution set on a number
line. Explain your reasoning.

6. Mike is 5 years older than his brother Jim.

For each question, write and solve an equation or inequality to
describe Jim’s possible ages. Then, graph the solution set on
the number line.

a. How old will Jim be when Mike is 29 years old?

b. How old will Jim be when Mike is at least 25 years old?

c. How old will Jim be when Mike is younger than 30 years old?

LESSON 4: Be Greater Than • M3-99

 7. Solve each inequality and graph the solution set on the number
Recall that the
line. Then choose one value from your solution set and one
solution to any
value outside your solution set to check your work.
inequality is shown
on a number line by a. 13 , x 1 11
a ray whose starting
point is an open or
closed circle.
A closed circle means
that the starting point
is part of the solution
b. 10 1 x $ 45
set of the inequality.
An open circle means
that the starting point
is not a part of the
solution set of the
inequality.

c. x , 5 1 9

d. x 2 3 # 21

8. Choose one of the inequalities from Question 7 and write a

real-world situation that can be modeled by the algebraic
statement.

M3-100 • TOPIC 2: Two-Step Equations and Inequalities

 AC T I V I T Y
Multiplying and Dividing
4.2 by Positive Numbers

Next, let’s investigate what happens when each side of an inequality

is multiplied or divided by the same positive number.

Consider the inequality 3 , 6.

0 1 2 3 4 5 6 7 8 9 10

1. Perform each operation to the numbers 3 and 6. Then,

plot the new values on the number line. Finally, write a
corresponding inequality statement. Remember, the
1 representation
a. Multiply each number by __
2
.
for division
can include
fraction
1 1 notation.
3(__
2)
6(__
2)

b. Multiply each number by 2.

3(2) 6(2)

c. Multiply each number by 3.

3(3) 6(3)

1
d. Divide each number by __
2
.

1 1 3 6
3 4 __
2
6 4 __
2
or ___ ___
1
__ 1
__
2 2

LESSON 4: Be Greater Than • M3-101

 e. Divide each number by 2.
NOTES

3
__ 6
__
342 642 or 2 2

f. Divide each number by 3.

3
__ 6
__
343 643 or 3 2

2. When you multiply the same positive number to each side of

the inequality or divide the same positive number from each
side of the inequality, what do you notice about the resulting
inequality symbol?

3. Identify the constraints of the value a that makes Robin's

claim correct.

Robin
No matter what positive number I multiply to or divide
from both sides of the inequality, the relationship
between the two sides of the inequality stays the same:
3<6
3(a) < 6(a)
3 < __6
__
a a

4. Consider the inequality 2x , 6(2).

a. Write an inequality to describe the possible values of x.

M3-102 • TOPIC 2: Two-Step Equations and Inequalities

 b. What could you do to both sides of the original inequality to
determine your answer to part (a)?

5. Suppose you have the inequality 2x , 6. Determine the

possible values of x. Explain your reasoning.

6. Michelle is 3 times as old as her sister Beth.

For each question, write and solve an equation or inequality to
describe Beth’s possible ages. Then, graph the solution set on
the number line.

a. How old will Beth be when Michelle is at least 27 years old?

b. How old will Beth be when Michelle is younger than

30 years old?

c. How old will Beth be when Michelle is 42 years old?

LESSON 4: Be Greater Than • M3-103

 7. Solve each inequality and graph the solution set on the
number line.

a. 10x $ 45

x
b. __
3
# 21

c. 3 , x 4 8

8. Choose one of the inequalities from Question 7 and write

a real-world situation that can be modeled by the
algebraic statement.

M3-104 • TOPIC 2: Two-Step Equations and Inequalities

 AC T I V I T Y
Multiplying and Dividing
4.3 by Negative Numbers

Finally, let’s investigate what happens when each side of an

inequality is multiplied or divided by the same negative number.

Consider the inequality 3 , 6.

0 1 2 3 4 5 6 7 8 9 10

1. Perform each operation to the numbers 3 and 6. Then,

plot the new values on the number line. Finally, write a
corresponding inequality statement.
1
a. Multiply each number by 2__
2
.

1 1
3(2__
2)
6(2__
2)

b. Multiply each number by 22.

3(22) 6(22)

c. Multiply each number by 23.

3(23) 6(23)

LESSON 4: Be Greater Than • M3-105

 1
d. Divide each number by 2__
2
.

1 1 3 6
3 4 (2__
2)
6 4 (2__
2)
or ______ ______
1
__ 1
__
(2 2 ) (2 2 )

e. Divide each number by 22.

3 6
3 4 (22) 6 4 (22) or _____ _____
(22) (22)

f. Divide each number by 23.

3 6
3 4 (23) 6 4 (23) or _____ _____
(23) (23)

2. When you multiply the same negative number to each side of

the inequality or divide the same negative number from each
side of the inequality, what do you notice about the resulting
inequality symbol?

M3-106 • TOPIC 2: Two-Step Equations and Inequalities

3. Jenna and Brendan are trying to solve 24x , 20. Consider
their solutions and explanations.

Brendan’s Solution
–4x < 20
x < –5

–15–14–13–12 –11–10–9 –8 –7 –6 –5 –4 –3 –2 –1 0
I divided both sides by –4 to solve the inequality.

Jenna’s Solution
–4x < 20
x > –5

–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5
I know that when I multiply or divide any given number
by a negative number, I have to pay attention to the sign
of my answer. So when I divide both sides of the
inequality by – 4, the inequality sign should reverse.

a. Determine who is correct. List three values from each

person’s solution, and verify that those solutions make the
original inequality 24x , 20 true. What do you notice?
Explain your reasoning.
Check for Brendan’s solution. Check for Jenna’s solution.

b. Circle the correct solution and explanation, and cross out

the incorrect solution and explanation from Brendan’s and
Jenna’s work.

LESSON 4: Be Greater Than • M3-107

 4. Solve each inequality and graph the solution set. Then, list
three values from each solution set, and verify that each value
makes the original inequality true.
x
a. 8x . 16 b. __ # 24
3

x
c. 25x , 35 d. __ $ 5
22

M3-108 • TOPIC 2: Two-Step Equations and Inequalities

 AC T I V I T Y

4.4 Solving Two-Step Inequalities

Aaron wants to buy new football pads that cost $55.00 at

GoodSportsBuys.com. The online store charges $11 for shipping
on orders less than $75. He also wants to buy some packages of
eyeblack strips for $4 each, but he does not want to pay more than
the $11.00 shipping fee.

1. Write and solve an inequality that describes the possible

number of packages of eyeblack strips Aaron can purchase
and still remain in the $11.00 shipping fee category. Let p
represent the number of packages of eyeblack strips. Explain
your solution in terms of the problem situation.

You just solved a problem that involved setting up and solving a

two-step inequality. Let's compare and contrast the strategies and
solutions of an equation and inequality that are similar in structure.

2. Describe the steps you would take to solve the equation

3x 2 2 5 7. Then, solve the equation.

LESSON 4: Be Greater Than • M3-109

 3. A set of possible solutions for each inequality is shown.
Circle the solutions that make the inequality true. Then, list
To determine three additional solutions to the inequality.
if a value is a
solution to an a. 3x 2 2 $ 7
inequality, use {–2, 21, 0, 1, 2, 3, 4, 5, 6, 7}
substitution.
If the resulting
inequality is
true, then it's b. 3x $ 9
a solution! {–2, 21, 0, 1, 2, 3, 4, 5, 6, 7}

c. x $ 3
{–2, 21, 0, 1, 2, 3, 4, 5, 6, 7}

4. What do you notice about the solutions you circled in

Question 3, parts (a) through (c)?

5. What do you notice about the three additional solutions you

wrote for each inequality?

6. Compare the sequence of the three inequalities to the steps

you used to solve the equation in Question 2. What do you
notice? Explain your reasoning.

M3-110 • TOPIC 2: Two-Step Equations and Inequalities

7. Graph the solution set for 3x 2 2 $ 7.
NOTES
–5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10

You can check your solution to an inequality by choosing a value that

is in your solution set and substituting it into the original inequality.
If that substituted value makes the inequality true, then you have
verified a correct solution.

8. Choose a value from the solution set of the inequality

3x 2 2 $ 7, and verify that it is a solution.

9. Analyze the solution strategy and solution for each inequality.

Ella Jeff
1 3
-__x + __ < 2 -12x + 20 < 32
2 4
1 3
-4(-__x + __ < 2) -12x + 20 < __
________ 32
2 4
-4 -4
2x - 3 > -8
3x - 5 < -8
2x > -5 3x < -3
-5
x > __
2
x < -1
x > -2.5

Describe the strategy that Identify the error in Jeff’s

Ella used correctly. strategy and determine the
correct solution.

