Download Math 7 Unit 2 – Expressions and Equations

Math 7 Unit 2 – Expressions and Equations
(6 weeks)
Unit Overview: Students build on their understanding of order of operations and use the properties of operations to rewrite
equivalent numerical expressions that were developed in Grade 6. Students continue to use properties that were initially used with
whole numbers and now develop the understanding that properties hold for integers, rational and real numbers. Additionally,
students’ understanding and application of writing and solving one-step equations from a problem situation to multi-step problem
situations is built. This is also the context for students to practice using rational numbers including: integers, and positive and
negative fractions and decimals. Lastly, multiple opportunities for students to work with multi-step problem situations that have
multiple solutions and therefore can be represented by an inequality are provided.
Content Standards:
TRANSITIONAL STANDARDS-TEACH 2012-13
Apply and extend previous understandings of arithmetic to algebraic expressions.
MCC.6.EE.3 Apply the properties of operations to generate equivalent expressions. (ITBS)
MCC.6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of
which value is substituted into them).
Use properties of operations to generate equivalent expressions.
MCC.7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational
coefficients. (ITBS)
MCC.7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how
the quantities in it are related. (ITBS)
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
MCC.6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem;
understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
MCC.7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form
(whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with
numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation
and estimation strategies. (ITBS)
MCC.6.EE.8 Write an inequality of the form x < c or x > c to represent a constraint or condition in a real-world or mathematical
problem. Recognize that inequalities of the form x < c or x > c have infinitely many solutions; represent solutions of such inequalities
on number line diagrams.
MCC.7.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. (ITBS)
MCC.7.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. (ITBS)
MCC.7.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. (ITBS)
Standards for Mathematical Practice:
6. Attend to precision
7.
Look for and make use of structure.
Diagnostic: Prerequisite Assessment
Standards for Mathematical Practice (6, 7)
EQ: How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Learning Targets:
I can …
 look closely to discern patterns or structure. (SMP7)
 associate patterns with properties of operations and their relationships. (SMP7)
 step back from an overview and can shift perspective. (SMP7)






see complicated things, such as algebraic expressions, as single objects or as composed of several objects. (SMP7)
speak and write precisely to others. (SMP6)
use clear definitions in discussion with others and in my own reasoning. (SMP6)
state the meaning of the symbols used, including using the equal sign consistently and appropriately. (SMP6)
specify units of measure carefully. (SMP6)
calculate accurately and efficiently. (SMP6)
Concept Overview:
SMP 7 Look for and make use of structure.
Mathematically proficient students routinely seek patterns or structures to model and solve problems. For instance, students apply
properties to generate equivalent expressions (i.e. 6 + 2x = 3 (2 + 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). They also can step back for an overview and shift
perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several
objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value
cannot be more than 5 for any real numbers x and y.
SMP 6 Attend to precision.
Mathematically proficient students try to communicate precisely to others. In grade 7, students continue to refine their
mathematical communication skills by using clear and precise language in their discussions with others and in their own reasoning.
Students use appropriate terminology when referring to components of expressions, equations or inequalities. They state the
meaning of the symbols they choose, including using the equal sign consistently and appropriately. They calculate accurately and
efficiently, express numerical answers with a degree of precision appropriate for the problem context. They also define variables,
and specify units of measure accurately.
Resources:
SMP7 Inside Mathematics Website
SMP6 Inside Mathematics Website
Generating Equivalent Expressions
Use properties of operations to generate equivalent expressions.
MCC.6.EE.3 Apply the properties of operations to generate equivalent expressions.
MCC.6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of
which value is substituted into them).
MCC.7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational
coefficients. (ITBS)
MCC.7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how
the quantities in it are related. (ITBS)
EQ: How can algebraic expressions be used to model, analyze and solve mathematical situations?
