7th Math Unit 2
7th Math Unit 2
7th Math Unit 2
Standards of Excellence
Curriculum Frameworks
Mathematics
GSE Grade 7
Unit 2: Expressions and
Equations
Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 7 ∙ Unit 2
UNIT 2
Expressions and Equations
TABLE OF CONTENTS
OVERVIEW ..............................................................................................................................3
STANDARDS ADDRESSED IN THIS UNIT .........................................................................3
STANDARDS FOR MATHEMATICAL PRACTICE .............................................................3
STANDARDS FOR MATHEMATICAL CONTENT ..............................................................4
BIG IDEAS ................................................................................................................................5
ESSENTIAL QUESTIONS .......................................................................................................5
CONCEPTS & SKILLS TO MAINTAIN .................................................................................5
FLUENCY …………………………………………………………………………..…...…...6
SELECTED TERMS AND SYMBOLS....................................................................................6
FORMATIVE ASSESSMENT LESSONS (FAL) ....................................................................7
SPOTLIGHT TASKS ................................................................................................................7
TASKS .......................................................................................................................................8
• Distributing and Factoring Using Area ...........................................................................9
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TECHNOLOGY RESOURCES……………………………………………………….....…66
OVERVIEW
The units in this instructional framework emphasize key standards that assist students to develop
a deeper understanding of numbers. They learn how to solve multi- step equations and discuss
the difference between equations and expressions. The Big Ideas that are expressed in this unit
are integrated with such routine topics as estimation, mental and basic computation. All of these
concepts need to be reviewed throughout the year.
Take what you need from the tasks and modify as required. These tasks are suggestions,
something that you can use as a resource for your classroom.
1. Make sense of problems and persevere in solving them. Students solve real world
problems through the application of algebraic concepts. Students seek the meaning of a problem
and look for efficient ways to represent and solve it. They may check their thinking by asking
themselves, “What is the most efficient way to solve the problem?”, “Does this make sense?”,
and “Can I solve the problem in a different way?”.
3. Construct viable arguments and critique the reasoning of others. Students will
discuss the differences among expressions, equations and inequalities using appropriate
terminology and tools/visuals. Students will apply their knowledge of equations and
inequalities to support their arguments and critique the reasoning of others while
supporting their own position.
5. Use appropriate tools strategically. Students demonstrate their ability to select and use
the most appropriate tool (pencil/paper, manipulatives, calculators, protractors, etc.)
while rewriting/evaluating/analyzing expressions, solving and representing and analyzing
linear relationships.
7. Look for and make use of structure. Students routinely seek patterns or structures to
model and solve problems. Students apply properties to generate equivalent expressions
(i.e. 6 + 2x = 2 (3 + x) by distributive property) and solve equations (i.e. 2c + 3 = 15, 2c =
12 by subtraction property of equality; c=6 by division property of equality).
Mathematics • GSE Grade 7 • Unit 2: Expressions and Equations
July 2019 • Page 3 of 67
Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 7 ∙ Unit 2
8. Look for and express regularity in repeated reasoning. In grade 7, students use repeated
reasoning to understand algorithms and make generalizations about patterns. During multiple
opportunities to solve and model problems, they may notice that a/b ÷ c/d = ad/bc and construct
other examples and models that confirm their generalization. They extend their thinking to
include complex fractions and rational numbers.
CONTENT STANDARDS
Use properties of operations to generate equivalent expressions.
MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and decimals) by applying
properties of operations as strategies to calculate with numbers, converting between forms as
appropriate, and assessing the reasonableness of answers using mental computation and
estimation strategies.
For example:
• If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her
salary an hour, or $2.50, for a new salary of $27.50.
• If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2
inches wide, you will need to place the bar about 9 inches from each edge; this estimate
can be used as a check on the exact computation.
MGSE7.EE.4 Use variables to represent quantities in a real‐world or mathematical
problem, and construct simple equations and inequalities to solve problems by reasoning
about the quantities.
MGSE7.EE.4a Solve word problems leading to equations of the form px + q = r and p(x
+ q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms
fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of
the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its
length is 6 cm. What is its width?
MGSE7.EE.4b Solve word problems leading to inequalities of the form px + q > r or px + q
< r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality
and interpret it in the context of the problem. For example, as a salesperson, you are paid
$50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an
inequality for the number of sales you need to make, and describe the solutions.
MGSE7.EE.4c Solve real-world and mathematical problems by writing and solving
equations of the form x+p = q and px = q in which p and q are rational numbers.
BIG IDEAS
• Variables can be used to represent numbers in any type mathematical problem.
• Understand the difference in an expression and an equation.
• Write and solve multi-step equations including all rational numbers.
• Some equations may have more than one solution
• There are differences and similarities between equations and inequalities.
ESSENTIAL QUESTIONS
• How is the distributive property applied when rewriting and evaluating algebraic
expressions?
• How can we represent value using variables?
• What properties are required in order to rewrite and evaluate algebraic expressions and
solve equations?
• How are verbal expressions translated to algebraic expression?
• Is there more than one way to represent a linear equation?
• How can information from a word problem be translated to create an equation?
• What are the similarities and differences between equations and inequalities?
• What strategies can be used to solve and graph inequalities?
• How are the rules of order of operations used when rewriting expressions?
• How can rewriting an expression in different forms show how the quantities in it are
related?
It is expected that students will have prior knowledge/experience related to the concepts and
skills identified below. It may be necessary to pre-assess in order to determine if time needs to
be spent on conceptual activities that help students develop a deeper understanding of these
ideas.
• number sense
• computation with whole numbers and decimals, including application of order of
operations
• addition and subtraction of common fractions with like denominators
• computation with all positive and negative rational numbers
• data usage and representations
FLUENCY
It is expected that students will continue to develop and practice strategies to build their
capacity to become fluent in mathematics and mathematics computation. The eventual
goal is automaticity with math facts. This automaticity is built within each student through
strategy development and practice. The following section is presented in order to develop a
common understanding of the ideas and terminology regarding fluency and automaticity in
mathematics:
Fluency: Procedural fluency is defined as skill in carrying out procedures flexibly, accurately,
efficiently, and appropriately. Fluent problem solving does not necessarily mean solving
problems within a certain time limit, though there are reasonable limits on how long computation
should take. Fluency is based on a deep understanding of quantity and number.
Deep Understanding: Teachers teach more than simply “how to get the answer” and instead
support students’ ability to access concepts from a number of perspectives. Therefore students
are able to see math as more than a set of mnemonics or discrete procedures. Students
demonstrate deep conceptual understanding of foundational mathematics concepts by applying
them to new situations, as well as writing and speaking about their understanding.
Memorization: The rapid recall of arithmetic facts or mathematical procedures. Memorization is
often confused with fluency. Fluency implies a much richer kind of mathematical knowledge and
experience.
Number Sense: Students consider the context of a problem, look at the numbers in a problem,
make a decision about which strategy would be most efficient in each particular problem.
Number sense is not a deep understanding of a single strategy, but rather the ability to think
flexibly between a variety of strategies in context.
Fluent students:
● flexibly use a combination of deep understanding, number sense, and memorization.
● are fluent in the necessary baseline functions in mathematics so that they are able to spend
their thinking and processing time unpacking problems and making meaning from them.
● are able to articulate their reasoning.
● find solutions through a number of different paths.
Students should explore these concepts using models and real life examples. Students should
understand the concepts involved and be able to recognize and/or demonstrate them with words,
models, pictures, or numbers.
The websites below are interactive and include a math glossary suitable for middle school
students. Note – Different sources use different definitions. Please preview any website for
alignment to the definitions given in the frameworks. The definitions below are from the
CCSS glossary http://www.corestandards.org/Math/Content/mathematics-glossary/glossary,
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when applicable.
additional definitions and specific examples of many terms and symbols used in grade 7
mathematics.