LESSON 4: Be Greater Than • M3-111

 10. Solve each inequality or equation, and show your work.
Then, graph the solution set on a number line.

a. 2x 1 5 , 217 b. 97 # 28x 1 1

2x 2 3
c. 6.5x 2 1.1 . 6.9 d. 10 , _______
5

Don't forget
about all
the solution e. 18 $ 2x 1 7
strategies you
have learned.

M3-112 • TOPIC 2: Two-Step Equations and Inequalities

 NOTES
TALK the TALK

Summarizing Inequalities
The Properties of Inequalities allow you to solve inequalities
involving any numbers.
Properties of
For all numbers a, b, and c,…
Inequalities
Addition Property If a , b, then a 1 c , b 1 c.
of Inequalities If a . b, then a 1 c . b 1 c.
Subtraction Property If a , b, then a 2 c , b 2 c.
of Inequalities If a . b, then a 2 c . b 2 c.
Multiplication Property If a , b, then a ? c , b ? c, for c . 0.
of Inequalities If a . b, then a ? c . b ? c, for c . 0.

Division Property If a , b, then __ac , __

b
c , for c . 0.
of Inequalities a __
__ b
If a . b, then c . c , for c . 0.

These properties also hold true for # and $.

1. Write a paragraph to summarize your understanding of the

Properties of Inequalities.

2. State the Division Property of Inequalities for c , 0.

3. Describe how to solve any inequality. How do you check to

see if a value is a solution to an inequality?

LESSON 4: Be Greater Than • M3-113

 NOTES 4. Write a real-world situation that can be modeled by each
inequality. Be sure to define your variables.

a. 20 . 5 1 3.25m

b. 65 1 20x $ 150

1
c. 66 2 __
2
s . 32

M3-114 • TOPIC 2: Two-Step Equations and Inequalities

 Assignment

Write Remember
Explain how solving an inequality To solve an inequality means to determine what value or values
is similar to and different from will replace the variable to make the inequality true.
solving an equation.

Practice
1. Match each inequality with the correct solution.
a. x , 22 i. 4x 1 12 , 20
b. x , 2 ii. 55 < 35 1 10x
3
c. x . 22 iii.2__
2
x 1 12 . 15
d. x . 2 iv. 28x , 16
2. Solve each one-step inequality and graph the solution set on a number line.
a. x 1 7 $ 13 b. 24 . x 2 3
x 5
c. __
4
# __
2
d. 18.3 . 6.1x
x
e. 3 , ___
28
f. 210x $ 45
3. Solve each two-step inequality and graph the solution set on a number line.
a. 217 , 3 2 5x b. 21 2 9x $ 26
c. 2500 # 11x 260 d. 2x 1 38 , 59
4. Carole has $53.95 and she washes cars for $8 each. Carole wants to attend a musical that costs $145.75.
a. Write and solve an inequality to determine the minimum number of cars Carole must wash to be able
to buy the ticket to the musical.
b. Is the answer to the question that same as the solution to the inequality? Explain.
5. David has $15 to spend at the gourmet candy store. He wants to buy gummy bears and jelly beans.
3
Gummy bears are $5.25 per pound and jelly beans are $3.90 per pound. If David already has 1__
4
pounds
of jelly beans, how many pounds of gummy bears can he buy? (Weights are measured to the nearest
hundredth.) Write and solve an inequality to determine the maximum number of pounds of gummy bears
David can buy.

Stretch
Solve each inequality and graph the solution set on a number line.
1. 7(4x 1 9) 2 13 $ 287 2. 0.25(3 2 x) , 0.375
3. 78 , 29x 2 3(256 1 12x) 4. 0.20x 2 0.08(x 2 10) # 24.80

LESSON 4: Be Greater Than • M3-115

 Review
Solve each two-step equation.
1. 2(3x 1 4) 5 19 2. 23.2x 1 9.1 5 4.62

Rewrite each linear expression by factoring out the coefficient of the variable.
3. 22x 1 7 4. 3x 2 12

Use properties to rewrite each expression with the fewest possible terms.
6 1 1
5. (__x 1 4__ ) 1 (21__x 2 9)
7 3 2
6. (10.7x 2 19.2) 2 (81.6x 2 33.6)

M3-116 • TOPIC 2: Two-Step Equations and Inequalities

Two-Step Equations and
Inequalities Summary
KEY TERMS
• equation • inequality • solution set
• two-step equation • solve an inequality • Properties of Inequalities
• literal equation

L E SSO N

1 Picture Algebra

You can create a model to represent equal expressions.

For example, Jenna is 6 years older than Marco. The sum

of their ages is 20. m Marco’s age

20
You can represent the model you drew with a mathematical
sentence using operations and an equals sign. An m+6 Jenna’s age

equation is a mathematical sentence created by placing

an equals sign (5) between two expressions.

The equation that represents the model above is 20 5 m 1 (m 1 6), or 20 5 2m 1 6.

A solution to an equation is a value for the unknown that makes the equation true.

For example, the solution to the equation 20 5 2m 1 6 is m 5 7.

20 5 2(7) 1 6
20 5 14 1 6
20 5 20

Marco is 7 years old, and Jenna is 13 years old.

TOPIC 2: SUMMARY • M3-117

 L E SSO N

2 Expressions That Play Together

You can use double number lines to help you solve equations. When solving an equation,
equality must be maintained. What is done to one expression must be done to the equivalent
expression to maintain equality.

For example, solve the equation 0 46

2j 1 10 5 46. First, draw a model to set
up the equation.
0j 2j + 10
Next, start decomposing the variable
0 36 46
expression. Place 2j in relationship to
2j 1 10. The expression 2j is 10 to the
left of 2j 1 10. To maintain equality, place 0j 2j 2j + 10
a number 10 to the left of 46. So, 2j 5 36.

The expression 1j, or j, is halfway between 0 18 36 46

0j and 2j, and 18 is halfway between 0

and 36. So, j 5 18.
0j 1j 2j 2j + 10
You may need to reason with negatives to solve equations.

For example, the double number line shows one way to solve the equation
22(3x 1 4) 5 10. A through E represent the order in which the steps were completed.

A. Set 22(3x 1 4) equal to 10.

D E B C A
B. 23x 2 4 is halfway between 0 and
–9 –3 0 5 9 10
22(3x 1 4), and 5 is halfway between 0
and 10.
C. 23x is 4 to the right of 23x 2 4, and
9 is 4 to the right of 5. 3x x 0x –3x – 4 –3x –2(3x + 4)
D. 3x is the reflection of 23x across 0,
and 29 is the reflection of 9 across 0.
E. The location of x is one-third the distance from 0 to 3x, and the location of 23 is one-third
the distance from 0 to 29.

M3-118 • TOPIC 2: TWO-STEP EQUATIONS AND INEQUALITIES

 L E SSO N

3 Formally Yours

A two-step equation requires two inverse operations, or applying two Properties of Equality,
to isolate the variable.

For example, here is one way to solve the equation 2x 1 6 5 13.

Subtract 6 from each side of the equation. 2x 1 6 2 6 5 13 2 6

2x
__ 7
Divide both sides of the equation by 2. 2
5 __
2
1
The solution is x 5 3__
2
.

You can use the Properties of Equality to rewrite equations and increase your efficiency with
solving equations. Analyze the structure of the equation to determine the most efficient
solution strategy.
• If the equation contains fractions, you can multiply both sides of the equation by the
least common denominator.
• If the equation contains decimals, you can multiply both sides of the equation by
a power of 10.
• If the equation contains large values, you can divide both sides of the equation by a
common factor.

The formulas you have learned in mathematics are literal equations. Literal equations are
equations in which the variables represent specific measures. Common literal equations occur
1
in measurement and geometry concepts. An example of a literal equation is A 5 __
2
bh, where
A represents the area of a triangle, b represents the length of the base of the triangle, and h
represents the height of the triangle.

TOPIC 2: SUMMARY • M3-119

 L E SSO N

4 Be Greater Than

An inequality is any mathematical sentence that has an inequality symbol. The solution set of
an inequality is all values that make the inequality statement true. To solve an inequality means
to determine the values of the variable that make the inequality true. Solving two-step
inequalities is similar to solving two-step equations. Just be sure to follow the Properties of
Inequalities when isolating the variable and finding the solution to the inequality.

The Properties of Inequalities allow you to solve inequalities involving any numbers.
These properties also hold true for # and $.

Properties of
For all numbers a, b, and c
Inequalities
Addition Property If a , b, then a 1 c , b 1 c.
of Inequalities If a . b, then a 1 c . b 1 c.
Subtraction Property If a , b, then a 2 c , b 2 c.
of Inequalities If a . b, then a 2 c . b 2 c.
Multiplication Property If a , b, then a ? c , b ? c, for c . 0.
of Inequalities If a . b, then a ? c . b ? c, for c . 0.

