CC2 CH 6 TV

CHAPTER 6
Solving Inequalities and Equations
In this chapter you will use algebra tiles to compare two

expressions on Expression Comparison Mats. In Section
6.1, you will also discover the legal moves that allow you
to simplify expressions. Then you will determine which
expression is greater or if they are equal. You will also
learn how to record solutions to inequalities using number
lines with boundary points.
Think about these questions

throughout this chapter:
Whats the relationship?

Are they equivalent?
You will extend what you know about comparing

expressions to include cases in which expressions are
equal. You will build equations on Equation Mats with
algebra tiles, write equations with variables, and solve
equations without using tiles. Learning how to write and
solve equations will provide you a new way to solve word
problems without completing a 5-D table. By the end of
this chapter, you will learn efficient ways to justify the
steps used to solve equations.
How can I represent it?

How can I solve it?
In this chapter, you will learn how to:

Simplify and compare two algebraic expressions.
Write and solve algebraic inequalities.
Solve for a variable when two expressions are equal.
Write and solve an equation to solve a word problem.
Recognize when an equation has no solution or infinite solutions.
Word
<
Graph
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Section 6.1
In the first section, you will learn additional strategies for

comparing expressions. The strategies will involve
maintaining equivalence and determining relationships
between expressions. You will also solve inequalities and
represent their solutions on a number line.
Section 6.2
Using algebra tiles, here you will explore what you can learn
when expressions are equal. Solving equations will also
provide you an opportunity to develop efficient simplification
strategies and to learn how to know that your solution is
correct. You will also consider special cases, such as when
an equation has no solution.
Symbol
Core Connections, Course 2
Chapter 6 Teacher Guide

Section
Lesson
Days
Lesson Objectives
6.1.1
Comparing
Expressions
6.1.2
Comparing Quantities
with Variables
6.1.3
One Variable
Inequalities
6.1.4
Solving One Variable

Inequalities
6.2.1
Solving Equations
6.2.2
Checking Solutions
and the Distributive
Property
6.2.3
Solving Equations and

Recording Work
6.2.4
Using a Table to Write

Equations from Word
Problems
6.2.5
Writing and Solving

Equations
6.2.6
Cases With Infinite or

No Solutions
6.2.7
Choosing a Solving
Strategy
Algebra tiles
Lesson 6.2.1 Res. Pg.
6.1
6.2
Materials
Algebra tiles
Lesson 6.1.1A-B Res. Pgs.
Algebra tiles
Lesson 6.1.1A Res. Pg.
Algebra tiles
Poster graph paper
Marker
Sticky dots
Algebra tiles
Algebra tiles
Algebra tiles
6-6 to 6-11
6-17 to 6-22
6-29 to 6-34
6-42 to 6-47
6-54 to 6-59
6-65 to 6-70

Colored pencils
6-81 to 6-86
and
6-87 to 6-92
None
6-97 to 6-102
Lesson 6.2.5 Res. Pgs.

Poster paper
Markers
Tape
Algebra tiles
Chapter Closure
Various Options
Total:
13 days plus optional time for Closure and Assessment
Chapter 6: Solving Inequalities and Equations
Homework
6-104 to 6-109
and
6-110 to 6-115
6-122 to 6-127
6-134 to 6-139
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Overview of Chapter
In Section 6.1, students compare expressions to determine whether one is greater than the other
by simplifying. To do this, they use algebra tiles on an Expression Comparison Mat. They
investigate the legal moves of removing zero pairs from one or both sides of the mat and
removing or adding balanced (matching) sets of tiles from each side of the mat as they try to
simplify expressions without changing the relationship between them. In Lesson 6.1.3, students
will begin to record the expressions they have compared symbolically as inequalities. They learn
how to represent solutions to an inequality on a number line and to interpret the meaning of a
number line graph in a specific situation.
In Section 6.2, students begin working with Equation Mats. Building from their work comparing
expressions in Section 6.1, they transition to looking for values that make two expressions equal.
Students learn how to write an equation, solve for a variable, and record their solving steps using
algebraic notation. Students will also learn to verify their solutions by evaluating equations for a
specific value. They will work with equations that have no solutions as well as those that have
infinite solutions.
While students practice writing and solving equations, they return to their work with the 5-D
Process and begin to write and solve equations that summarize relationships found in word
problems. Students construct equations after completing the Describe/Draw and Define steps of
the process and possibly one or two trials. They see that solving the equation is another strategy
for solving the word problem once the variables have been defined.
Common Core State Standards for Mathematical Practices
In Chapter 6, making sense of problems is your main goal for Mathematical Practices.
Students will be using appropriate tools, expression mats with algebra tiles, to focus on
comparing algebraic expressions. Throughout the chapter, it is recommended that you focus
very clearly on the skills of abstract and quantitative reasoning, construction of viable
arguments and critiquing of others reasoning, and attention to precision, both in student
communication with others and their use of tools.
Where Is This Going?
Work with solving equations in this chapter lays groundwork for topics that extend into algebra.
Students will revisit techniques of solving equations in Chapter 7, when they encounter equations
with fractional coefficients. Students will also apply these skills and their understanding of
inverse operations to solve proportional equations in Chapter 7.
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Suggested Assessment Plan for Chapter 6