• Algebraic expression
• Coefficient
• Constant
• Equation
• Inequality
• Term
• Numerical expression
• Variable
SPOTLIGHT TASKS
A Spotlight Task has been added to each CCGPS mathematics unit in the Georgia resources for
middle and high school. The Spotlight Tasks serve as exemplars for the use of the Standards for
Mathematical Practice, appropriate unit-level Common Core Georgia Performance Standards,
and research-based pedagogical strategies for instruction and engagement. Each task includes
teacher commentary and support for classroom implementation. Some of the Spotlight Tasks are
revisions of existing Georgia tasks and some are newly created. Additionally, some of the
Spotlight Tasks are 3-Act Tasks based on 3-Act Problems from Dan Meyer and Problem-Based
Learning from Robert Kaplinsky.
TASKS
Task Type
Task Name Content Addressed Standards
Grouping Strategy
Addressed
Distributing and Scaffolding Task Students will rewrite/evaluate
MGSE7.EE.1
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Partner Task
MGSE7.EE.1
MGSE7.EE.2
Performance Task Students model and write
Algebra Magic MGSE7.EE.3
Individual Task expressions and equations.
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MGSE7.EE.4a
Word Problems
Partner Task problems
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Video Games
Group members of a group.
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Equations MGSE7.EE.4
Task equations to problem solve.
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In this task, students will use area models to represent and discover the distributive property as
well as factor monomials. Students will be using rectangles whose sides may be variables in
order to further their understanding of the distributive property.
BACKGROUND KNOWLEDGE
In order for students to be successful, the following skills and concepts need to be maintained:
• positive and negative numbers are used together to describe quantities having opposite
directions, use positive and negative numbers to represent quantities in real-world
contexts
• apply properties of operations as strategies to multiply and divide rational numbers
• understand how to rewrite numerical and algebraic expressions
COMMON MISCONCEPTIONS
• EE1. As students begin to build and work with expressions containing more than two
operations, students tend to set aside the order of operations. For example having a
student rewrite an expression like 8 + 4(2x - 5) + 3x can bring to light several
misconceptions. Do the students immediately add the 8 and 4 before distributing the 4?
Do they only multiply the 4 and the 2x and not distribute the 4 to both terms in the
parenthesis? Do they collect all like terms 8 + 4 – 5, and 2x + 3x? Each of these shows
gaps in students’ understanding of how to rewrite numerical expressions with multiple
operations.
• EE2. Students have difficulties understanding equivalent forms of numbers, their various
uses and relationships, and how they apply to a problem. Make sure to expose students to
multiple examples and in various contexts
• Students usually have trouble remembering to distribute to both parts of the parenthesis.
They also try to multiply the two terms created after distributing instead of adding them.
Mathematics • GSE Grade 7 • Unit 2: Expressions and Equations
July 2019 • Page 9 of 67
Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 7 ∙ Unit 2
Students also want to add the two final terms together whether they are like terms or not
since they are used to a solution being a single term. Finally, students need to be careful
to make sure negative signs are distributed properly.
ESSENTIAL QUESTIONS
• How is the distributive property applied when rewriting and evaluating algebraic
expressions?
MATERIALS
• Activity Sheet
*Optional: Colored Sheets of paper cut into rectangles. These can be used to introduce
the concepts found in this lesson.
GROUPING
• Individual/Partner
TASK DESCRIPTION
This task is designed to help students understand the distributive property using area models. It is
important to allow students time to develop their own solutions for how the distributive property
can be used to solve problems.
The first part of this activity can be used to help students recall information regarding area as a
precursor for the distributive property.
The first section introduces students to the idea of writing the area of a rectangle as an expression
of the length × width, even when one or more dimensions may be represented by a variable.
The next section demonstrates how two measurements of a segment can be added together to
represent the sum of the entire length of the segment.
The key section is next, having students represent the area of each rectangle two ways to
distribute the common factor among all parts of the expression in parentheses.
• The second page helps students recognize and factor out an integer common factor.
Note: Help students who pause when the common factor is a negative number. Be sure
that they change the sign of the second term. (Example: -2a + 10 = -2(a – 5) )
Students should recognize that when they find a common factor, it may not be the greatest
common factor. If students do not reach this conclusion, teachers need to ensure that students
do come to this conclusion.
Solutions
Area is found by multiplying the length and width of a figure together.
1. 5(4)=20units
2. 7(m)=7m units
3. 3(a)=3a units
4. x(4)=𝟒𝒙 units
Solutions
Area is found by multiplying the length and width of a figure together.
This section allows students to begin to piece together some of the fundamental concepts for
the distributive property.
We suggest that students write the areas of each of the figures within the corresponding boxes.
5. Area of first box: 4(x)=4x units
Area of second box: 4(3)=12 units
*Note: Students will need to recognize that the width of both figures is the same.
6. Area of first box: 7(a)=7a units
Area of second box: 7(9)=63 units
*Note: Students will need to recognize that the width of both figures is the same.
7. Area of first box: 3(x)=𝟑𝒙 units
Area of second box: (3)(2)=6 units
Solution:
8. The total length of this segment can be written as an expression: x+9 units
9. The total length of this segment can be written as an expression: x+4 units
10. The total length of this segment can be written as an expression: a+9 units
*Teachers can scaffold this section and demonstrate the ways in which to measure the
total length of a segment. Other representations of these types of segments can be added in
order to help students think about the same concept in multiple ways
Solution:
An example has already been provided in this section of the task, but this section demonstrates
the multiple ways to represent area, which leads to the fundamental concepts of the
distributive property. 3 5
The area as a product section requires students to think about how to represent the area of the
entire rectangle without using about the area of each of the individual rectangles. Area of a
rectangle can be found by multiplying the length and width of a figure.
The area as a sum section requires students to think about how to represent the area of the
rectangle while using the area of each individual rectangle and taking the sum of the areas to
find the area of the whole rectangle.
11. Area as a Product
The length of the figure can be written as an expression x+7 (this has been referenced in 8-10
and teachers can use the previous questions to help students come to this realization).
The width of this figure is 5 units.
The area is found by multiplying (𝒙 + 𝟕)𝟓 = 𝟓(𝒙 + 𝟕)by the commutative property
Area as a Sum
The area of the first left rectangle can be found by multiplying the length, x, and the width, 5,
together. Thus, the area of the first rectangle is x(5)=5x by the commutative property
The area of the second rectangle can be found by multiplying the length, 7, by the width, 5.
Thus the area of the first rectangle is 7(5)=35.
In order to find the total combined area, students must add together the areas of both figures.
Therefore, the total combined area is found as the expression 5x+35
12. Area as a Product
The length of the figure can be written as an expression x+12 (this has been referenced in 8-
10 and teachers can use the previous questions to help students come to this realization).
The width of this figure is 3 units.
The area is found by multiplying (𝒙 + 𝟏𝟐)𝟑 = 𝟑(𝒙 + 𝟏𝟐)by the commutative property
Area as a Sum
The area of the first left rectangle can be found by multiplying the length, x, and the width, x,
together. Thus, the area of the first rectangle is 𝟑(𝒙) = 𝟑𝒙
The area of the second rectangle can be found by multiplying the length, 12, by the width, x.
Thus the area of the first rectangle is𝟏𝟐(𝒙𝟑) = 𝟑𝟔.
In order to find the total combined area, students must add together the areas of both figures.
Therefore, the total combined area is found as the expression 𝟑𝒙 + 𝟑𝟔
13. Area as a Product
The length of the figure can be written as an expression a+8 (this has been referenced in 8-10
and teachers can use the previous questions to help students come to this realization).
The width of this figure is a units.
The area is found by multiplying (𝒂 + 𝟖)𝟓 = 𝟓(𝒂 + 𝟖)by the commutative property
Area as a Sum
The area of the first left rectangle can be found by multiplying the length, a, and the width, a,
together. Thus, the area of the first rectangle is 𝟓(𝒂) = 𝟓𝒂
The area of the second rectangle can be found by multiplying the length, 8, by the width, a.