Learning Targets:
I can …
 use the distributive property to expand and factor linear expressions with rational numbers. ( EE1)
 combine like terms with rational coefficients. ( EE1)
 recognize and explain the meaning of a given expression and its component parts. ( EE2)
 recognize that different forms of an expression may reveal different attributes of the context. ( EE2)
Concept Overview:
This is a continuation of work from 6th grade using properties of operations (Glossary) and combining like terms. Students apply
properties of operations and work with rational numbers (integers and positive / negative fractions and decimals) to write
equivalent expressions.
An expression expresses something. Facial expressions express emotions. Mathematical expressions express calculations with
numbers. Some of the numbers might be given explicitly, like 2 or 3/4. Other numbers in the expression might be represented by
letters, such as x, y, P, or n.
 The calculation an expression represents might use only a single operation, as in 4 + 3 or 3x, or it might use a series of
nested or parallel operations, as in 3(a + 9) – 9/b. An expression can consist of just a single number, even 0. Letters standing
for numbers in an expression are called variables.
 In good practice, including in student writing, the meaning of a variable is specified by the surrounding text; an expression
by itself gives no intrinsic meaning to the variables in it. Depending on the context, a variable might stand for a specific
number, for example the solution to a word problem;
 it might be used in a universal statement true for all numbers, for example when we say that that a + b = b + a for all
numbers a and b; or it might stand for a range of numbers, for example when we say that
= x for x > 0.
 In choosing variables to represent quantities, students specify a unit; rather than saying “let g be gasoline,” they say “let g
be the number of gallons of gasoline”.
An expression is a phrase in a sentence about a mathematical or real-world situation. As with a facial expression, however, you can
read a lot from an algebraic expression (an expression with variables in it) without knowing the story behind it, and it is a goal of this
progression for students to see expressions as objects in their own right, and to read the general appearance and fine details of
algebraic expressions.
An equation is a statement that two expressions are equal, such as 10 + 0.02n = 20, or 3 + x = 4 + x, or 2(a + 1) = 2a + 2. It is an
important aspect of equations that the two expressions on either side of the equal sign might not actually always be equal; that is,
the equation might be a true statement for some values of the variable(s) and a false statement for others. For example, 10 + 0.02n
= 20 is true only if n = 500; and 3 + x = 4 + x is not true for any number x; and 2(a + 1) = 2a + 2 is true for all numbers a. A solution to
an equation is a number that makes the equation true when substituted for the variable (or, if there is more than one variable, it is a
number for each variable). An equation may have no solutions (e.g., 3 + x = 4 + x has no solutions because, no matter what number
x is, it is not true that adding 3 to x yields the same answer as adding 4 to x). An equation may also have every number for a solution
(e.g., 2(a + 1) = 2a + 2. An equation that is true no matter what number the variable represents is called an identity, and the
expressions on each side of the equation are said to be equivalent expressions. For example 2(a + 1) and 2a + 2 are equivalent
expressions. In Grades 6–8, students start to use properties of operations to manipulate algebraic expressions and produce different
but equivalent expressions for different purposes. This work builds on their extensive experience in K–5 working with the properties
of operations in the context of operations with whole numbers, decimals and fractions.
Use properties of operations to generate equivalent expressions
In Grade 7 students start to simplify general linear expressions with rational coefficients. Building on work in Grade 6, where
students used conventions about the order of operations to parse, and properties of operations to transform, simple expressions
such as 2(3 + 8x) or 10 – 2p, students now encounter linear expressions with more operations and whose transformation may
require an understanding of the rules for multiplying negative numbers, such as 7 – 2(3 – 8x). In simplifying this expression students
might come up with answers such as
 5(3– 8x), mistakenly detaching the 2 from the indicated multiplication
 7 – 2(–5x), through a determination to perform the computation in parentheses first, even though no simplification is
possible
 7 – 6 – 16x, through an imperfect understanding of the way the distributive law works or of the rules for multiplying
negative numbers.