For complete discussion and recommendations about assessment strategies and grading, refer to the
Assessment section of this Teacher Edition.
Participation Quiz
Student Presentations
Lesson 6.1.2
Problems 6-12 and 6-13
A Participation Quiz will
encourage students to talk
about how they are
manipulating tiles on the
expression comparison
mat and to justify their
work to their teammates.
Lesson 6.2.5
Study teams can prepare poster
presentations that can stand-alone
or be shared verbally. Presentations
should demonstrate how students
interpret word problems to define
relationships between quantities and
to write equations.
Portfolios
Lesson 6.2.7
Students can choose one of the
problems from this lesson to
include in their portfolio. Their
explanation of the problem could
include how they chose a strategy
to use, how that strategy helped
them to arrive at an answer, and
why their answer is reasonable.
Ideas for Team Test

In a team test, it is appropriate to assess some of the same ideas as those on the individual test, as
well as some newer material, but in a team worthy form. For example, teams could be asked to
represent and compare two expressions presented in a word problem. Teams could also be asked
to write and solve an equation from a word problem, using the 5-D Process to help them organize
information. See the online Assessment Bank for more ideas.
Ideas for Individual Test
Students compare expressions in Section 6.1. They use Expression Comparison Mats and
algebra tiles to represent expressions, simplify them, and determine whether one expression
represents a greater value than the other (if possible). At this point in the course, expect students
to comfortably rewrite single expressions by combining like terms, making zeros, and doing
simple distribution.
Section 6.1 also introduces students to representing inequalities on a number line. It is
reasonable to expect students to represent expressions such as x 5 or the solution to the
inequality 12 > 2x + 1 on a number line.
Section 6.2 focuses on solving equations. Working with algebra tiles and Equation Mats,
students apply simplification strategies to solving an equation and use algebraic notation to show
simplification steps. Students also learn to verify their solutions by evaluating equations for a
specific value. Throughout the section, students are expected to have access to algebra tiles to
help them represent and solve equations. At this point, it is appropriate to individually assess
students solving skills using equations that can be reasonably represented using the tiles and to
expect students to record their work algebraically. It is recommended that you wait to assess
finding solutions to equations with values that students must visualize (rather than build) until
students have had additional practice in homework.
Section 6.2 also extends work with word problems to writing equations that represent those
problems. Using the 5-D Process to organize information and define variables, students learn to
write equations that they can then solve, either before or after completing a series of trials to find
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a solution. Students will continue to practice writing equations for word problems in homework
in later chapters; it is appropriate that assessment focus on defining variables and summarizing
the work and solution represented in a 5-D Process table with variable expressions at this time.
It is strongly recommended that more than half of each test be made up of material from
previous chapters. Along with any previous material, it is now appropriate to test students
ability to:
Compare two expressions, as in problems 6-17, 6-102, and CL 6-141.
Represent a simple inequality on a number line, as in problems 6-29, 6-42, 6-92, and
CL 6-145.
Solve a simple linear equation and record steps in symbols, as in problems 6-81, 6-98,
6-104, 6-110, 6-122, and CL 6-140.
Evaluate expressions, including checking solutions to equations, as in problems 6-44,

6-65, 6-81, 6-90, 6-112, 6-123, and 6-139 (e).
Solve problems using the 5-D Process, including defining variables and summarizing
relationships using variable expressions, as in problems 6-70, 6-83, 6-97, 6-106, 6-111,
and CL 6-144.
Mastery of Checkpoint 6: Writing and evaluating algebraic expressions such as in
problems 6-10, 6-20, 6-31, 6-44, 6-66, 6-67, 6-90, 6-112, and 6-139.
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Lesson 6.1.1 How do these compare?