Division Property If a , b, then __ac , __

b
c , for c . 0.
of Inequalities If a . b, then __ac . __
b
c , for c . 0.

For example, solve the inequality 23x 1 7 . 28. 23x 1 7 2 7 . 28 2 7

23x . 21
23x
____ 21
3
. ___
3
x,7

The solution to any inequality can be represented on a number line by a ray whose starting
point is an open or closed circle. For
example, the solution x , 7 is
represented by this number line. 0 1 2 3 4 5 6 7 8 9 10

M3-120 • TOPIC 2: TWO-STEP EQUATIONS AND INEQUALITIES

TOPIC 3

Multiple Representations
of Equations

H2O can appear as ice, water, or water vapor (steam or a cloud), but despite its form, the chemical structure is the
same. Similarly an equation can be represented in different ways while remaining the same equation.

Lesson 1
Put It on the Plane
Representing Equations with Tables and Graphs . . . . . . . . . . . . . . . . . . . . . . . . M3-125

Lesson 2
Stretches, Stacks, and Structure
Structure of Linear Equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M3-139

Lesson 3
Deep Flight I
Building Inequalities and Equations to Solve Problems. . . . . . . . . . . . . . . . . . . . M3-155

Lesson 4
Texas Tea and Temperature
Using Multiple Representations to Solve Problems. . . . . . . . . . . . . . . . . . . . . . . M3-169
Carnegie Learning Family Guide Course 2
Module 3: Reasoning Algebraically
TOPIC 3: MULTIPLE Where have we been?
REPRESENTATIONS OF In grade 6, students used multiple
EQUATIONS representations to model and solve
This topic broadens students’
problems, primarily one-step equations.
perspective on solving and interpreting
They learned that quantities can vary
linear equations and inequalities through
in relation to each other and are often
the use of tables and graphs. Students
classified as independent and dependent
write and solve two-step equations
quantities.
using positive and negative numbers
on four-quadrant graphs. Students then Where are we going?
compare graphs of linear equations Students’ ability to use symbolic algebra
in different forms. Finally, students can be supported through the use of visual
practice solving problems by writing representations. Using and connecting
equations and inequalities for problem symbolic and graphical representations
situations, analyzing tables and graphs of equations and inequalities occurs
to solve the equations or inequalities, throughout the study of functions in
and interpreting the quantities in each grade 8 and in high school.
problem situation.

Interpreting Situations in More Than One Quadrant

This graph shows the relationship between the v
time someone has owned a car, t, and the value 45000
of the car, v. We only have information on the 40000
values to the right of the vertical axis, but if we 35000
assume that the relationship is linear, we can use
30000
Value of Car

an equation to determine car values for negative

25000
time values.
20000

15000

10000

5000

–8 –6 –4 –2 2 4 6 8 t
Years Owned by Jovann

TOPIC 3: Family Guide • M3-123

 Myth: Memory is like an audio or video
recording.
Let’s play a game. Memorize the following list of words: strawberry, grape,
watermelon, banana, orange, peach, cherry, blueberry, raspberry. Got it? Good.
Some believe that the brain stores memories in pristine form. Memories last for a long time
and do not change—like a recording. Without looking back at the original list, was apple on it?

If you answered “yes,” then go back and look at the list. You’ll see that apple does
not appear, even though it seems like it should. In other words, memory is an active,
reconstructive process that takes additional information, like the category of words (e.g.,
fruit), and makes assumptions about the stored information.

This simple demonstration suggests memory is not like a recording. Instead, it is influenced
by prior knowledge and decays over time. Therefore, students need to see and engage with
the same information multiple times to minimize forgetting (and distortions).

#mathmythbusted

Talking Points Key Term

You can further support your student’s unit rate of change
learning by asking questions about The unit rate of change is the amount that
the work they do in class or at home. the dependent value changes for every one
Your student is learning to represent unit that the independent value changes.
relationships involving the equivalence of
values in a variety of ways.

Questions to Ask
• How does this problem look like
something you did in class?
• Can you show me the strategy you used
to solve this problem? Do you know
another way to solve it?
• Does your answer make sense? How do
you know?
• Is there anything you don’t understand?
How can you use today’s lesson to help?

M3-124 • TOPIC 3: Multiple Representations of Equations

 Put It on the 1
Plane
Representing Equations with Tables
and Graphs

WARM UP LEARNING
Angela charges $35 an hour for tutoring services plus a $5 GOALS
travel fee if she has to go to the student’s house. • Write and solve two-step
equations to solve real-
1. Name the quantities that are changing in this problem world problems.
situation. • Use multiple
representations to
2. Name the quantities that remain constant. reason about quantities
and analyze problem
3. Write an equation for the amount Angela charges, situations.
assuming she must travel to the student’s house. • Identify independent and
dependent variables.
4. If Angela made $75, how many hours did she tutor? • Interpret negative
solutions to problem
situations.

You have solved two-step equations algebraically. How can graphs of linear equations be
used to solve equations?

LESSON 1: Put It on the Plane • M3-125

 Getting Started

It’s All Greek to Me

Ms. Jackson translates books for a living. She decides to change her
fees to keep up with the cost of living. She will charge an initial fee of
$325 to manage each project and $25 per page of translated text.
Ms. Jackson does not consider partial pages in her fees.

1. Name the quantities that change in this problem situation.

2. Name the quantities that remain constant.

3. Which quantity depends on the other?

M3-126 • TOPIC 3: Multiple Representations of Equations

 AC T I V I T Y

1.1 Graphing Linear Equations

You can represent a problem situation in many ways. Number Total Fees
You used verbal descriptions to represent the relationship of for the Project
between the number of pages Ms. Jackson translates Pages (dollars)
and her total fees. Let’s consider how to represent the
relationship with tables and graphs. 1

1. Complete the table that shows the various projects 2

that Ms. Jackson has managed recently.
400
When representing a relationship as a graph, you need to
425
ensure that the bounds of your graph are an appropriate
size to surround the data from the table. 10

2. What is the least number of pages that Ms. Jackson 1150

could translate? What is the greatest number of
pages that Ms. Jackson has translated recently? 2100

92

3. What are the least and greatest amounts of money

that Ms. Jackson has earned?
The interval is the
number you are
counting by on a
4. Consider the ranges of values in the table to choose lower given axis.
and upper bounds for the x- and y-axes. Write the lower and
upper bound values in the table shown for each quantity.

Variable Lower Upper

Interval
Quantity Bound Bound
Sometimes, you have
Pages Translated to adjust your bounds
based on the interval
Earnings you choose. Just
make sure that your
data remains visible
5. Calculate the difference between the upper and lower
within the bounds
bounds for each quantity and the number of tick marks that
that you choose.
you have on each axis. Then, choose an appropriate interval
for each axis and write these in the table.

LESSON 1: Put It on the Plane • M3-127

 6. Use the bounds and intervals to label each axis. Then, create a
graph of the data from the table.
Draw a line
through the y

points on
your graph
to model the
relationship.

Total Fees (dollars)

x
Pages Translated

7. Are the data continuous or discrete? Explain your reasoning.

8. Describe the relationship between the two quantities

represented in the graph.

9. Write a linear equation to represent this situation. Make sure

to define your variables.

When you first analyzed this situation, you listed two quantities that
remain constant in this scenario: $325 and $25 per page.

10. Refer to your equation and graph to answer each question.

a. Where is $325 represented in the graph and in the equation?

b. Where is $25 per page represented in the graph and in

the equation?

M3-128 • TOPIC 3: Multiple Representations of Equations

11. Is there a proportional relationship between the number of
pages translated and Ms. Jackson’s earnings? Justify your
answer using the table, equation, and graph.

12. Use the graph to answer each question. Explain your reasoning.

a. Approximately how much money would Ms. Jackson earn if

she translated 57 pages?

b. Approximately how many pages would Ms. Jackson need

to translate to earn $750?

13. For each translating project Ms. Jackson completed this

month, determine if her pay was correct. If it is not, state the
amount she should have received. Explain each answer in
terms of the equation and the graph.

a. Ms. Jackson translated a 23-page technical manual for

Technicians Reference Guide Inc. She received a check
for $900.

b. Ms. Jackson translated a 42-page year-end report for

How would a
Sanchez and Johnson Law Office. She received a check
solution to
for $1050.
the equation
appear on the
graph?

c. Ms. Jackson translated a 35-page product specification

document for Storage Pros. She received a check for $2075.

You have represented the situation with Ms. Jackson’s book

translation business multiple ways: as a scenario, in a table, with
an equation, and on a graph. These representations are useful for
analyzing the situation in different ways.

LESSON 1: Put It on the Plane • M3-129

 AC T I V I T Y
Interpreting Situations
1.2 in More Than One Quadrant

El Capitan is a 3000-foot vertical rock formation in Yosemite

National Park in California. The granite cliff is one of the most
popular challenges for experienced rock climbers. On July 3, 2008,
Hans Florine and Yuji Hirayama scaled El Capitan in a record time of
2 hours 43 minutes and 33 seconds.