Thus the area of the first rectangle is 𝟖(𝟓) = 𝟒𝟎
In order to find the total combined area, students must add together the areas of both figures.
Therefore, the total combined area is found as the expression 𝟓𝒂 + 𝟒𝟎
After finishing these questions, teachers need to help students come to the realization that the
two expressions that they generated from these questions are equivalent and represent the
same information in different ways.
Use the distributive property to find sums that are equivalent to the following expressions. (You
may want to use a rectangle to help you)
For 14-21, teachers can ask students to use rectangles to solve the problems. This helps
students recognize how to solve the problems while using the area model generated from
questions 11-13
Solutions
14. 𝟒𝒙 + 𝟐𝟖
15. 𝟕𝒙 − 𝟐𝟏
16. −𝟐𝒙 − 𝟖 *
17. 𝟑𝒙 + 𝟐𝟕
18. 𝟒𝒂 − 𝟒
19. 𝟑𝒎 + 𝟔
20. −𝟒𝒂 + 𝟏𝟔*
𝟏
21. 𝒂 − 𝟔
𝟐
**Note: This section also give students negative numbers. Students may struggle with the idea
of a “negative area.” Please see below for Illumination’s description for how to simplify for
the total area, especially taking note of their suggestion for handling the subtraction problems
or the negative signs.
Taken from NCTM: Illuminations http://illuminations.nctm.org/LessonDetail.aspx?id=L744
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When students are presented with a figure such as the one below, they can be asked to
determine the dimensions that yield the area expressed.
Help students who pause when the common factor is a negative number. Be sure that they
change the sign of the second term. (Example: -2a + 10 = -2(a – 5) )
This section requires students to think about how distributive property works in reverse, which
is a key for true understanding of the distributive property.
This section is very important to help students recall information about area models learned in
the previous section.
Solutions:
Students must fill in the empty spaces to explain the area for the first and second
rectangles.
1. Missing Blanks: 2x, 12
2. Missing Blanks: x, 4
5(x+4)is the area represented as a product
5x+20 is the area represented as a sum
3. Missing Blanks: top-x, side-6
6(x+8)
6x+48
4. Missing Blanks, top-10, side-3
10(x+3)
10x+30
Solutions:
Students will work to decompose the distributive property into components.
Students can use rectangles to decompose the following problems:
5.(x+7)L-R(top): x;7 L-R(bottom): 5, 5x, 35
6.(x+6)L-R(top): x;6 L-R(bottom): 2, 2x, 12
7 .3(x-7)L-R(top): x;-7 L-R(bottom): 3, 3x, -21
8.7(x-7)L-R(top): x;-3 L-R(bottom): 7, 7x, -21
9.(x+5)L-R(top): x;5 L-R(bottom): -3, -3x, -15
10.-5(x-9)L-R(top): x;-9 L-R(bottom): -5,- 5x, 45
Solutions:
11. 4(x-4)
12. -7(x+5)
13. 9(x-9)
14. 2(2x+9) or 4(x+9/2) *this solution can be useful for discussing factoring out the
greatest common factor versus a common factor. It will be important to emphasize that these
expressions are equivalent
• What relationship between the product and sum representation of the area model?
• How does the area model help to explain the distributive property?
• Why do you think this property was named the distributive property?
DIFFERENTIATION
Extension
• Have students create and explain models to demonstrate the sum of four or more positive
and negative numbers.
Intervention
• Have students use models other than those suggested in lesson to add positive and
negative numbers, for example, the stack or row model and hot air balloon model.
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Use the distributive property to find sums that are equivalent to the following expressions. (You
may want to use a rectangle to help you)
ESSENTIAL QUESTIONS
MATERIALS REQUIRED
TIME NEEDED
• 1 class period
TASK DESCRIPTION
PART I
Each student is given an envelope containing triangles and quadrilaterals.
How might expressions be generated based on the contents of your envelope? What
expressions could you write?
Individually. Compare with a partner. Share as a whole class.
PART II
Each envelope contains a number of triangles and a number of quadrilaterals. For this
exercise, let 𝒕 represent the number of triangles, and let 𝒒 represent the number of
quadrilaterals.
a. Write an expression, using 𝒕 and 𝒒, that represents the total number of sides in your
envelope. Explain what the terms in your expression represent.
𝟑𝒕+𝟒𝒒.
Triangles have 𝟑 sides, so there will be 𝟑 sides for each triangle in the
envelope. This is represented by 𝟑𝒕. Quadrilaterals have 𝟒 sides, so there will be 𝟒
sides for each quadrilateral in the envelope. This is represented by 𝟒𝒒. The total
number of sides will be the number of triangle sides and the number of quadrilateral
sides together.
b. You and your partner have the same number of triangles and quadrilaterals in your
envelopes. Write an expression that represents the total number of sides that you and your
partner have. If possible, write more than one expression to represent this total.
Discuss the variations of the expression in part (b) and whether those variations are
equivalent. This discussion helps students understand what it means to combine like terms;
some students have added their number of triangles together and number of quadrilaterals
together, while others simply doubled their own number of triangles and quadrilaterals
since the envelopes contain the same number. This discussion further shows how these
different forms of the same expression relate to each other. Students then complete part (c).
c. Each envelope in the class contains the same number of triangles and quadrilaterals.
Write an expression that represents the total number of sides in the room.
Answer depends on the seat size of the classroom. For example, if there are 𝟏𝟐 students in the
class, the expression would be 12(𝟑𝒕+𝟒𝒒), or an equivalent expression.
Next, discuss any variations (or possible variations) of the expression in part (c), and discuss
whether those variations are equivalent. Are there as many variations in part (c), or did
students use multiplication to consolidate the terms in their expressions? If the latter occurred,
discuss the students’ reasoning.
Choose one student to open his/her envelope and count the numbers of triangles and
quadrilaterals. Record the values of 𝑡 and 𝑞 as reported by that student for all students to see.
Next, students complete parts (d), (e), and (f).
d. Use the given values of 𝒕 and 𝒒, and your expression from part (a), to determine the
number of sides that should be found in your envelope.
e. Use the same values for 𝒕 and 𝒒, and your expression from part (b), to determine the
number of sides that should be contained in your envelope and your partner’s envelope
combined.
f. Use the same values for 𝒕 and 𝒒, and your expression from part (c), to determine the
number of sides that should be contained in all of the envelopes combined
Have all students open their envelopes and confirm that the number of triangles and
quadrilaterals matches the values of 𝑡 and 𝑞 recorded after part (c). Then, have students count the
number of sides contained on the triangles and quadrilaterals from their own envelope and
confirm with their answer to part (d). Next, have partners count how many sides they have
combined and confirm that number with their answer to part (e). Finally, total the number of
sides reported by each student in the classroom and confirm this number with the answer to part
(f).
g. What do you notice about the various expressions in parts (e) and (f)?
The expressions in part (e) are all equivalent because they evaluate to the same number: 𝟒𝟎. The
expressions in part (f) are all equivalent because they evaluate to the same number: 𝟐𝟒𝟎. The
expressions themselves all involve the expression 𝟑𝒕+𝟒𝒒 in different ways. In part (e), 𝟑𝒕+𝟑𝒕 is
equivalent to 𝟔𝒕, and 𝟒𝒒+𝟒𝒒 is equivalent to 𝟖𝒒. There appear to be several relationships among
the representations involving the commutative, associative, and distributive properties.
When finished, have students return their triangles and quadrilaterals to their envelopes for use
by other classes.
Extension:
• Numbers of triangles and quadrilaterals can vary among students. Students can set up
equivalent expressions (equations) using their available triangles and quadrilaterals.
Intervention:
• Envelopes can have adjusted numbers of triangles and quadrilaterals to make
computation less cumbersome for students who need support with the concept of writing
expressions using variables, and combining them.