Comparing Expressions
Lesson Objective:
Students will build and simplify expressions on an expression mat to

determine which of them is greater. Students will also build an
understanding of legal moves with the algebra tiles on the Expression
Comparison Mats.
Mathematical
Practices:
Todays goal is to reason abstractly and quantitatively, using algebra

tiles to compare expressions. As teams discuss legal moves, students
should critique the reasoning of others within their team to clarify this
process in their own minds.
Length of Activity:
One day (approximately 45 minutes)
Core Problems:
Problems 6-1 through 6-4
Materials:
Algebra tiles, class set

Algebra tiles for the overhead or document camera
Lesson 6.1.1A Resource Page (Expression Comparison Mat), one per
student copied onto cardstock (This resource page will be needed for all
lessons in this section.)
Lesson 6.1.1B Resource Page (Comparing Expressions), one per
student
Lesson Overview:
So far in this course students have represented expressions using positive

and negative algebra tiles and with symbols. They have simplified
expressions by combining like terms, identifying and removing zero
pairs, and applying the Distributive Property.
In this lesson, students transition to comparing two expressions using an
Expression Comparison Mat (Lesson 6.1.1A Resource Page). The
Expression Comparison Mat allows two expressions to be compared side
by side in an effort to determine which side has the greater value (or if
the values are equal). Students add to their repertoire of simplifying
strategies by identifying ways to simplify expressions that are being
compared without altering the relationship between the two expressions.
Suggested Lesson
Activity:
Begin this lesson with problem 6-1 in which students investigate how to
simplify on a comparison mat both by making zeros and/or by
balancing (removing tiles from both sides). An alternate way to do this
problem is with a Think-Ink-Pair-Share. Students can simplify by
making zeros on one side (with three positive tiles and three negative
tiles) OR they could remove three positive tiles from both sides and then
remove three negative tiles from both sides. They are challenged to find
two different methods to begin exploring the simplifying by removing
balanced sets method. Students may need you to ask some additional
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questions to help them see zeros or matching tiles. Regardless, when the
mat is completely simplified, the expression on the left is greater because
it simplifies to +2 while the one on the right simplifies to 3. Students
should recognize that a positive is always greater than a negative. At this
point, do not offer strategies or assign certain moves as valid for
creating equivalent expressions; rather, encourage students to justify their
thinking as they make the moves by asking, How do we know this is
equivalent? (in the case of removing a zero pair from one side) or How
do we know we have not changed which one is greater? (in the case of
removing the same number of tiles from both sides). After students have
worked through problem 6-1, conduct a whole class discussion in which
students share their strategies and justifications for why the moves do not
change the value of the expressions. At this point, when students say that
Mat A is greater than Mat B, introduce the notation 2>3 .
Note that answers in the text will provide only one way the relationship
can be stated. Since simplification results vary depending on whether
tiles are removed using zeros or by removing equal sets from both sides,
the answers to comparison problems in this text will need to be
interpreted as one possible result. Note that this means that the form or
process of the simplification may be different, but not the answer itself.
Equivalent relationships can be found by adding or subtracting equal
amounts on both sides of the relationship.
Distribute the Lesson 6.1.1B Resource Page and explain that the students
will be comparing several pairs of expressions. This resource page will
help students show their recorded work for problems 6-2, 6-3, and 6-5 in
an organized manner. Students will be using the pictures of expression
mats to record their legal moves by circling and using arrows to show
how they move the tiles. This will keep them from having to draw the
expression mats, which is sometimes a laborious process. Symbolic
representations will be introduced in later lessons. At this point, the
focus is centered on the concrete and visual representations of the
simplification steps and how the relationships between expressions are
maintained.
Problem 6-2 is structured to allow students to see what is the same
between the mats and what is different. Students should see that the
number of x 2 , x, and x tiles on both sides is the same, so they are
comparing 4 to 5. As students share their strategies, ask questions
such as, Why did you ignore the x 2 , x , and x ? This question
prompts students to justify, and sets students up to describe another legal
move, namely, that when comparing two quantities one can remove the
same thing (balanced sets) from both expressions and the relationship
between the two expressions is preserved.
Note that comparing 4 and 5 is probably not an obvious task for many
students. Some students will start by comparing the digits 4 and 5 and
will conclude that 5 is larger. Instead of correcting them, you may want
to ask, We were able to remove x-tiles from both sides and maintain the
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relationship. Can we still remove some tiles? Encourage students to