In contrast with the simple linear expressions they see in Grade 6, the more complex expressions students seen in Grade 7 afford
shifts of perspective, particularly because of their experience with negative numbers: for example, students might see 7– 2(3 – 8x)
as 7– (2(3 – 8x)) or as 7 + (–2)(3 +(– 8)x.
As students gain experience with multiple ways of writing an expression, they also learn that different ways of writing expressions
can serve different purposes and provide different ways of seeing a problem. For example, a + 0.05a = 1.05a means that “increase
by 5%” is the same as “multiply by 1.05. (7.EE.2) In the example below, the connection between the expressions and the figure
emphasize that they all represent the same number, and the connection between the structure of each expression and a method of
calculation emphasize the fact that expressions are built up from operations on numbers.
Have students build on their understanding of order of operations and use the properties of operations to rewrite equivalent
numerical expressions that were developed in Grade 6. Students continue to use properties that were initially used with whole
numbers and now develop the understanding that properties hold for integers, rational and real numbers.
 Provide opportunities to build upon this experience of writing expressions using variables to represent situations and use
the properties of operations to generate equivalent expressions. These expressions may look different and use different
numbers, but the values of the expressions
 Provide opportunities for students to experience expressions for amounts of increase and decrease. In Standard 2, the
expression is rewritten and the variable has a different coefficient. In context, the coefficient aids in the understanding of
the situation. Another example is this situation which represents a 10% decrease: b - 0.10b = 1.00b - 0.10b which equals
0.90b or 90% of the amount.
 One method that students can use to become convinced that expressions are equivalent is by substituting a numerical value
for the variable and evaluating the expression. For example 5(3 + 2x) is equal to 5∙3 + 5∙2x. Let x = 6 and substitute 6 for x in
both equations.
5(3 + 2∙6)
5(3 + 12)
5(15)
75
5∙3 + 5∙2∙6
15 + 60
75

Provide opportunities 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
simplification of an expression with an operation property.

Students understand the reason for rewriting an expression in terms of a contextual situation. For example, students
understand that a 20% discount is the same as finding 80% of the cost (0.80c).

All varieties of a brand of cookies are $3.50. A person buys 2 peanut butter, 3 sugar and 1 chocolate. Instead of multiplying
2 x $3.50 to get the cost of the peanut butter cookies, 3 x $3.50 to get the cost of the sugar cookies and 1 x $3.50 for the
chocolate cookies and then adding those totals together, student recognize that multiplying $3.50 times 6 will give the
same total
Vocabulary:
linear expression: A mathematical phrase involving variables and sometimes numbers and operation symbols. Variables are of the
first power only, and you cannot multiply or divide the variables with each other. (x + y and 2x - 2 y are linear expressions: x and y2
3
y
are not linear expressions)
coefficient: A number multiplied by a variable in an algebraic expression.
like terms: Terms in an algebraic expression that have the same variable raised to the same power.
distributive property: The sum of two addends multiplied by a number is the sum of the product of each addend and the number.
Sample Problem(s): Solutions to Sample Problems
Sample Problem 1
Write an equivalent expression for 3(x + 5) – 2. (EE1)
Sample Problem 2
Suzanne thinks the two expressions 2(3a-2) +4a and 10a -2 are equivalent? Is she correct? Explain why or why not? (EE1)
Sample Problem 3
Write equivalent expressions for: 3a +12
Possible solutions might include factoring as in 3(a + 4), or other expressions such as a + 2a + 7 + 5. (EE1)
Sample Problem 4
A rectangle is twice as long as wide. One way to write an expression to find the perimeter would be w + w + 2w + 2w. Write the
expression in two other ways.
Solution: 6w or 2(w) + 2(2w). (EE1)
Sample Problem 5
An equilateral triangle has a perimeter of 6x + 15. What is the length of each of the sides of the triangle?