PART III:
Using shapes other than triangles and quadrilaterals, generate and model expressions and
have a partner recreate your expressions given clues and instructions (from their partner).
PART I
Each student is given an envelope containing triangles and quadrilaterals.
How might expressions be generated based on the contents of your envelope? What
expressions could you write?
PART II
Each envelope contains a number of triangles and a number of quadrilaterals. For this
exercise, let 𝒕 represent the number of triangles, and let 𝒒 represent the number of
quadrilaterals.
a. Write an expression, using 𝒕 and 𝒒, that represents the total number of sides in your
envelope. Explain what the terms in your expression represent.
b. You and your partner have the same number of triangles and quadrilaterals in your
envelopes. Write an expression that represents the total number of sides that you and your
partner have. If possible, write more than one expression to represent this total.
c. Each envelope in the class contains the same number of triangles and quadrilaterals.
Write an expression that represents the total number of sides in the room.
d. Use the given values of 𝒕 and 𝒒, and your expression from part (a), to determine the
number of sides that should be found in your envelope.
e. Use the same values for 𝒕 and 𝒒, and your expression from part (b), to determine the
number of sides that should be contained in your envelope and your partner’s envelope
combined.
f. Use the same values for 𝒕 and 𝒒, and your expression from part (c), to determine the
number of sides that should be contained in all of the envelopes combined
g. What do you notice about the various expressions in parts (e) and (f)?
PART III:
Using shapes other than triangles and quadrilaterals, generate and model expressions and
have a partner recreate your expressions given clues and instructions (from their partner).
Adapted from:
http://mdk12.org/instruction/clg/public_release/algebra_data_analysis/G1_E1_I3.html
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http://www.regentsprep.org/Regents/math/ALGEBRA/MultipleChoiceReview/shapetrap.jpg
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To complete the task, students will revisit area and perimeter of composite figures. In
conjunction with this knowledge, students will solve the task by rewriting and evaluating
algebraic expressions, applying the properties of real numbers (particularly the distributive
property), and reasoning and problem solving.
MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.
MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context
can clarify the problem and how the quantities in it are related. For example a + 0.05a = 1.05a
means that adding a 5% tax to a total is the same as multiplying the total by 1.05.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
BACKGROUND KNOWLEDGE
In order for students to be successful, the following skills and concepts need to be maintained:
• Knowledge that perimeter is used to measure the outside length of a figure
• Knowledge that area is used to measure the space inside of a figure
• Adding and subtracting positive and negative rational numbers in a real-world context
COMMON MISCONCEPTIONS
• Students have difficulties understanding equivalent forms of numbers, their various uses
and relationships, and how they apply to a problem. Make sure to expose students to
multiple examples and in various contexts.
ESSENTIAL QUESTIONS
• What properties are required in order to rewrite and evaluate algebraic expressions and
solve equations?
MATERIALS
• Area and Algebra Student Task sheet
• Graph paper (optional)
• GROUPING
Individual/Partner
TASK DESCRIPTION
As an introduction to the task, problems involving area and perimeter with plane and composite
figures may need to be reviewed. Problems will need to include plane and composite figures with
missing side lengths so that students may reacquaint themselves with the area and perimeter
concepts learned prior to 7th grade.
I. Perimeter and Area of Figures
Find the perimeter and area of the following figures. Explain in words how you found the
perimeter and area of each figure. (unit: inches)
1.
Perimeter: 10+3.5+10+3.5=27 inches
Area: 10(3.5)=35.0 inches
Explanation:
Example: The perimeter of a figure is found by adding
all sides. You must split this figure into two rectangles
in order to find the total area.
Students should be able to demonstrate the difference
between perimeter and area as well as write their
computations out step-by-step.
2.
Perimeter: 27+24+18+6+9+30=114 inches
Area: 27(24)+9(6)=648+54=702 inches
Explanation:
Example: The perimeter of a figure is found by adding
all sides. You must split this figure into two rectangles
in order to find the total area.
Students should be able to demonstrate the difference
between perimeter and area as well as write their
computations out step-by-step. It is crucial that
students be able to solve for the missing side lengths
and their measurements
(𝑥 + 1) + (𝑥 − 1) + (𝑥 + 3) + (𝑥 − 2) + 𝑥
𝑥+𝑥+𝑥+𝑥+1−1+3−2 𝑏𝑦 𝑐𝑜𝑚𝑚𝑢𝑡𝑎𝑡𝑖𝑣𝑒 𝑝𝑟𝑜𝑝𝑒𝑟𝑡𝑦
5𝑥 − 2 by associative property and combining like terms
2. What is the perimeter of the figure if x=3in.? Show your calculations step-by-step.
5𝑥 − 2 = 5(3) − 2 = 15 − 2 = 13
Students must use the expression generated in Part 2 #1 in order to solve this for this
equation.
4. What is the perimeter of the figure if a=1/2 in.? Show your calculations step-by-step.
1
4𝑎 + 20 = 4 ( ) + 20 = 2 + 20 = 22 inches
2
http://mdk12.org/instruction/clg/public_release/algebra_data_analysis/G1_E1_I3.html
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http://www.regentsprep.org/Regents/math/ALGEBRA/MultipleChoiceReview/shapetrap.jpg
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2. What is the perimeter of the rectangle if a = ¾ inch? Show your calculations step-by-step.
Solution:
Solution:
There are two ways to find this area. One is to treat the shape as the composition of two
rectangles.
The area of the smaller rectangle is 2(2a) or 4a.
The area of the larger rectangle is 4(3a + 4).
Thus the area is: 4a + 4(3a + 4)
4a + 12a + 16 distributive property
16a + 16
A second method is to compose one rectangle and subtract away the area of the corner that
has been removed.
The area of the composed rectangle is 6(3a + 4) or 18a + 24.
The area of the corner rectangle that has been removed is 2(3a + 4 -2a) or 2a + 8.
Thus the area is: (18a + 24) – (2a + 8)
16a + 16
4. What is the area of the rectangle if a = 1.8 feet? Show your calculations step-by-step.
Solution:
If a = 1.8 feet, then the area is 16 x 1.8 + 16 = 28.8 + 16 = 44.8 square feet.
DIFFERENTIATION
Extension
• Create different problems similar to the one in this task involving irregular shapes.
Intervention
• Have students complete problems that do not involve fractional units (fractions or
decimals). Make sure that all polygons used for this lesson are regular; do not use
irregular un-closed shapes.
1.
Perimeter: _______________
Area: _______________
Explanation:
2. Perimeter: ______________
Area: ______________
Explanation:
2. What is the perimeter of the figure if x=3in.? Show your calculations step-by-step.
4. What is the perimeter of the figure if a=1/2 in.? Show your calculations step-by-
step.
A corner has been removed from this rectangle. Answer the following questions
related to figure below.
2. What is the perimeter of the rectangle if a = ¾ inch? Show your calculations step-by-step.
4. What is the area of the rectangle if a = 1.8 feet? Show your calculations step-by-step.
MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and decimals) by applying
properties of operations as strategies to calculate with numbers, converting between forms as
appropriate, and assessing the reasonableness of answers using mental computation and
estimation strategies.
For example:
• If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her
salary an hour, or $2.50, for a new salary of $27.50.
• If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2
inches wide, you will need to place the bar about 9 inches from each edge; this estimate can
be used as a check on the exact computation.
BACKGROUND KNOWLEDGE
This problem asks the students to represent a sequence of operations using an expression and
then to write and solve simple equations. The problem is posed as a game and allows the students
to visualize mathematical operations. It would make sense to actually play a similar game in
pairs first and then ask the students to record the operations to figure out each other's numbers.
Some students will write (x+4)⋅5−7
Many students translate word problems literally and place numbers in the problem as they appear
in the sentences/paragraph. This provides a good opportunity to talk about the properties of
operations and how they can be used to write the same expression in different ways.
The last part of the task in particular is meant to generate classroom discussion, and isn't meant
for e.g. high-stakes assessment situations.