remove 4 negative unit tiles from both sides to have the values 0 and 1.
Students may find it easier to recognize that 0 is greater than a negative
value. However, be sure to revisit the values of 5 and 4 and reinterpret the comparison. Another strategy is to remind students of their
work in Chapter 2 with the number line. Ask, Is 5 to the right or left of
4?
Problems 6-3 and 6-4 formalize the concept of legal moves, or moves
that maintain the existing relationship between the expressions being
compared. It is critical today that you stop to discuss the first two legal
moves and why they are mathematically valid. The first two legal moves
are:
Removing equivalent sets of tiles from both sides, and
Removing a zero pair to form an equivalent expression on that side.
Help students recognize that since the goal is to determine which mat is
greater, removing zero pairs or balanced sets of tiles from both mats
preserves the relationship that was already present. If one side was
greater before such a move, it will continue to be greater after the move.
Problem 6-5 gives teams a chance to practice the legal moves they have
learned in order to simplify expressions. There are several parts of
problem 6-5 since teams work at different rates. It is not necessary for
students to complete all of the parts.
Remind students to show their moves on the Lesson 6.1.1B Resource
Page.
Closure:
(8 minutes)
To close todays lesson, lead an activity with legal moves. Display an

Expression Comparison Mat at the front of the room (drawing on the
board, document camera with mats and tiles, magnetic tiles, etc.) with
handfuls of tiles on each side. Have one student go to the board and ask
for a class volunteer to tell that student a first step toward being able to
compare the expressions. Then ask another student to come to the board
and have another volunteer offer a legal move for the problem. Require
students to justify each suggested move.
In this activity, stress that there are often several legal moves to choose
from and that as students work in their teams in the upcoming lessons it
is important that they clearly communicate how they are working with
the tiles and expressions.
Universal Access:
Academic Literacy and Language Support: A Pictorial Word Wall can

serve as a helpful support to students as they build vocabulary. Students
are going to use the language of greater than and less than in this lesson,
in addition to the symbols > and < . Even though they should have seen
these symbols in previous courses, taking the time to ensure that students
understand both the meaning of the language and the convention of the
symbols will be important in this lesson, as well as those that follow.
Have your students discuss what it means to compare numbers. During
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the lesson, as the terms greater than and less than emerge and you
introduce the symbols, have teams of students create a graphic for the
wall that pairs the word with the corresponding symbol. If these are
displayed in the classroom it will make it easy for students to reference in
this lesson as well as those that follow.
Scaffolding: Some students who are building their understanding of
variables may benefit from using algebra tiles in the Review &
Preview section of this lesson. See the Homework section below for
more detailed ideas for supporting students with these problems.
Team Strategies:
The role of the Resource Manger is very important when using

manipulatives. Make sure they understand how to collect and return the
materials. Make sure the Resource Managers understand all the
expectation when using algebra tiles (no throwing, do not leave any on
the floor, return the same amount in the container that was used) and
that they let their teammates know these expectations. You could do this
with a Huddle of all Resource Managers before handing the tiles out.
Mathematical
Background:
In this section you will deal with what is often one of the most troubling
distinctions for students for whom the use of variables is new: the
difference between an expression and an equation or inequality.
Basically, an expression is any combination of numbers, variables, and
mathematical operations such as 2x + 4y + 21. It is a combination that
can be evaluated if you know what x and y are, but nothing more.
Most beginning students, however, want very much to make this
expression equal to something, anything, and you will have to keep
reminding them it is an object in itself.
If you have two expressions and set them equal to each other, then you
have an equation. Often one of the expressions is simply a number, such
as 25 in the equation 3x 7 = 25.
A somewhat more difficult idea for some students is the idea of
equivalent expressions. These are two expressions that always have the
same numerical value no matter what values you choose for any variable
that occurs in either expression as long as you use the same value in both
expressions. The following equations are actually equivalent
expressions, some more obvious than others. If you perform legal
algebraic operations on these equations, that is, steps that conform to the
properties of real numbers, they will all always reduce to 0 = 0 .
2+2=4
Homework:
2(x + 3) = 2x + 6
6x 2 10x = 2x(3x 5)

Note: Beginning with this chapter the number of Review and Preview
problems has increased from 5 problems to 6 for each lesson. This is
done to provide adequate practice with past topics and content while still
maintaining 1-2 problems that are related to the current lesson each day.
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If you have concerns about your students being able to complete this
additional problem each day, then it is suggested that you preview the
problems and only assign parts of those with multiple parts rather than
skip entire problems.
Some students may benefit from using algebra tiles to represent and
simplify expressions in problem 6-6. If so, give them the Algebra Tile
Resource Page from Chapter 4 so that they can make a set of paper
algebra tiles.
Notes to Self:
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6.1.1
Word
How do these compare?
<
Graph
Symbol
In Chapter 4, you worked with writing and simplifying expressions. As you wrote expressions,
you learned that it was helpful to simplify them by combining like terms and removing zeros. In
this lesson, you and your teammates will use a tool for comparing expressions. The tool will
allow you to determine whether one expression is greater than the other or if they are equivalent
ways of writing the same thing (that is, if they are equal).
Remember that to represent expressions with algebra tiles, you will need to be very
careful about how positives and negatives are distinguished. To help you understand
the diagrams in the text, the legend at right will be placed on every page containing a
mat. It shows the shading for +1 and 1. This model also represents a zero pair.
6-1.
COMPARING EXPRESSIONS
Mat A
Ignacio and Oliver were playing a game. Each