Solution: 3(2x +), therefore each side is 2x + 5 units long. (EE1)
Sample Problem 6
Which students correctly simplified the expressions? Justify your reasoning. Fix all incorrectly simplified expressions. (EE1)
Sample Problem 7
Write three equivalent expressions for: 2 (6x +9) + 6x. Justify the equivalence of your expressions. (EE2)
3
Sample Problem 8
Given a square pool as shown in the picture, write four different expressions to find the total number of tiles in the border. Explain
how each of the expressions relates to the diagram and demonstrate that the expressions are equivalent. Which expression do you
think is most useful? Explain your thinking. (EE2)
Standard
Topic
Resources
Teacher Notes
MCC.6.EE.3
MCC.6.EE.4
MCC.7.EE.1
MCC.7.EE.2
Using properties
to generate
equivalent
expressions
Holt 3
Simplifying Algebraic
Expressions
Section 11 -1 pgs. 48 -49
Pearson 2
Working with Expressions
Section 4 - 1b. pg. 173
Order of Operations and the
Distributive Property
Section 1 - 9. pgs. 48 – 49
Holt Algebra 1
Perimeter
Connecting Algebra to
Geometry pgs. 52 - 53
Student 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
simplify 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 simplify numerical expressions with multiple
operations.
Math 7 Unit 2_Good Questions
Math 7 Unit 2- Differentiation Strategies
Cooperative Learning Strategy: Expression Writing Activity
Simplifying Expressions
Section 1 -7 pgs. 46 – 49
 Teaching Notes and
Instructional Resources (S,
K, U) Includes ideas for
graphic organizers
 Hexagon Pattern Train (K,
U)
 Growing In Front of Your
Eyes (K, U)
Literacy Strategy: SQPL – Students questions for purposeful
learning.
Dimension 2000
Model Lesson Plan MCC.7.EE.1-2
Paired Learner Activity MCC7.EE.1-2
Task Rotation MCC7.EE.1-2
Solving Problems with Expressions and Equations
S Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
MCC.6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem;
understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
MCC.7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form
(whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with
numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation
and estimation strategies. (ITBS)
MCC.6.EE.8 Write an inequality of the form x < c or x > c to represent a constraint or condition in a real-world or mathematical
problem. Recognize that inequalities of the form x < c or x > c have infinitely many solutions; represent solutions of such inequalities
on number line diagrams.
MCC.7.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. (ITBS)
MCC.7.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. (ITBS)
MCC.7.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. (ITBS)
EQ: How can algebraic equations and inequalities be used to model, analyze and solve mathematical situations?
Learning Targets:
I can …
• solve multi-step mathematical problems involving calculations with positive and negative rational numbers in a variety of forms.
(7EE3) *Transitional Skill: Solving a 2-Step Equation
• solve multi-step real-life problems involving calculations with positive and negative rational numbers in a variety of forms. (7EE3)
• convert between forms of a rational number to simplify calculations or communicate solutions meaningfully. (7EE3)
• assess the reasonableness of answers using mental computation and estimation. (7EE3)
•use variables to create equations and inequalities that model word problems. (7EE3)
• solve word problems leading to linear equations and inequalities. (7EE3)
• connect arithmetic solution processes that do not use variables to algebraic solution processes that use equations. (7EE4)
• use symbols of inequality to express phrases such as “at most”, “at least as much as”, or “no more than ”. (7EE4)
Concept Overview:
Solve real-life and mathematical problems using numerical and algebraic expressions and equations
By Grade 7 students start to see whole numbers, integers, and positive and negative fractions as belonging to a single system of
rational numbers, and they solve multi-step problems involving rational numbers presented in various forms. (7.EE.3)
Students use mental computation and estimation to assess the reasonableness of their solutions. For example, the following
statement appeared in an article about the annual migration of the Bartailed Godwit from Alaska to New Zealand:
She had flown for eight days—nonstop—covering approximately 7,250 miles at an average speed of nearly 35 miles per hour.