1. On average, about how fast in feet per minute did the record
holders climb?

What are the

two quantities
that are
changing in
this problem Two new climbers want to attempt to break the record by climbing
situation? El Capitan in 2 hours and 30 minutes.

2. If these climbers are to reach their goal, on average, how fast

in feet per minute will they have to climb?

You want to watch the climbers attempt to break the record for
climbing El Capitan. On the morning of the climb, you arrive late at
11:30 A.M. When you arrive, the climbers are exactly halfway to the top.

3. How many feet high are the climbers?

M3-130 • TOPIC 3: Multiple Representations of Equations

4. Assuming they are climbing at the average rate needed, how
many feet up the cliff will the climbers be:
Pay attention
a. in two more minutes? to the units
of measure!

b. in a quarter of an hour?

c. in one hour?

5. Consider the quantities in this scenario.

a. Which quantity depends on the other?

b. Identify and define the independent and dependent

variables with their units of measure for this situation.

c. Write an equation for calculating the value of the

dependent variable when the value of the independent
variable is given.

LESSON 1: Put It on the Plane • M3-131

 6. Use your equation to determine how long after 11:30 A.M. it
will take the climbers to reach the top at 3000 feet. What time
would the climbers reach the top?

7. Use your equation to determine when the climbers are 1400

feet up the cliff. What does this answer mean in terms of the
problem situation?

8. Use your equation to determine how high up the cliff the

climbers were:

a. two minutes before 11:30 A.M.

b. a half hour before 11:30 A.M.

9. Use your equation to determine how many minutes before

11:30 A.M. the climbers started to climb. What time of day
was that?

M3-132 • TOPIC 3: Multiple Representations of Equations

Now that you have represented the situation with an
equation, represent it with a table and a graph. Quantities Time Height

Units of
10. Complete the table for this situation.
Measure

11. Plot the points from the table on the coordinate Variables
plane shown. Label the axes, and draw the graph of
your equation. 0

y
2
2700
15
2400

2100 60

1800

1500

1200

900

600

300

–80 –60 –40 –20 20 40 60 80 x

12. What should be the leftmost point on your graph?

This graph displays
Explain your reasoning.
Quadrants I and II.
Why doesn’t it
include Quadrants III
and IV as well?

LESSON 1: Put It on the Plane • M3-133

 13. What should be the rightmost point on your graph?
NOTES Explain your reasoning.

14. Locate the point with an x-coordinate of 260.

a. What is the height of the climbers at this point?

b. Write this point as an ordered pair and interpret the

meaning in terms of the problem situation.

15. This analysis of the climbers’ progress assumes that the

climbers would climb at a steady rate of 20 feet per minute.
In reality, would the climbers be able to do this during the
whole climb? If not, how might the graph reflect this?

16. Explain what the negative values of time represent.

M3-134 • TOPIC 3: Multiple Representations of Equations

 NOTES
TALK the TALK

Take Advantage of the Situation

You have represented two situations in four different ways: as a
sentence, as a table, as a graph, and as an equation.

1. Complete the graphic organizer to explain the advantages

and disadvantages of each representation.

Also think
about the
types of
questions you
can answer
Think about using each
the type of representation.
information
each
representation
displays.

LESSON 1: Put It on the Plane • M3-135

 SENTENCE TABLE

Advantages Advantages

Disadvantages Disadvantages

MULTIPLE
REPRESENTATIONS

Advantages Advantages

Disadvantages Disadvantages

GRAPH EQUATION

M3-136 • TOPIC 3: Multiple Representations of Equations

 Assignment

Write Remember
Explain how the constant A table provides specific values for a given problem situation. A
term and the coefficient of the graph is a visual representation of the data related to a problem
variable of y 5 2x 1 5 would situation. An equation generalizes a problem situation.
be represented in the graph of
the equation.

Practice
1. Ben joins a book club. He pays $12 for each book and $5 for shipping and handling charges for
each order.
a. Name the quantities that change in this problem situation and the quantities that remain constant.
Determine which quantity is independent and which quantity is dependent.
b. Create a table of values to represent the total cost if Ben orders 1 or 2 books or spends $41, $65,
or $125.
c. Create a graph of the data from the table. Carefully select the lower bound, upper bound, and
intervals. Remember to label the axes and the intervals.
d. Describe the relationship between the two quantities. Define your variables.
e. Ben said that he spent exactly $80 on a book order. Use your graph to determine if Ben is correct.
f. Write an algebraic equation to represent the situation.
g. Use the equation, table, and graph to explain if this situation represents a proportional relationship.
2. Mr. Hong is a rare coin collector. He recently bought a coin valued at $5400. It has been determined that
the coin will increase in value by $30 each month. Mr. Hong plans to sell the coin within 5 years.
a. Name the quantities that change in this problem situation and the quantities that remain constant.
Determine which quantity is independent and which quantity is dependent.
b. Create a table of values that represents a variety of different number of months for which Mr. Hong
could own the coin and the total value of the coin.
c. Create a graph of the data from the table. Carefully select the lower bound, upper bound, and
intervals. Remember to label the axes and the intervals.
d. Describe the relationship between the two quantities.
e. Use the graph to determine the approximate worth of the coin if Mr. Hong owns it for 3 years.
f. Use the graph to determine approximately when will the coin be worth $6600.
g. Write an algebraic equation to represent the situation. Define your variables.
h. After owning the coin for 3 years, Mr. Hong wants to sell the coin. He tells a potential buyer it is worth
$6480. The buyer disagrees and says it is worth $5490. Who is correct? Explain your reasoning in
terms of the equation.

LESSON 1: Put It on the Plane • M3-137

 3. Tristan is looking for a new car. He has particular interest in an expensive sports car with a list price
of $32,500. Tristan knows that the minute he drives the car off the lot, it will start to lose value, or
depreciate. He finds out that the car will depreciate to a scrap value of $1000 in 15 years.
a. What is the total change in value of the car in 15 years?
b. What is the average amount of depreciation per year?
c. When the car is exactly 7.5 years old, Tristan decides to sell it to his friend Jovann. What is the value of
the car when Jovann buys it?
d. What are the two quantities that are changing in part (c)? Define and identify the independent and
dependent variables for the quantities you defined with their units of measure.
e. Write an equation to calculate the value of the car given the number of years Jovann has owned
the car.
f. Create a table of values that includes when Jovann has owned the car 0 years, 6 months, and two and a
half years. Also, include when the value of the car was $1000, $22,000, $25,150, $30,400, and $32,500.
g. Create a graph of the data from the table. Carefully select the lower bound, upper bound, and
intervals. Remember to label the axes and the intervals.
h. Locate the point where the value of the independent quantity is –5. What is the value of the dependent
quantity at this point? Write the point as an ordered pair. What does the ordered pair mean in the
context of the problem?

Stretch
Write a linear problem situation in which negative values of both the independent and dependent variables
are useful in analyzing the situation. Write the related equation and create a graph of the situation.

Review
1. Mr. Hong has coins and old stamps for sale. He decides to advertise the items on an internet site for
collectors. It will cost him $84 initially to advertise and $28 for each day he keeps the items on sale.
If Mr. Hong does not want to spend more than $700 on advertising, what is the maximum number of days
he should advertise? Write and solve an inequality to answer the question.
2. Solve and graph the inequality: 22x 1 3 , 12

3. Solve each equation. Check your solution.

a. 16 5 3x 2 4 b. 1.2x 1 5.3 5 5.9

4. Use long division to convert each fraction to a decimal. Identify each decimal as terminating or
non-terminating.
5
a. __ 11
b. ___
9 20

M3-138 • TOPIC 3: Multiple Representations of Equations

 Stretches, 2
Stacks, and
Structure
Structure of Linear Equations

WARM UP LEARNING GOALS

Use properties to rewrite. • Write and solve two-step equations.
• Compare two linear problem situations.
1. 3(x 2 1) • Rewrite expressions in different forms in problem
contexts in order to interpret how quantities are related.
2. 29(22 1 x) • Compare graphs of linear problem situations.
1
__ • Compare and interpret forms of linear equations.
3. 2
(x 2 6)

4. 6 1 3(x 1 4)

All of the linear equations you have written for problem situations have been in the
form y 5 ax 1 b. Are there other common forms of equations used to express linear
problem situations?

LESSON 2: Stretches, Stacks, and Structure • M3-139

 Getting Started

Learning the Limo Business

Katie is starting her own limousine rental company. She wisely decides
to check her competitors’ pricing plans before setting her own plan.
The table shows the fees from two rival limousine rental companies.

Examine the fee schedule for the two limousine companies provided
in the table.