ESSENTIAL QUESTIONS
• What strategies can be used for understanding and representing real situations using
algebraic expressions and equations?
MATERIALS
• Area and Algebra Student Task sheet
• Graph paper (optional)
GROUPING
Individual/Partner
TASK DESCRIPTION
Laila tells Julius to pick a number between one and ten. “Add three to your number and multiply
the sum by five,” she tells him. Next she says, “Now take that number and subtract seven from it
and tell me the new number.” “Twenty-three,” Julius exclaims.
Working with a partner, record your operations that Julius used. What was his number?
In the next round, Leila is supposed to pick a number between 1 and 10 and follow the same
instructions. She gives her final result as 108. Julius immediately replies: “Hey, you cheated!”
What might he mean?
This problem asks the students to represent a sequence of operations using an expression and then to
write and solve simple equations. The problem is posed as a game and allows the students to visualize
mathematical operations. It would make sense to actually play a similar game in pairs first and then
ask the students to record the operations to figure out each other's numbers.
Solutions
The unknown variable here is Julius’ original number. Let n be Julius’ original number. We
know from Laila’s directions that first, Julius added three to his number:
n+3
She then told him to multiply this sum by five:
5(n+3)
Finally, she told him to subtract seven from this number:
5(n+3)−7
This is the expression that records the operations that Julius used.
1. Julius exclaims that his new number after performing Laila’s instructions is
twenty-three. So we set our expression from part (a) equal to 23 and solve for n, Julius’
original number.
5(n+3)−7=23
5n+15=30
5n=15
n=3
5(n+3)−7=108.
We find n=20. So Laila did not follow the instructions of using a number between 1
and 10.
Laila tells Julius to pick a number between one and ten. “Add three to your number and multiply
the sum by five,” she tells him. Next she says, “Now take that number and subtract seven from it
and tell me the new number.” “Twenty-three,” Julius exclaims.
Working with a partner, record your operations that Julius used. What was his number?
In the next round, Leila is supposed to pick a number between 1 and 10 and follow the same
instructions. She gives her final result as 108. Julius immediately replies: “Hey, you cheated!”
What might he mean?
Is this magic trick based on telepathy, or algebra? To find out, students model a sequence of
algebraic steps. (Adapted from The Future’s Channel website)
* This task is similar to the FAL “Building and Solving Equations 1” that comes after it.
The outline provided is useful and suggested to be used for this task. It can be accessed through
the link below. The activity includes a mini-lesson that introduces students to writing
expressions. The lesson will guide students through the process of modeling the expression.
MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.
MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context
can clarify the problem and how the quantities in it are related. For example a + 0.05a = 1.05a
means that adding a 5% tax to a total is the same as multiplying the total by 1.05.
MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and decimals) by applying
properties of operations as strategies to calculate with numbers, converting between forms as
appropriate, and assessing the reasonableness of answers using mental computation and
estimation strategies.
For example:
• If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her
salary an hour, or $2.50, for a new salary of $27.50.
• If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches
wide, you will need to place the bar about 9 inches from each edge; this estimate can be used
as a check on the exact computation.
MGSE7.EE.4 Use variables to represent quantities in a real‐world or mathematical problem, and
construct simple equations and inequalities to solve problems by reasoning about the quantities.
COMMON MISCONCEPTIONS
7.EE.3 Provide concrete examples for students to use and understand the properties of
operations. These include: the commutative, associative, identity, and inverse properties of
addition and of multiplication, and the zero property of multiplication.
Another method students can use to become convinced that expressions are equivalent is to
justify each step of rewriting of an expression with an operation property.
7.EE.4 Provide multiple opportunities for students to work with multi-step problem situations
that have multiple solutions and therefore can be represented by an inequality. Students need to
be aware that values can satisfy an inequality but not be appropriate for the situation, therefore
limiting the solutions for that particular problem.
Write an equation or inequality to model the situation. Explain how you determined whether to
write an equation or inequality and the properties of the real number system that you used to find
a solution
ESSENTIAL QUESTIONS
• How can mathematical relationships be represented as expressions, equations, or
inequalities?
MATERIALS
• 1 plastic re-sealable bag containing
- 10 small discs (roughly 1” in diameter)
- 2 other objects which are identical to each other but different from and somewhat
larger than the discs (these objects could be wooden blocks, plastic construction
bricks, or geometric shapes cut from construction paper or cardboard)
• 1 calculator (optional but recommended)
GROUPING
Individual/partner
TASK DESCRIPTION
This task is designed to help students develop their understanding of how to translate words into
algebraic expressions. Students will also need to implement properties (commutative,
associative, distributive, etc.) in order to rewrite the expressions and prove how the trick works.
Ask students to pick a number and write it on their paper. Then read through the following steps
and have students follow along performing the given operations on their paper. Make sure to
pause while reading to allow students time to complete the operation.
Upon completion, discuss what result each student got as a result. Why do you think this
occurred?
For each magic trick below, work through the trick with numbers. Then, write an expression and
rewrite it to demonstrate the operation being performed in the trick.
Trick #1
Steps to Trick Numerical Expression Equivalent
Expression
Start with an even i.e. 4 x X
number
2x
Double the number 4(2) = 8 2x
2x + 4
Add 4 8 + 4 = 12 2x + 4
Subtract 6 12 – 6 = 6 (2x + 4) – 6 2x – 2
*opportunity to
review associative X–1
property
Half the number 6/2 = 3 (2x – 2) / 2
Trick #2
Steps to Trick Numerical Expression Equivalent Expression
Start with a number i.e. 2 X X
Trick #3
Steps to Trick Numerical Expression Equivalent Expression
Start with a number. 𝟏 x X
i.e
𝟐
It must be a fraction.
3x
Triple the number 𝟏 𝟑 3x
(3) =
𝟐 𝟐 3x + 8
−1 𝟑 𝟏 𝟓 𝟏 𝟏
Add − = 3x− 3x−
4 𝟒 𝟒
𝟐 𝟒 𝟒
Subtract twice the 𝟓 𝟏 𝟏 3x − – 2x
𝟏 𝟏
− (𝟐) ( ) = 𝟒 𝒙−
number 𝟒 𝟐 𝟒 𝟒
3 𝟏 𝟑 𝟏𝟕 𝟏 𝟑 𝟕
Add + = (𝒙 − ) + = 𝒙 +
5
𝟒 𝟓 𝟐𝟎
𝟒 𝟓 𝟐𝟎 𝟕
𝒙+
𝟐𝟎
Subtract the original 𝟏𝟕 𝟏 𝟕 X+
𝟕
-x 𝟕
− = 𝟐𝟎
number 𝟐𝟎 𝟐 𝟐𝟎 𝟐𝟎
1. What properties did you have to apply in order to rewrite the algebraic expressions?
Solution: distributive property, commutative property, combining like terms
2. Create a trick with four steps that will have a result of 5. Write the algebraic
expression(s) that prove it works.
Solution: Answers May vary
3. Create a new trick with the distributive property that will result in starting and ending
with the same value. Write the algebraic expression(s) that prove that it works.
Solution: Answers May vary
4. Create a trick where you start with the day of your birth and end with the month of your
birth. Write a numerical expression to show each of your steps.
Solution: Answers may vary
DIFFERENTIATON
Extension:
• Have students create more complex number tricks using decimals or fractions within their
steps. Can students create number tricks that begin or end with a fraction or decimal?
Intervention:
• Tricks can be simplified by having fewer steps. Questions can be changed to create tricks
that are less complex or have fewer steps. Students may also find more success by
working with a partner and talking through what happens in each trick. Modeling with
manipulatives may be a way to provide a concrete explanation of what is taking place in a
problem.
In the space provided, follow your teacher’s instructions for the first math trick. What did you
get as a result? How does this compare to your classmates answers?
For each magic trick below, work through the trick with numbers. Then, write an expression and
rewrite it to demonstrate the operation being performed in the trick.