Students can make the rough mental estimate 8 x 24 x 35 = 8 x 12 x 70 < 100 x 70 = 7000 to recognize that although this astonishing
statement is in the right ballpark, the average speed is in fact greater than 35 miles per hour, suggesting that one of the numbers in
the article must be wrong. 7.EE.3
As they build a systematic approach to solving equations in one variable, students continue to compare arithmetical and algebraic
solutions to word problems. For example they solve the problem
The perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? by subtracting 2  6 from 54 and dividing by 2, and also
by setting up the equation
2w + 2  6 = 54:
The steps in solving the equation mirror the steps in the numerical solution. As problems get more complex, algebraic methods
become more valuable. For example, in the cyclist problem below, the numerical solution requires some insight in order to keep the
cognitive load of the calculations in check.
By contrast, choosing the letter s to stand for the unknown speed, students build an equation by adding the distances travelled in
three hours (3s and 3  12.5) and setting them equal to 63 to get
3s + 3  12.5 = 63.
It is worthwhile exploring two different possible next steps in the solution of this equation:
3s + 37.5 = 64 and 3(s + 12.5) = 63.
The first is suggested by a standard approach to solving linear equations; the second is suggested by a comparison with the
numerical solution described earlier.7. EE.4a
Students also set up and solve inequalities, recognizing the ways in which the process of solving them is similar to the process of
solving linear equations:
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 solution.
Students also recognize one important new consideration in solving inequalities: multiplying or dividing both sides of an inequality
by a negative number reverses the order of the comparison it represents. It is useful to present contexts that allow students to
make sense of this. For example,
If the price of a ticket to a school concert is p dollars then the attendance is 1000 – 50p. What range of prices ensures that at least
600 people attend?
Students recognize that the requirement of at least 600 people leads to the inequality 1000 – 50p ≥ 600. Before solving the
inequality, they use common sense to anticipate that that answer will be of the form p ≤ ?, since higher prices result in lower
attendance. (7.EE.4b) (Note that inequalities using ≥ and ≤ are included in this standard, in addition to > and < .)
Vocabulary:
equation: A mathematical sentence that contains an equal sign. Uses the = sign to show the relationship that two expressions are
equal to each other.
inequality: A mathematical sentence that contains the symbols >(greater than), <(less than), <(less than or equal to), or > (greater
than or equal to).
Sample Problem(s): Solutions to Sample Problems
Sample Problem 9
Maria has three more than twice as many crayons as Elizabeth. Write an algebraic expression to represent the number of crayons
that Maria has.
(Solution: 2c + 3 where c represents the number of crayons that Elizabeth has.) (6EE6)
Sample Problem 10
An amusement park charges $28 to enter and $0.35 per ticket. Write an algebraic expression to represent the total amount spent.
(Solution: 28 + 0.35t where t represents the number of tickets purchased) (6EE6)
Sample Problem 11
Andrew has a summer job doing yard work. He is paid $15 per hour and a $20 bonus when he completes the yard. He was paid $85
for completing one yard. Write an equation to represent the amount of money he earned.
(Solution: 15h + 20 = 85 where h is the number of hours worked) (6EE6)
Sample Problem 12
Describe a problem situation that can be solved using the equation 2c + 3 = 15; where c represents the cost of an item
Bill earned $5.00 mowing the lawn on Saturday. He earned more money on Sunday. Write an expression that shows the amount of
money Bill has earned. (Solution: $5.00 + n) (6EE6)
Sample Problem 13
Braxton wants to spend his $60 savings on new longboard parts online. He has a promotional code that he can use for 1/5 off his
cost before shipping or for free shipping. If shipping costs are $1.75 for each $10 spent, how should he use his promotional code?
Justify your answer.(7EE3)
Sample Problem 14
Graph x ≤ 4.