Transportation
Number of Hours Limousines by Lilly
with Class Fees
Rented Fees (in dollars)
(in dollars)

1 99.99 89.99

2 123.74 126.54

3 147.49 163.09

4 171.24 199.64

5 194.99 236.19

1. Which company would you choose if you were renting a

limousine? Support your answer with information from
the table.

M3-140 • TOPIC 3: Multiple Representations of Equations

 AC T I V I T Y
Different Forms,
2.1 Same Equation

Katie starts by analyzing the cost structure of Limousines by Lilly.

1. Consider the cost of renting a limousine from Limousines

by Lilly.

a. What does the first hour of a rental from Limousines

by Lilly cost?

b. What does each additional rental hour cost from

Limousines by Lilly after the first hour?

c. What would it cost to rent a limo from Limousines by Lilly

for 10 hours? Explain your reasoning. Do you have an
estimate for
the cost to
rent from Lilly
for 10 hours?

d. What would it cost to rent a limo from Limousines by Lilly

for 13 hours? Explain your reasoning.

e. Explain how you calculated each cost.

LESSON 2: Stretches, Stacks, and Structure • M3-141

 2. Write an equation for the total cost, t, of renting from
Limousines by Lilly for any given number of rental hours, h.

You can rewrite your equation for Limousines by Lilly before using it
to solve problems. Previously, you have learned to simplify algebraic
expressions using a variety of strategies.

3. Rewrite your equation in the form ax 1 b 5 c.

a. Name the strategies necessary to rewrite the equation

you wrote.

We used b. Rewrite the equation you wrote for Limousines by Lilly.

properties Explain why the resulting equation is a two-step equation.
to rewrite
expressions
before.
Now, which
properties . . . ? c. Compare the two equations you wrote for this company.
What is the same? What is different?

d. Write a possible fee scenario for Limousines by Lilly to

match the rewritten equation.

4. Use your equation to calculate how many hours you rented

from Limousines by Lilly if the total cost is $266.24.

M3-142 • TOPIC 3: Multiple Representations of Equations

5. Consider the cost of renting a limousine from Transportation
with Class.

a. What does the first hour of a rental from Transportation

with Class cost?

b. What does each additional rental hour cost from

Transportation with Class after the first hour?

c. Write an equation for the total cost, t, of renting from

Transportation with Class for any given number of rental
hours, h.

d. Rewrite your equation in the form ax 1 b 5 c.

e. Write a possible fee scenario for Transportation with Class

to match the rewritten equation.

f. Use your equation to determine the number of hours that

cost $309.29 from Transportation with Class.

6. What suggestions would you provide to Katie on the fees

she should charge for her limo rental business?
Explain your reasoning.

LESSON 2: Stretches, Stacks, and Structure • M3-143

 AC T I V I T Y
Comparing Graphs of Linear
2.2 Equations

Your job at Storage Pros is to create new boxes to ship the

company’s plastic containers. Storage Pros makes all different
shapes and sizes of plastic containers. To ship the containers, the
lids are removed, allowing the containers to be stacked. Storage
Pros wants to design its shipping boxes so that they will hold two
dozen stacks of the plastic containers without lids in stacks of two
dozen, regardless of the size or shape of the container.

The table shows the data gathered from measuring the heights of
different-sized stacks of the various plastic containers.

Stack Height
Number of (centimeters)
Containers
Round Square

1 9 15

2 9.8 15.4

3 10.6 15.8

4 11.4 16.2

5 12.2 16.6

13

1. What are the variable quantities in this problem situation?

2. What quantity depends on the other?

M3-144 • TOPIC 3: Multiple Representations of Equations

3. Create a graph for each container shape’s stack height in terms
of the number of containers used. Determine the bounds and
intervals, complete the table, and label your graph clearly. Use
the symbols in the legend shown when graphing.

y
Variable Lower Upper
Interval
Quantity Bound Bound
Number of
Containers

Stack Height

Legend:
Square container
Round container
x
4. Consider the stack of round containers.

a. What is the height of the first round container? Draw a line

to model the
relationship.
Do all points on
b. How does the height change when one round container is the line make
added to a stack of round containers? sense?

c. Let h represent the stack height. Write an equation that

represents the stack height of the round containers in terms
of the number of round containers, c, in the stack.

d. Use your table, graph, or equation to determine the stack

height of 6, 7, and 13 round containers. Add these values to
your table and graph.

LESSON 2: Stretches, Stacks, and Structure • M3-145

 5. Consider the stack of square containers.

a. Let c represent the number of containers in a stack of

square containers, and let h represent the stack height.
Write an equation that gives the stack height in terms of the
number of containers in the stack.

b. Use your table, graph, or equation to determine the stack

height of 6, 7, and 13 square containers. Add these values to
your table and graph.

6. Analyze the equations you wrote for round and square containers.

a. How are the two equations you wrote similar? Why are
these equations similar? Explain your reasoning.

b. How are the two equations you wrote different? Why are
these equations different? Explain your reasoning.

7. The equations you wrote for the heights of the containers can
be rewritten in equivalent forms.

a. Rewrite each equation in the form y 5 ax 1 b.

b. Explain what the numbers in the equations mean in terms

of the problem context.

c. Refer back to the graph. Explain how the numbers in these

equations and your graphs are related.

M3-146 • TOPIC 3: Multiple Representations of Equations

 8. Use your equations of the form y 5 ax 1 b to calculate the
stack height of: NOTES
a. two dozen round containers.

b. two dozen square containers.

9. What height should Storage Pros make its boxes to

accommodate the height of a stack of two dozen of either
type of container?

10. Storage Pros had extra boxes that were 45 centimeters tall.

a. How many round containers can be in each stack inside

the box?

b. How many square containers can be in each stack inside

the box?

LESSON 2: Stretches, Stacks, and Structure • M3-147

 AC T I V I T Y
Interpreting Forms
2.3 of Equations

In the limousine and container scenarios, you represented the

situations with two different equations.

1. Complete the table to summarize the different forms of the

equations. Use the variables x and y for the independent and
dependent variables.

y 5 ax 1 b y 5 c 1 d(x 2 1)
Limousines by Lilly y 5 99. 99 1 23.75(x 2 1)
Transportation with Class
Round Containers y 5 0.8x 1 8.2
Square Containers

2. Use your equations to explain the meaning of the c and d

terms in y 5 c 1 d(x 2 1).

3. Use your equations to explain the meaning of the a and b

Any letter can be terms in y 5 ax 1 b.
used as a variable.
It is common to use
a and b in forms of
equations, but the
different variables
were used to reduce
the possibility
of confusing the
equations.

M3-148 • TOPIC 3: Multiple Representations of Equations

4. Refer back to the graphs of the plastic containers and the
related equations. Explain if and how the two equations of the
form y 5 ax 1 b can be visualized on the graph.

5. Which form of the linear equations do you prefer? Explain

your reasoning. How can you
check that
your equations
are correct?

LESSON 2: Stretches, Stacks, and Structure • M3-149

 NOTES
TALK the TALK

Back to the Limos!

At the beginning of the lesson, you wrote equations for the fee
schedule of Limousines by Lilly and Transportation with Class.

1. Determine which graph represents each equation. Use your

equations to explain your reasoning.
Total Cost (in dollars)

Number of Hours

2. Suppose Katie decides to charge $124.99 for the first three

hours and then $49.99 for each additional hour. Write an
equation to represent Katie’s fee schedule.

M3-150 • TOPIC 3: Multiple Representations of Equations

 Assignment

Write Remember
Write a problem situation that Different forms of an equation reveal different information about a
could be modeled by a linear problem situation and about other representations of the problem
equation in x and y that includes situation.
the expression x 2 c, where c is a
positive integer.

Practice
Write an equation to represent each situation. Define your variables and solve the equation.
1. At the Namaste Yoga Studio, the first two yoga classes are free with a registration fee of $15. Each class
after that is $45. How many classes can you take for $1185?
2. Clara has a coupon for $10 off at her favorite clothing store. The coupon is applied before any discounts
are taken. The store is having a sale, and offering 15% off everything. If Clara has $50 to spend, how
much can her purchases total before applying the discount and her coupon? Round to the nearest cent.
3. A dog kennel charges $40 to board a dog for one night and $35 per night each night after that. Henry
paid a total of $215 for dog boarding. For how many nights did Henry board his dog?
4. Drake’s Drugstore is getting ready for the upcoming summer season. The manager of the store wants to
add lawn chairs to the stock. He asks the buyer to determine the two lowest priced wholesalers of lawn
chairs. The table shows the data that the buyer collects from two wholesalers.