Trick #1
Steps to Trick Numerical Expression Equivalent
Expression
Start with a number
Add 4
Subtract 5
Trick #2
Steps to Trick Numerical Expression Equivalent Expression
Start with a number
Add six
Subtract 20
Trick #3
Steps to Trick Numerical Expression Equivalent Expression
Start with a number.
It must be a fraction.
1. What properties did you have to apply in order to rewrite the algebraic expressions?
2. Create a trick with four steps that will have a result of 5. Write the algebraic
expression(s) that prove it works.
3. Create a new trick with the distributive property that will result in starting and ending
with the same value. Write the algebraic expression(s) to prove it works.
4. Create a trick where you start with the day of your birth and end with the month of your
birth. Write a numerical expression to show each of your steps.
d_problems.pdf )
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The goal of this lesson is for students to build expressions and equations when presented with a
real life problem.
MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.
MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context
can clarify the problem and how the quantities in it are related. For example a + 0.05a = 1.05a
means that adding a 5% tax to a total is the same as multiplying the total by 1.05.
MGSE7.EE.4a Solve word problems leading to equations of the form px + q = r and p(x + q)
= r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently.
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the
operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length
is 6 cm. What is its width?
BACKGROUND KNOWLEDGE
In sixth grade, students were taught to solve and show work for one step equations involving
whole numbers.
COMMON MISCONCEPTIONS
Students might struggle with setting up the charts and will need whole group instruction on how
to set them up.
There may also be confusion about what part of the word problem leads to the expressions and
which part is for the writing of the equation.
ESSENTIAL QUESTIONS
• How can information from a word problem be translated to create an equation?
MATERIALS:
• Pencil and Paper
• Student Sheet with Charts
GROUPING
Individual/partner
TASK DESCRIPTION
In this task, student will work through creating tables in order to build expressions and equations
in order to solve a word problem.
Introduction:
Have the students work through the translating verbal expression warm-up questions in order to
address misconceptions about what words represent each operation. (Keep an eye out for “less
than” and how it differs in its placement in an expression. Anything that says than or from
changes the order of how the expression is written.)
Warm-Up Expressions
For each expression below, translate the verbal expression to an algebraic expression.
1) Ann has the 5 newest music CD’s which is 3 less than twice the amount that Bob has. 2x-
3=5
2) Mike, who has 6 video games, has half as many games as Paul. x/2 = 6
3) Nan rode the roller coaster 8 times, which was twice as many times as she rode the Ferris
wheel. 2x = 8
4) Janine, who bought $15 worth of make-up, spent $6 less than Leah spent.
x - 6 = 15
5) Rob, who has all 13 girls’ phone numbers that are in his homeroom, has 3 more than half
the number of girls’ phone numbers that Jay has.
x/2 + 3 = 13
6) Kate’s 85 on her English test was 37 points less than twice the grade on her Science test.
2x – 37 = 85
7) At the Middle School Graduation Dance, the DJ played 12 slow dances, which was equal
to the quotient of the number of fast dances and 2. x/2 = 12
• Students sometimes struggle with deciding which person or item is the variable. One
suggestion is to tell them it is the person or item on which everything else is based.
1. Sean sold 4 more boxes of candy for the school fundraiser than Marta. The sum of the
boxes they sold was 22. How many boxes did each sell?
Mathematics • GSE Grade 7 • Unit 2: Expressions and Equations
July 2019 • Page 46 of 67
Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 7 ∙ Unit 2
X+1 X 𝑿 + 𝑿 + 𝟏 + 𝒙 + 𝟐 = 𝟏𝟏𝟒
𝟑𝑿 + 𝟑 = 𝟏𝟏𝟒
𝟑𝑿 = 𝟏𝟏𝟏
X+2 𝑿 = 𝟑𝟕
The lengths of the sides are 37, 38, and 39.
4. Caitlyn did 6/7 of the problems on her math quiz correctly and four incorrectly. She did
all the problems. How many were there?
TYPE OF FRACTIONAL PART OF NUMBER
PROBLEM WHOLE
Correct 6/7 x-4
Incorrect 1/7 4
Total on Quiz 7/7 x
𝟏
𝒙=𝟒
𝟕
𝒙 = 𝟐𝟖
There were 28 problems on the quiz.
5. Geri spent Friday, Saturday, and Sunday selling a total of 24 magazine orders for her
school fundraiser. The amounts she sold respectively, on the three days were consecutive
even integers. How many did she sell on each day?
**There are many more equations on the referenced website as well as a quiz for the end of the
section if needed.
(http://www.nsa.gov/academia/_files/collected_learning/middle_school/algebra/deciphering_wo
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rld_problems.pdf )
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DIFFERENTIATION
Extension:
• Some of the problems from the website involve more complex equations including multi-
step equations.
• Allowing students the opportunity to work in their groups or with a partner to work
through the equations rather than working individually with guided teacher instruction
would be more challenging.
Intervention:
• Use highlighters and active reading strategies in order to help students locate important
information within the word problem
1) Ann has the 5 newest music CD’s which is 3 less than twice the amount that Bob has.
__________________________________
2) Mike, who has 6 video games, has half as many games as Paul.
____________________________________________________
3) Nan rode the roller coaster 8 times, which was twice as many times as she rode the Ferris
wheel. _______________________________
4) Janine, who bought $15 worth of make-up, spent $6 less than Leah spent.
________________________________________________
5) Rob, who has all 13 girls’ phone numbers that are in his homeroom, has 3 more than half
the number of girls’ phone numbers that Jay has.
_____________________________________________________
6) Kate’s 85 on her English test was 37 points less than twice the grade on her Science test.
_____________________________________
7) At the Middle School Graduation Dance, the DJ played 12 slow dances, which was equal
to the quotient of the number of fast dances and 2.
_______________________________________________
1. Sean sold 4 more boxes of candy for the school fundraiser than Marta. The sum of the
boxes they sold was 22. How many boxes did each sell?
2. Ned weighs 1½ times as much as Jill and Tom weighs 15 kilograms more than Jill. If
their combined weight is 190 kilograms, how much does each person weigh?
WHO WEIGHT
3. The sides of a triangular birdcage are consecutive integers. If the perimeter is 114
centimeters, what is the length of each side? Label each side with an expression that
represents its length.
4. Caitlyn did 6/7 of the problems on her math quiz correctly and four incorrectly. She did
all the problems. How many were there?
5. Geri spent Friday, Saturday and Sunday selling a total of 24 magazine orders for her
school fundraiser. The amounts she sold, respectively, on the three days were consecutive
even integers. How many did she sell on each day?
(Concept Development)
This lesson is intended to assess how well students are able to:
• form and solve linear equations using factoring and the distributive property
• use variables to represent equations in real-world problems
• represent word problems in equivalent equations.
MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.
MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context
can clarify the problem and how the quantities in it are related. For example a + 0.05a = 1.05a
means that adding a 5% tax to a total is the same as multiplying the total by 1.05.
Solve real‐life and mathematical problems using numerical and algebraic expressions and
equations
MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and decimals) by applying
properties of operations as strategies to calculate with numbers, converting between forms as
appropriate, and assessing the reasonableness of answers using mental computation and
estimation strategies.
For example:
• If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her
salary an hour, or $2.50, for a new salary of $27.50.
• If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2
inches wide, you will need to place the bar about 9 inches from each edge; this estimate
can be used as a check on the exact computation.
MGSE7.EE.4 Use variables to represent quantities in a real‐world or mathematical problem, and
construct simple equations and inequalities to solve problems by reasoning about the quantities.
MGSE7.EE.4a Solve word problems leading to equations of the form px + q = r and p(x + q) =
r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently.
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the
operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length
is 6 cm. What is its width?
MGSE7.EE.4b Solve word problems leading to inequalities of the form px + q > r or
px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the
inequality and interpret it in the context of the problem. For example, as a salesperson, you are
paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an
inequality for the number of sales you need to make, and describe the solutions.