Solution:
(6EE8)
Sample Problem 15
Jonas spent more than $50 at an amusement park. Write an inequality to represent the amount of money Jonas spent. What are
some possible amounts of money Jonas could have spent? Represent the situation on a number line. (6EE8)
Less than $200.00 was spent by the Flores family on groceries last month. Write an inequality to represent this amount and graph
this inequality on a number line. (6EE8)
Solution: 200 > x
Sample Problem 16
When Zuri picks any number between -10 and 10, triples it, adds 9, divides by 3, and subtracts 3, what number does she get? Why?
Evaluate and use algebraic evidence to support your conclusion. (7EE4)
Standard
Topic
MCC.6.EE.6
MCC.7.EE.3
Solving problems
with equations
Resources
Holt 3
Solving Multi-Step Equations
Section 11 – 2 pgs. 588 – 589
Solving Equations with
Variables on Both Sides
Section 11 – 3 pgs. 593 – 595
Teacher Notes
Model Lesson: Writing and Solving Two-Step Equations
Student Misconceptions:
Some students may have a very narrow understanding of
the concept “variable”. Some students believe that 7w + 22
= 109 and 7n + 22 = 109 will have different solutions.
Math 7 Unit 2_Good Questions
Pearson 2
Solving Equations by Adding
or Subtracting
Section 4 - 3 pgs. 180 – 182
Solving Equations by
Multiplying or Dividing
Section 4 - 4 pgs. 186 – 188
Exploring Two-Step Problems
Section 4 - 5 pgs. 194 – 196
Solving Two-Step Equations
Section 4 - 6 pgs. 200 – 202
Holt 2
Solving Multi-Step Equations
Section 12 – 2 pgs. 682 – 683
Math 7 Unit 2- Differentiation Strategies
Cooperative Learning Strategy: Equation Tic-Tac-Toe
Literacy Strategy: Sequence Chain for Solving Two-Step
Equations
Dimension 2000
Model Lesson Plan MCC.7.EE.3
Paired Learner Activity MCC7.EE.3
Solve It Fast! Game
Task Rotation MCC7.EE.3
Proof that 2 = 1
Pearson 1
Solving Two-Step Equations
Section 12-1 pgs. 572 – 573
Using Equation Language
Activity Lab 12 -1b. pg. 577
 Learning Task: Calendar
Equations (GaDOE
Frameworks) (U, K)
 Distributive Property Using
Area (NCTM Task) (U)
 Geology Rocks Equations (K,
U)
MCC.6.EE.8
MCC.7.EE.4
MCC.7.EE.4a
MCC.7.EE.4b
Solving problems
with inequalities
Holt 3
Solving Inequalities by
Multiplying and Dividing
Section 11 – 4 pgs. 600 – 601
Model Lesson: Writing and Solving Inequalities
Student Misconceptions:
Students have difficulty interpreting the solution of an
inequality. Some students believe that the result of
Solving Two-Step Inequalities
Section 11 – 5 pgs. 604 – 605
Pearson 2
Graphing and Writing
Inequalities
Section 4 - 7 pgs. 205 – 206
an inequality is a value of the unknown and not an
interval of values. Additionally students do not see values
between whole numbers such as 3 and 5 when interpreting
solutions to inequalities
Math 7 Unit 2_Good Questions
Literacy Strategy: KWL: Solving problems with inequalities
Solving Inequalities by Adding
and Subtracting
Section 4 - 8 pgs. 210 – 211
Solving Inequalities by
Multiplying and Dividing
Section 4 - 9 pgs. 214 – 216
Applying Inequalities
Problem solving pgs. 224 – 225
Holt 2
Solving Inequalities by Adding
or Subtracting
Section 12 – 5 pgs. 696 – 697
Solving Inequalities by
Multiplying and Dividing
Section 12 – 6 pgs. 700 – 701
Pearson 1
Inequalities
Section 12 – 2 pgs. 578 – 579
Solving One-Step Inequalities
Section 12 – 3 pgs. 582 – 583
 Learning Task: Inequality
Statements (GaDOE
Frameworks) (U)
Unit 2 Summative Assessment
Unit 2 ADV Summative Assessment