Packs of Price from Wholesaler A Price from Wholesaler B

Chairs (dollars) (dollars)

1 $90.99 $98.99

2 $173.98 $179.98

3 $256.97 $260.97

4 $339.96 $341.96

a. Let p represent the total number of packs of chairs bought from Wholesaler A and let c represent the
total cost. Write an equation to calculate the total cost of any number of packs of chairs.
b. Let p represent the total number of packs of chairs bought from Wholesaler B and let c represent the
total cost. Write an equation to calculate the total cost of any number of packs of chairs.
c. Write the equations from parts (a) and (b) in the form y 5 ax 1 b.
d. Calculate the cost of eight packs of chairs from each wholesaler.
e. The manager wants to buy at least seven packs of chairs. Which wholesaler should the drugstore use
this year? Explain your reasoning.

LESSON 2: Stretches, Stacks, and Structure • M3-151

 5. Geoffrey owns the Super Backyard Shed Company. He makes custom built sheds for residential
homeowners, and he buys the majority of his building materials from two large home stores in the area.
Both stores, Build It and All Things Home, offer reward cards for the purchase of lumber. The more
boards that Geoffrey buys at one time, the more points he will earn. The points can then be used for
future purchases. The table shows the number of reward points that he will earn.

Store
Number of Boards
Purchased
Build It All Things Home

1 10 5

2 12.5 8

3 15 11

4 17.5 14

5 20 17

a. Complete the table to show the number of reward points earned for the purchase of 6 and 7 boards.
Use the table and scenario to answer each question.
b. What are the variable quantities in this problem situation? State which quantity depends on
the other.
c. Create graphs for each store’s reward points in terms of the number of boards purchased. Identify the
bounds and intervals. Be sure to label your graph clearly.
d. How does the number of reward points change when the number of boards bought at Build It is
increased by 1? Explain your reasoning.
e. How does the number of reward points change when the number of boards bought at All Things Home
is increased by 1? Explain your reasoning.
f. Let p represent the number of reward points and b represent the number of boards purchased at one
time. Write equations to represent the number of reward points that Geoffrey will earn in terms of the
number of boards purchased from each store.
g. Rewrite each equation in the form y 5 ax 1 b.
h. Determine the number of points that would be earned if Geoffrey buys 12 boards at a time from each
store.
i. If Geoffrey earned 65 reward points, how many boards could he have bought at each store?

M3-152 • TOPIC 3: Multiple Representations of Equations

Stretch
Greg needs to hire someone to clear his driveway of snow this winter season. A neighbor has a plow
attached to his truck and charges $30 for each time he plows the driveway. Mel’s Landscaping runs a
snow-clearing business and charges $50 for the first time they plow and $25 for each additional time they
plow. Write and solve an equation to determine when the costs of each option are the same. Under what
conditions would Greg choose his neighbor? Mel’s Landscaping?

Review
1. The winner of the 95th annual hotdog eating contest consumed 207 hotdogs (and buns!) in 10 minutes.
You are determined to break this record!
a. What would you have to do to break this record?
b. How many hotdogs would you have to eat every minute?
2. The 96th annual contest begins at noon. Your best friend got caught in traffic and arrives halfway through
the event.
a. How many hotdogs have you consumed?
b. Assuming you eat at the average rate needed, after the arrival of your best friend, how many total
hotdogs will you consume in one minute? two minutes? three minutes?
c. Identify and define the independent and dependent variables with their units of measure for
this situation.
d. Create a table of values for the in minutes after 12:05 PM and the number of hotdogs consumed.
e. Write an equation for calculating the value of the dependent variable when the value of the
independent variable is given.
f. Use your equation to determine how long after 12:05 PM it will take you to consume 187 hotdogs.
g. Use your equation to determine when you would have consumed a total of 83 hotdogs.
h. What does the answer to part (g.) mean in this problem situation?

3. Solve each equation and check your solution.

3
a. 42 5 __
5
x 1 12

27
b. ___
3
x 2 11 5 225

LESSON 2: Stretches, Stacks, and Structure • M3-153

 Deep Flight I
Building Inequalities and Equations to
3
Solve Problems

WARM UP LEARNING GOALS

Determine the parts of the • Solve word problems by building and interpreting
solution set that make each inequalities of the form px 1 q , r and px 1 q . r.
inequality true. • Graph the solution sets of inequalities in order to solve
problems.
Solution set: {1, 2, 3, 4, 5, 6, • Calculate and interpret the unit rate of change in a
7, 8, 9, 10, 11, 12, 13, 14, 15} problem situation.

1. x . 6
KEY TERM
2. x 1 2 . 6 • unit rate of change
3. 2x 1 2 . 6
4. 6 , 2(x 1 2) 2 4

You have graphed equations to solve problems. How can you use the graphs of inequalities
to help you solve problems?

LESSON 3: Deep Flight I • M3-155

 Getting Started

Lemonade at the Pool

The concession stand at a local swimming pool sells small and large
glasses of freshly squeezed lemonade. This weekend, they made more
than $250 selling glasses of lemonade. A large glass of lemonade sells
for $4.00, and the total sales generated from selling small glasses of
lemonade was $65.

1. Write an inequality to represent the relationship between the

amount they made and the number of large glasses they sold.

2. Solve the inequality. Interpret the solution in terms of the

problem situation.

3. Graph the solution set on the number line.

M3-156 • TOPIC 3: Multiple Representations of Equations

 AC T I V I T Y

3.1 Unit Rate of Change

To explore one of the last unknown regions on our planet, companies are
starting to produce single-person, submersible deep-sea submarines
like the Deep Flight I. Suppose the submarine Deep Flight I is going
to do a dive starting at sea level, descending 480 feet every minute.

1. Identify the independent and dependent quantities and their

units of measure, and define variables for these quantities.
Then, write an equation to represent Deep Flight I’s depth.

Depths in feet
below sea
level can be
2. Use your equation to complete the table shown for this represented
problem situation. Do not forget to define the quantities, by negative
units of measures, and variables for this situation. numbers.

Independent Dependent
Quantity Quantity

Quantities

Units of Measure

Variables

LESSON 3: Deep Flight I • M3-157

 3. Consider the possible values for time and depth.
NOTES a. What do you think are all the possible values for time
in terms of this situation? Write an inequality to express
your answer.

b. What do you think are all the possible values for depth
in terms of this situation? Write an inequality to express
your answer.

4. Examine your table. What do you notice about each depth

value in relation to the one before and the one after?

The unit rate of change describes the amount that the dependent
variable changes for every one unit that the independent variable
changes.

5. In this problem, what is the unit rate of change?

6. How deep would the submarine be after:

a. 2.5 minutes?

b. 90 seconds?

c. 45 seconds?

M3-158 • TOPIC 3: Multiple Representations of Equations

7. How many minutes would it take Deep Flight I to be:

a. 1400 feet below sea level?

b. 2100 feet below sea level?

8. Construct a graph of this problem situation. Label the units

on each axis. Then, plot all the points from the table and from
Questions 6 and 7. Finally, draw the graph to represent the
problem situation.

–1 1 2 3 4 5 6 7 x
–350

–700

–1050

–1400

–1750

–2100

–2450

–2800

–3150

LESSON 3: Deep Flight I • M3-159

 AC T I V I T Y
Representing Inequalities
3.2 on Graphs

You can use your graph to estimate solutions to inequality problems.

Use the graph to estimate the times Deep Flight I will be more than
1400 feet below sea level and the times Deep Flight I will be less
than 1400 feet below sea level.

WORKED EXAMPLE

Each of these graphs shows the relationship between the time in minutes and the depth
of Deep Flight I.
The rectangle on the left graph shows the set of all depths for Deep Flight I less than
1400 feet below sea level. The oval on the right graph shows the set of all depths for
Deep Flight I more than 1400 feet below sea level.
Time (minutes) Time (minutes)

–1 1 2 3 4 5 6 7 x –1 1 2 3 4 5 6 7 x
–350 –350

–700 –700

–1050 –1050

–1400 –1400
Depth (feet)

Depth (feet)

–1750 –1750

–2100 –2100

–2450 –2450

–2800 –2800

–3150 –3150

y y

–1 0 1 2 3 4 5 6 7 –1 0 1 2 3 4 5 6 7

Deep Flight I will be greater than 21400 feet for times less than 3 minutes. Deep Flight I
will be less than 21400 feet for times greater than 3 minutes.

M3-160 • TOPIC 3: Multiple Representations of Equations

1. Use the graph to estimate the times Deep Flight I will be:

a. less than 2100 feet below sea level.

b. more than 2100 feet below sea level.

2. Write an inequality and solve it to determine the time

Deep Flight I is:

a. less than 2100 feet below sea level.

b. more than 2100 feet below sea level.

How do the
graph and
the inequality
model the
starting
3. How do your answers using the graph compare to those when depth?
you wrote and solved inequalities?

LESSON 3: Deep Flight I • M3-161

 AC T I V I T Y
Graphing Equations and
3.3 Inequalities

Deep Flight I can dive to a depth of 3300 feet below sea level and
can ascend to the surface at a rate of 650 feet per minute.