MGSE7.EE.4c Solve real-world and mathematical problems by writing and solving equations of
the form x+p = q and px = q in which p and q are rational numbers.
ESSENTIAL QUESTIONS
• What are some strategies for solving real life mathematical problems involving numerical
and algebraic equations and expressions?
TASK COMMENTS
Tasks and lessons from the Mathematics Assessment Project are specifically designed to help
teachers effectively formatively assess their students. The way the tasks and lessons are designed
gives the teacher a clear understanding of what the students are able to do and not do. Within the
lesson, teachers will find suggestions and question prompts that will help guide students towards
understanding. For more information access the MAP website:
http://www.map.mathshell.org/materials/background.php?subpage=formative
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The PDF version of the task can be found at the link below:
http://map.mathshell.org/lessons.php?unit=7220&collection=8
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In this task, students will create inequalities to represent a situation. They will solve these
inequalities and graph in order to provide a visual representation of the real-life situation.
(Adapted from Connected Mathematics
http://connectedmath.msu.edu/pdf_news_links/cmp2_gr7_transition_kit1.pdf)
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BACKGROUND KNOWLEDGE
In order for students to be successful, the following skills and concepts need to be maintained:
COMMON MISCONCEPTIONS
When working with inequalities, students struggle with the idea that the solution is a range of
numbers not just a single value. The first few problems may require a discussion about what the
graph is truly telling you and how you can choose possible values from the given solution.
ESSENTIAL QUESTIONS
• How can inequalities be used in order to demonstrate all possible values that are solutions to
a given real life situation?
• How inequalities be displayed on a number line to provide a visual representation of a given
situation?
MATERIALS
• T.V. Time and Video Game Student Sheet
TASK DESCRIPTION
Inequalities are used to show a range of possible values that meet a given criteria. In the
following task, students will be creating a visual and algebraic solution to a given situation.
An inequality is a math sentence that compares two quantities. Often one of the quantities
represented is a variable. Use the following symbols and descriptions to represent each type of
inequality.
< means “is less than.” ≤ means “is less than or equal to.”
> means “is greater than.” ≥ means “is greater than or equal to.”
≠ means “is not equal to.”
How could you represent each inequality below using a variable and a constant?
1. Nima will spend less than $25 ______L<25_______
3. Emily needs at least $200 to buy the TV she wants ____A >200_____
Kia volunteers with some friends at a community center. While shopping online for a new
television she decides she wants one with at least a 26 in. screen. Using the chart below, write an
inequality to show how much money the center will have to spend.
5. Kia wants to have money left over. How can the graph be changed to show they need to
have more than $330? Don’t color in the point at $330. The inequality would change to
x > 330.
6. The center has a stand for the television that will hold up to 30 lb of weight. Draw a
graph to show how much the television she buys can weigh.
Kia plans to use money from the community center’s savings account to buy a gaming system.
There must be $129 left in the savings account after she withdraws what she needs.
Mathematics • GSE Grade 7 • Unit 2: Expressions and Equations
July 2019 • Page 54 of 67
Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 7 ∙ Unit 2
7. Write and solve an inequality to represent the situation, where x represents the amount of
money the center has in its savings account. What does your solution mean in terms of
the problem?
A – 129 > 250 ; a > 379
The center needs at least $379 in the account to start in order to take out $250
for the gaming system and still leave $129 in the account. If they just have $379 in
savings, they will not be able to afford any games.
8. Graph the possible values from the solution found in number seven.
The community center rents rooms for an hourly rate, plus a set-up fee.
9. A school group has $140 to spend. Write and solve an inequality that represents the cost
to rent the main hall, where h represents the number of hours the group can rent the room.
11. Use your solutions from 9 and 10 to justify your selection of which room the group
should rent.
They should rent the main hall since they get 6 total hours rather than the five
they would get from the dining room.
The community center has $175 to spend on video games for its new gaming system. Games are
on sale for $35 each.
12. Write and solve an inequality to represent the number of games the center could buy.
Explain your solution in reference to the problem.
35x < 175; x< 5 or 175 – 35x > 0 ; x < 5
In order to stay in budget the center has to buy 5 or less video games.
Mathematics • GSE Grade 7 • Unit 2: Expressions and Equations
July 2019 • Page 55 of 67
Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 7 ∙ Unit 2
The center is considering signing up for an online game-rental service rather than buying the
games. The table shows equipment cost and monthly fees for two services.
14. Write and solve an inequality that represents the number of months the center could rent
games from NetGames with its $175. Explain the solution in terms of the problem.
• Give the students a budget and have them research t.v. sets and gaming systems that they
would be able to purchase and still remain within their budget. What would be the
cheapest t.v./gaming combination? What would be the most expensive?
Intervention:
• Incorporate more examples of how to solve inequalities before beginning the task.
< means “is less than.” ≤ means “is less than or equal to.”
> means “is greater than.” ≥ means “is greater than or equal to.”
≠ means “is not equal to.”
Kia volunteers with some friends at a community center. While shopping online for a new
television she decides she wants one with at least a 26 in. screen. Using the chart below, write an
inequality to show how much money the center will have to spend.
Inequality ______________________
4. Graph the inequality on the number line.
5. Kia wants to have money left over. How can the graph be changed to show they need to
have more than $330?
6. The center has a stand for the television that will hold up to 30 lb of weight. Draw a
graph to show how much the television she buys can weigh.
Kia plans to use money from the community center’s savings account to buy a gaming system.
There must be $129 left in the savings account after she withdraws what she needs.
7. Write and solve an inequality to represent the situation, where x represents the amount of
money the center has in its savings account.
8. Graph the possible values from the solution found in number seven.
The community center rents rooms for an hourly rate, plus a set-up fee.
9. A school group has $140 to spend. Write and solve an inequality that represents the cost
to rent the main hall, where h represents the number of hours the group can rent the room.
10. The same group is also considering renting the dining room. Write and solve an
inequality to represent this situation.
11. Use your solutions from 9 and 10 to justify your selection of which room the group
should rent.
The community center has $175 to spend on video games for its new gaming system. Games are
on sale for $35 each.
12. Write and solve an inequality to represent the number of games the center could buy.
Explain your solution in reference to the problem.
The center is considering signing up for an online game-rental service rather than buying the
games. The table shows equipment cost and monthly fees for two services.
14. Write and solve an inequality that represents the number of months the center could rent
games from NetGames with its $175. Explain the solution in terms of the problem.
15. Write and solve an inequality to represent the number of months the center could rent
games from Anytime Games. .Explain the solution in terms of the problem.
16. Use your answers from 14 and 15 to justify which service the community center should
purchase.
Students will use principals of algebra to rearrange and solve one-variable equations.
MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.
MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context
can clarify the problem and how the quantities in it are related. For example a + 0.05a = 1.05a
means that adding a 5% tax to a total is the same as multiplying the total by 1.05.
Solve real‐life and mathematical problems using numerical and algebraic expressions and
equations
MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and decimals) by applying
properties of operations as strategies to calculate with numbers, converting between forms as
appropriate, and assessing the reasonableness of answers using mental computation and
estimation strategies.
For example:
• If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her
salary an hour, or $2.50, for a new salary of $27.50.
• If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2
inches wide, you will need to place the bar about 9 inches from each edge; this estimate
can be used as a check on the exact computation.
MGSE7.EE.4 Use variables to represent quantities in a real‐world or mathematical problem,
and construct simple equations and inequalities to solve problems by reasoning about the
quantities.
MGSE7.EE.4a Solve word problems leading to equations of the form px + q = r and p(x + q)
= r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently.
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the
operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length
is 6 cm. What is its width?
MGSE7.EE.4b Solve word problems leading to inequalities of the form px + q > r or px + q <
r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and
interpret it in the context of the problem. For example, as a salesperson, you are paid $50 per
week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for
the number of sales you need to make, and describe the solutions.