1. Suppose Deep Flight I is going to ascend to sea level starting

at its maximum depth of 3300 feet below sea level. Identify
the independent and dependent quantities, define variables
for these quantities, and write an equation to represent
Deep Flight I’s depth.

2. Use your equation to complete the table shown for this

problem situation.

Independent Dependent
Quantity Quantity
3. Why does the table end at
Quantities 5 minutes for this problem
situation?
Units of Measure

Variables

0
4. Consider the possible values
1 for time and depth.

2 a. What do you think are all

the possible values for time
3 in terms of this situation?
Write inequalities to
4 express your answer.

M3-162 • TOPIC 3: Multiple Representations of Equations

 b. What do you think are all the possible values for depth
in terms of this situation? Write inequalities to express
your answer.

5. Examine your table. What do you notice about each depth

value in relation to the one before and the one after?

6. In this problem, what is the unit rate of change?

How do I
7. How deep would the submarine be after ascending for:
represent "sea
a. 2.5 minutes? b. 90 seconds? level" as a
number?

c. 45 seconds?

8. How many minutes would it take Deep Flight I to ascend to:

a. 1000 feet below sea level? b. 2100 feet below sea level?

c. sea level?

LESSON 3: Deep Flight I • M3-163

 9. Use your information to construct a graph of this problem
How does the situation. First, label the units of measure on each axis. Then,
graph show plot all the points from the table and from Questions 7 and 8.
that Deep Finally, draw the graph to represent the problem situation.
Flight I is
going up? x
–1 1 2 3 4 5 6 7
–350

–700

–1050

–1400

–1750

–2100

–2450

–2800

–3150

10. Draw a box or oval on the graph to estimate each.

a. the time Deep Flight I is above 1000 feet below sea level

b. the time Deep Flight I is below 2000 feet below sea level

11. Write an inequality and solve it to determine the time

Deep Flight I is above 1000 feet below sea level.

12. Write an inequality and solve it to determine the time

Deep Flight I is below 2000 feet below sea level.

M3-164 • TOPIC 3: Multiple Representations of Equations

 NOTES
TALK the TALK

Digging to China
Did you ever hear the saying, “If you dig deep enough, you will
dig to China?” You would have to live in South America, possibly
Argentina, for this to happen. If you live in the United States,
chances are you would pop out on the other side of the Earth in
the Indian Ocean!

Technically speaking it would be impossible to dig a hole to the

other side of the Earth, but let’s pretend.

Suppose you were digging at a rate of 10 feet a day. Assume you

are at sea level when you begin digging.

1. Identify the independent and dependent quantities and

their units of measure, and define variables for these
quantities.

2. Write an equation to represent the depth of the hole,

where d represents depth in feet, and t represents the
time in days.

LESSON 3: Deep Flight I • M3-165

 NOTES 3. If there are 365 days in a year, write an equation to
represent the depth of the hole, where d represents depth
in feet and t represents the time in years.

4. Use your equation to complete the

Time Depth
table for this problem situation. (Years) (Feet)
t d

5. Write an inequality and solve it to determine the number

of years the hole is more than one mile deep. There are
5280 feet in a mile.

6. Write an inequality and solve it to determine the number

of years the hole has not reached to the other side of the
Earth yet.

M3-166 • TOPIC 3: Multiple Representations of Equations

 Assignment

Write Remember
In your own words, describe The unit rate of change is the amount that the dependent value
how to estimate an inequality changes for every one unit that the independent value changes.
using the graph of an equation.
Include an example in your
description.

Practice
The Transverse Tire Company produces all types of tires at its factory. Due to fixed costs associated with
running the factory, the company starts with a loss of $200,000, or a profit of 2$200,000, at the beginning
of each month. The first major hurdle the company faces each month is to break even, or reach the point at
which the profit is zero. The tires are sold in batches of 1000. The company earns $40,000 for each batch of
tires they manufacture and sell.
1. Identify the two quantities that are changing in this situation, identify the independent and dependent
quantities, and define the variables for these quantities. Then write an equation to represent the profit
the company will make when they manufacture and sell batches of tires.
2. Use your equation to complete a table for this problem situation.
3. What is the unit rate of change in this problem?
4. How much profit would the company make if they manufactured and sold 3 and one-half batches
(3500 tires)?
5. How many batches of tires does the company have to manufacture and sell to have a profit of –$190,000?
6. Construct a graph for the problem situation.

Stretch
Timothy and his manager have discussed the use of an herbicide to help decrease the growth of plants that
will grow near the trees, because they will take nutrients away from the tree and thus the trees will grow at
a slower rate. They decide to do some research on the subject to decide. They find a study that indicates
that the growth of the seedlings without using herbicides was 8(2h 1 2) 24(2h 1 9) and the growth of the
3 1
seedlings with herbicides was 7h 1 1__
4
(4h 2 2__
8
) . Graph each expression. Sketch the portion of the graphs
that make sense to this problem. Are the two growth rates the same? Explain your reasoning.

LESSON 3: Deep Flight I • M3-167

 Review
1. One grocery basket is 12 inches in height. When two baskets are stacked inside of each other, the total
height of the two baskets is 13.5 inches.
a. Determine the stack height for 1 basket, 2 baskets, 3 baskets, 4 baskets, and 5 baskets.
b. Write an equation to represent the stack height, s, of a given number of baskets, b.
c. Solve the equation if there are 250 baskets.
d. Solve the equation if the stack height is 125.875 feet tall.

2. Rewrite each expression with the fewest terms possible.

a. (22y 1 3) 1 (27y 2 14)
b. (9x 2 4) 2 5(2x 2 7)

M3-168 • TOPIC 3: Multiple Representations of Equations

 Texas Tea 4
and
Temperature
Using Multiple Representations to
Solve Problems

WARM UP LEARNING GOALS

• Use multiple representations to analyze and interpret
1. How many minutes are in
problem situations.
a quarter of an hour?
• Use tables, graphs, and equations to represent and solve
word problems by reasoning about quantities.
2. How many minutes are in
an hour and a half?

3. How is five and a half

minutes written as a
decimal?

Different representations of a problem can give you different insights into possible solutions.
How can you use a variety of representations to help you solve problems?

LESSON 4: Texas Tea and Temperature • M3-169

 Getting Started

Matching Game
Four equations are given. Match each equation to a graph or table
and explain your reasoning. Then, complete the table and graph for
the unmatched equation.

Equations Tables and Graphs

A. y
1. y 5 6 15

1x
2. y 5 __
6 10
3. y 5 2x 1 6

4. 2x 1 y 5 6 5

–5 5 x

B.
x y x y

1
__ 6
6
0 6

1 6

y C. y
4

x x
–20 –10 10 20
–2

–4

M3-170 • TOPIC 3: Multiple Representations of Equations

 AC T I V I T Y
Starting with a Verbal
4.1 Description to Solve
a Problem

A tank that currently contains 2500 gallons of oil is being emptied

at a rate of 25 gallons per minute. The capacity of this tank is
3000 gallons.

1. How many gallons are currently in the tank?

2. How fast is the tank being emptied?

3. What are the two quantities that are changing? Define

variables for these quantities and identify which is the
independent variable and which is the dependent variable.

4. What is the unit rate of change in this situation?

Explain your reasoning.

5. Write an equation that relates the two quantities.

LESSON 4: Texas Tea and Temperature • M3-171

 6. How many gallons will be in the tank after:

a. a quarter of an hour?

b. five and a half minutes?

c. an hour and a half?

7. When will the tank be:

a. half full?

b. empty?

8. How long ago did the tank contain 2600 gallons?

9. How long ago was the tank full?

M3-172 • TOPIC 3: Multiple Representations of Equations

10. Complete the table for this problem situation.

Independent Dependent
Quantity Quantity
Quantities

Units of Measure

Variables

11. Label the units of measure on each axis and plot all the points
How does
from the table. Then, graph the equation for this situation.
your graph
Make sure to label the units on the axes.
show that the
y tank is being
emptied?
2700

2400

2100

1800

1500

1200

900

600

300

–40 –20 20 40 60 80 100 120 x

LESSON 4: Texas Tea and Temperature • M3-173

 AC T I V I T Y
Starting with an Equation
4.2 to Solve a Problem

The equation that converts a temperature in degrees Celsius to a

9
temperature in degrees Fahrenheit is F 5 __
5
C 1 32, where F is the
You can also temperature in degrees Fahrenheit, and C is the temperature in
write this degrees Celsius.
formula as
F = 1.8C + 32. 1. What is the temperature in degrees Fahrenheit if the
temperature is:

a. 36°C ? b. 220°C ?

2. What is the temperature in degrees Celsius if the

temperature is:

a. 32°F ? b. 212°F ?

3. What is the unit rate of change? Explain your reasoning.

4. At what temperature are both the Fahrenheit and Celsius

temperature values equal? Show your work.