MGSE7.EE.4c Solve real-world and mathematical problems by writing and solving equations
of the form x+p = q and px = q in which p and q are rational numbers.
COMMON MISCONCEPTIONS
• As students begin to build and work with expressions containing more than two
operations, students tend to set aside the order of operations. For example having a
student rewrite an expression like 8 + 4(2x - 5) + 3x can bring to light several
misconceptions. Do the students immediately add the 8 and 4 before distributing the 4?
Do they only multiply the 4 and the 2x and not distribute the 4 to both terms in the
parenthesis? Do they collect all like terms 8 + 4 – 5, and 2x + 3x? Each of these show
gaps in students’ understanding of how to rewrite numerical expressions with multiple
operations.
• Most students will not be familiar with the term “attrition”. It might take some extra
emphasis on what this term means through using synonyms like “decline”, or “death” (in
this context, but not all contexts).
ESSENTIAL QUESTIONS
• How are the rules of order of operations used when rewriting expressions?
• How can rewriting an expression in different forms show how the quantities in it are
related?
MATERIALS
• Population Equations Student Task sheet
GROUPING
• Individually/partners
TASK DESCRIPTION
Distribute the handout and ensure that students understand the task.
If you are managing a wildlife population, three variables that you want to watch closely are the
population (P), the rate of reproduction (R), and the rate of attrition, (A).
Rate of reproduction simply means how many new animals are born as a percentage of the total
population. For example, if the population starts out at 60, and the rate of reproduction is 20%,
then in one year there will be 20% of 60=12 young animals born.
Rate of attrition is the number of animals that die each year, as a percentage of the total
population. For example, if the population starts out at 60, and the rate of attrition is 10%, then
in that year there would be 10% of 60=6 animal deaths.
1. Make up 3 more examples that show the meaning of “rate of reproduction”, and 3
examples that show the meaning of “rate of attrition”.
If no animals arrive from the outside of the region being studied, and no animals leave to
the outside, then the population at the beginning of one year (say, 1996) is related to the
population at the beginning of the next year (say, 1997), but this equation.
𝑷𝟏𝟗𝟗𝟕 = 𝑷𝟏𝟗𝟗𝟔 + 𝑷𝟏𝟗𝟗𝟔 (R − A) Teachers should show this equation broken down
into two equivalent expressions because students will be utilizing the right side of the
equation when solving for the value 𝑷𝟏𝟗𝟗𝟕 .
Solutions will vary-Population Examples: If the population of ducks starts out at 50, and the
rate of reproduction is 10%, then in one year there will be 10% of 50= 5 ducklings born. If the
population of rabbits starts out at 80, and the rate of reproduction is 30%, then in one year
there will be 30% of 80=24 baby rabbits born. If the population of trout starts out at 100, and
the rate of reproduction is 40%, then in one year there will be 40% of 100=40 baby trout.
Attrition examples will be similar to population examples, but students will acknowledge that
animals are dying instead of being born.
2. Compute the population for 1997 for each set of values given below:
Possible misconception: Using row a) as an example, students might substitute(25-22)
for (R-A) and leave out the % signs (25%-22%). The % signs are crucial because
without them, students would be multiple 500x3, not 500x(.03). You may want to lead
students through row a) to ensure that they do not make this error repeatedly in the
table.
𝑷𝟏𝟗𝟗𝟔 R A 𝑷𝟏𝟗𝟗𝟕
a) 500 25% 22% 515
b) 200 50% 40% 220
c) 1000 15% 20% 950
d) 15 30% 25% 16
e) 1500 40% 40% 1500
3. Look at your answers to (c), (d), and (e) above, and, for each one, explain why it’s a
reasonable answer.
Solutions:c)population decreases because A›R
d) answer rounded to the nearest whole since you cannot have a part of an animal
e)population doesn’t change when A=R
4. Solve the equation given above to find the missing values in each case:
𝑷𝟏𝟗𝟗𝟔 R A 𝑷𝟏𝟗𝟗𝟕
a) 700 20% 18% 714
b) 2500 30% 20% 2750
c) 8000 20% 30% 7200
d) 500 50% 60% 450
e) 20 60% 20% 28
f) 12000 10% 15% 11400
DIFFERENTIATION
Extension
Collaborative project incorporating life science:
• The teacher could allow students to create their own representation of the situation with
animal populations. This could be in the form of an actual 3-d model of a nature reserve,
state park, zoo, aquarium, or biome using plastic, paper, or clay animals with a key
showing how many animals each model animal represents.
• Students could research specific animals of their choosing to use in this project and
use actual quantitative data to estimate real rates of reproduction and attrition.
Intervention
• If students cannot take the population equation and substitutethe data from the chart
accurately, lead the class through the process for the first one or two letters:
• White boards could be used with struggling students to write the population equation,
erase each term individually and replace it with the specific data from each data piece
found in the given table. This process could be repeated for all of the missing data in
the table for #2 and #4.
If you are managing a wildlife population, three variables that you want to watch closely are the
population (P), the rate of reproduction (R), and the rate of attrition, (A).
Rate of reproduction simply means how many new animals are born as a percentage of the total
population. For example, if the population starts out at 60, and the rate of reproduction is 20%,
then in one year there will be 20% of 60=12 young animals born.
Rate of attrition is the number of animals that die each year, as a percentage of the total
population. For example, if the population starts out at 60, and the rate of attrition is 10%, then
in that year there would be 10% of 60=6 animal deaths.
1. Make up 3 more examples that show the meaning of “rate of reproduction”, and 3
examples that show the meaning of “rate of attrition”.
If no animals arrive from the outside of the region being studied, and no animals leave to
the outside, then the population at the beginning of one year (say, 1996) is related to the
population at the beginning of the next year (say, 1997), but this equation.
2. Compute the population for 1997 for each set of values given below:
𝑷𝟏𝟗𝟗𝟔 R A 𝑷𝟏𝟗𝟗𝟕
a) 500 25% 22%
b) 200 50% 40%
c) 1000 15% 20%
d) 15 30% 25%
e) 1500 40% 40%
3. Look at your answers to (c), (d), and (e) above, and, for each one, explain why it’s a
reasonable answer.
c)
d)
e)
4. Solve the equation given above to find the missing values in each case:
𝑷𝟏𝟗𝟗𝟔 R A 𝑷𝟏𝟗𝟗𝟕
a) 20% 18% 714
b) 2500 30% 2750
c) 8000 20% 7200
d) 50% 60% 450
e) 20 20% 28
f) 12000 15% 11400
MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.
https://www.nsa.gov/academia/_files/2013_CDU_summaries/Primary-Patterns-
AlgebraicThinking.pdf
https://www.illustrativemathematics.org/7.EE
http://illuminations.nctm.org/Lesson.aspx?id=3642
MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and decimals) by applying
properties of operations as strategies to calculate with numbers, converting between forms as
appropriate, and assessing the reasonableness of answers using mental computation and
estimation strategies.
For example:
• If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her
salary an hour, or $2.50, for a new salary of $27.50.
• If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2
inches wide, you will need to place the bar about 9 inches from each edge; this estimate
can be used as a check on the exact computation.
https://www.nsa.gov/academia/_files/2013_CDU_summaries/Primary-Patterns-
AlgebraicThinking.pdf
https://www.illustrativemathematics.org/7.EE
http://www.estimation180.com/lessons.html
http://illuminations.nctm.org/Lesson.aspx?id=3642
MGSE7.EE.4c Solve real-world and mathematical problems by writing and solving equations of
the form x+p = q and px = q in which p and q are rational numbers.
https://www.nsa.gov/academia/_files/2013_CDU_summaries/Primary-Patterns-
AlgebraicThinking.pdf
http://nzmaths.co.nz/resource/solving-multi-step-equations
https://www.illustrativemathematics.org/7.EE
http://www.estimation180.com/lessons.html