M3-174 • TOPIC 3: Multiple Representations of Equations

5. Complete the table with the information you calculated in
Question 1 through Question 4.

Independent Dependent
Quantity Quantity

Quantities

Units of Measure

Variables

6. Label the units of measure on each axis and plot all the points
from the table. Then, graph the equation for this situation.

350

300

250

200

150

100

50

–40 –20 20 40 60 80 100 120 x

–50

LESSON 4: Texas Tea and Temperature • M3-175

 AC T I V I T Y
Starting with a Table to
4.3 Solve a Problem

Herman and Melville found this table. The bottom three entries in
the second column were smudged, and the boys couldn’t read them.

Time Total Cost Let’s see if you can calculate the unknown values.
(minutes) (dollars)
1. What is the unit rate of change shown in the table?
0 20 Explain your reasoning.

1 23

2 26
2. Define variables for the quantities in the table, and
3 29 write an equation that relates the two quantities.

5 35

10
3. Use your equation to complete the table. Show your work.
20

50

4. Use your completed table to construct a graph.

M3-176 • TOPIC 3: Multiple Representations of Equations

 AC T I V I T Y
Starting with a Graph to
4.4 Solve a Problem

This graph shows the relationship between

two quantities. Independent Dependent
Variable Variable
y
0 80
90

80

70

60

50

40

30

20

10

–2 2 4 6 8 10 12 14 x

1. Complete the table using the information in the graph.

2. Write an equation for this relationship.

3. Write a problem situation that can be represented by this graph,

table, and equation. Explain what the unit rate means in context.

LESSON 4: Texas Tea and Temperature • M3-177

 NOTES
TALK the TALK

Equivalent Representations
Ms. Marston wrote the table
x y
shown on the board.
0 25
She asked her students to
complete the table, write the 1 23
unit rate of change, and finally, 2 21
write an equation for this
relationship. 3 1
4
1. Complete the table of
values and identify the unit 5
rate of change. 6
7

2. Three of Ms. Marston’s students wrote equations to

represent this relationship.

Molly: y 5 2x 2 5

Carson: y 5 2(x 2 2.5)

1
David: y 5 _
2
(4x 2 10)

Who is correct? Explain your reasoning.

3. Create a problem situation that might fit this equation.

M3-178 • TOPIC 3: Multiple Representations of Equations

 Assignment

Write Remember
Which representation of equal expressions—tables, graphs, Multiple representations such
equations, or verbal descriptions—do you prefer? Explain why you as a table, an equation, and a
prefer this representation and provide an example. graph can be used to represent
a problem situation.

Practice
The Department of Transportation in each state is responsible for the improvements and repairs of that
state’s roads. One important job is to repaint the road lines that have worn away or faded. A painting crew
is painting a 24-mile stretch of road. They have already completed a total of 9.5 miles of the road. The crew
has been painting at a rate of 0.25 mile per hour and continues to paint at the same rate.
1. Identify the two quantities that are changing in this situation, identify the independent and dependent
quantities, and define the variables for these quantities. Then write an equation that relates the two
quantities.
2. What is the unit rate of change in this situation? Explain.
3. How many total miles of the road will be completed if the crew works for another 2 hours?
4. How many more hours does the crew need to work to complete half of the job?
5. Complete the table and then construct a graph.

Independent Dependent
Quantity Quantity

Quantities

Units of Measure

Variables

6.5

12

24

LESSON 4: Texas Tea and Temperature • M3-179

 Stretch
How could you graph the solutions of an inequality on a coordinate plane? Create a situation that can
be modeled with an equation on the coordinate plane. Then show how to model inequalities and their
solutions on the coordinate plane.

Review
1. Fernando is using a garden hose to fill his backyard pool at a rate of 10 gallons per minute. The pool
already contains 9000 gallons of water. The capacity of the pool is 12,000 gallons.
a. Define the independent and dependent variables.
b. Define the unit rate of change.

2. Use double number lines to solve each equation.

a. 2(x 1 1) 5 10
b. 2(x 2 5) 5 0

3. Solve for each unknown.

1.6 x 2 0.4
a. ___
2.8
5 __
7
b. __
d
5 ___
5

M3-180 • TOPIC 3: Multiple Representations of Equations

Multiple Representations
of Equations Summary
KEY TERM
• unit rate of change

L E SSO N

1 Put It on the Plane

You can represent a problem situation in many ways.

For example, Ms. Jackson translates books for a living. Her earnings can be represented by a
verbal description, table, graph, and equation.
Verbal description: Ms. Jackson charges an initial fee of $275 to manage a project and $25
per page of translated text.
Table: Graph:
Total y
1000
Number Earnings for
of
Pages the Project
(dollars) 800

1 300
Earnings (dollars)

600
3 350

400
10 525

200
25 900

x
0
0 5 10 15 20 25
Pages Translated
TOPIC 3: SUMMARY • M3-181
 Equation: y 5 275 1 25x

To solve a linear equation from a graph, locate the value of the given variable, independent or
dependent, and determine the exact, if possible, or estimated point corresponding to that variable.

For example, you can use the graph to determine that Ms. Jackson will earn $400 if she
translates 5 pages for a customers. She will earn approximately $775 for translating 20 pages.

L E SSO N

2 Stretches, Stacks, and Structure

Different forms of an equation reveal different information about a problem situation and
about other representations of the problem situation. An equation can have different forms,
but it is still the same equation.

An equation in the form y 5 c 1 d(x 2 1) can be rewritten in the form y 5 dx 1 (c 2 d).

Consider this example. A limousine rental company charges $250 for the first two hours the
limousine is rented and $30 per hour after that. The equation that represents this scenario
can be written as y 5 250 1 30(x 2 2). The equation can be simplified and rewritten as
y 5 190 1 30x. The structure of each equation reveals different aspects of the scenario.
Although the two equations are equivalent, the first one reveals that the customer is going
to pay $250 upfront for the first two hours and then $30 for any y
20
additional hours.
16
Stack Height (cm)

You can compare the graphs of linear equations.

12

For example, the graph shown represents the relationship 8

between the number of containers of a certain shape to their
4
height when stacked within each other. You can tell from the
x
graph that the height of a round container is 8 centimeters, 0
0 4 8 12 16 20
while the height of a square container is 12 centimeters. Number of Containers
Each additional round container raises the total height by Legend:
0.5 centimeter, while each additional square container raises Round container
the total height by 1 centimeter. Square container

M3-182 • TOPIC 3: MULTIPLE REPRESENTATIONS OF EQUATIONS

 L E SSO N

3 Deep Flight I

The unit rate of change is the amount that the dependent value changes for every one unit
that the independent value changes.

For example, suppose the submarine Deep Flight I is going to do a dive starting at sea level,
descending 480 feet every minute. The unit rate of change is −480 feet per minute. You can
use a graph to estimate solutions to inequality problems.

Estimate the times Deep Flight I will be more than 1400 feet below sea level and the times
Deep Flight I will be less than 1400 feet below sea level.

Each of these graphs shows the relationship between the time in minutes and the depth of
Deep Flight I. The rectangle on the left graph shows the set of all depths for Deep Flight I
less than 1400 feet below sea level. The oval on the right graph shows the set of all depths
for Deep Flight I more than 1400 feet below sea level.

Time (minutes) Time (minutes)

–1 1 2 3 4 5 6 7 x –1 1 2 3 4 5 6 7 x
–350 –350

–700 –700

–1050 –1050

–1400 –1400
Depth (feet)

Depth (feet)

–1750 –1750

–2100 –2100

–2450 –2450

–2800 –2800

–3150 –3150

y y

–1 0 1 2 3 4 5 6 7 –1 0 1 2 3 4 5 6 7

Deep Flight I will be less than 1400 feet below sea level for times less than 3 minutes. The
submarine will be more than 1400 feet below sea level for times greater than 3 minutes.

TOPIC 3: SUMMARY • M3-183

 L E SSO N

4 Texas Tea and Temperature

Multiple representations such as a table, an equation, and a graph can be used to represent
a problem situation. You may start with any of these representations to solve a problem and
move from one to another by studying their forms and determining unit rates of change.

For example, suppose you are given this table of values.

Height of
Time the Water in
the Beaker
You can use the values in the table to represent the problem
situation with a graph, equation, and verbal description. days inches

Equation:
0 6
y 5 6 2 0.5x

Verbal description: 1 5.5

The height of the water in the beaker begins
at 6 inches. The height of the water 4 4
decreases by 0.5 inches each day.
8 2
Graph:
y
8
7
Height of the Water in
the Beaker (inches)

6
5
4
3
2
1
x
0
0 2 4 6 8 10 12 14 16
Time (Days)

M3-184 • TOPIC 3: MULTIPLE REPRESENTATIONS OF EQUATIONS