of them grabbed a handful of algebra tiles.
They wanted to see whose expression had the
greater value.
Two expressions can be compared by dividing
the expression mat in half to change it into an
Expression Comparison Mat. Then the two
expressions can be built side by side and
compared to see which one is greater.
Oliver put his tiles on Mat A in the picture

above and described it as 5 + (3) .
Ignacio put his tiles on Mat B and

said it was (5) + 2 .
= +1
= 1
Mat B
?
5 + (3)
(5) + 2
Mat A
Mat B
With your team, find two different methods to

simplify the two expressions so you can
compare them. Which side of the mat is larger?
[ Mat A; Simplification results vary (see the
Suggested Lesson Activity); 2 > 3 ]
6-2.
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Using your Expression Comparison Mat, build the

two expressions at right. Find a way to determine
which side is greater, if possible. Show your work by
sketching it on the Lesson 6.1.1B Resource Page. Be
ready to share your conclusion and your justification.
[ Mat B is greater; the x 2 , x, x , and 4 can be
removed from both sides since they are the same;
simplification steps may vary. ]
x2
x2
x
x
x
x
6-3.
MORE COMPARING EXPRESSIONS Is one expression greater?

Consider how you were able to compare the expressions in the
previous problems. When is it possible to remove tiles to compare the
expressions on the mats? In this problem, you will work with your
team to identify two different legal moves for simplifying
expressions.
= +1
= 1
Build the mat below using tiles and simplify the expressions. Record your work by
drawing circles around the zeros or the balanced sets of tiles that you remove in each
step on the Lesson 6.1.1B Resource Page. Which expression is greater?
[ Mat A is greater. ]
Mat A
6-4.
Mat B
There are two kinds of moves you could use

in problem 6-3 to simplify expressions with
algebra tiles. First, you could remove zeros.
Second, you could remove matching (or
balanced) sets of tiles from both sides of the
mat. Both moves are shown in the figures
below. Justify why each of these moves can
be used to simplify expressions. [ Removing
zero from a side does not change the
expressions value; balanced sets of tiles on
both sides are equal, so they can be
removed without changing the relationship
between the two expressions. ]
Removing Balanced Sets
Mat A
Mat B
Removing Zeros
Mat A
Mat B
?
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6-5.
WHICH SIDE IS GREATER?

For each of the problems below, use the Lesson 6.1.1 Resource Page and:
a.
Build the two expressions on your mat.
Write an expression for each side below the mats for parts (a) through (d) OR
draw the tiles in the space given on the resource page for parts (e) and (f).
Use legal moves to determine which mat is greater, if possible. Record your
work by drawing circles around the zeros or the balanced (matching) sets of
tiles that you remove in each problem.
Mat A
x x
Mat B
Mat A
d.
Mat A: 3x 4 2
Mat B: 3(x 1)
[ Mat B is greater. ]
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x x
Mat B
Mat A
[ They are equal. ]

e.
Mat B
Mat B
Mat A
b.
[ Mat B is greater. ]
c.
= +1
= 1
f.
Mat A: 5 + (3x) + 5x
Mat B: x 2 + 2x + 1 x 2
ETHODS AND MEANINGS
MATH NOTES
Inequality Symbols
6-6.
Just as the symbol = is used in

mathematics to represent that two
quantities are equal, the inequality
symbols at right are used to describe the
relationships between quantities that are
not necessarily equal. Examples: 3 < 7 ,
14 14 , 7 < 3 , 19 14 .
less than
less than or equal to
greater than
greater than or equal to
Write the expression shown on each of the Expression Mats below.

Then simplify them by making zeros and combining like terms.
a.
= +1
= 1
b.
x
x
x2
x2
x
x
x
x
[ 2x 2 + 4x x + 2 3 = 2x 2 + 3x 1 ]
[ x x + 1 3 = 2 ]
6-7.
Which expressions are equivalent to the perimeter

of the shape? How do you know? [ Parts a, c,
and d match the perimeter. ]
a.
x + 3 + 3x + 1
b.
2x + 4 + x
c.
4x + 4
d.
2x + 2 + 2x + 2
x2
617
6-8.
Simplify the following expressions.

a.
d.
6-9.
43 25
23
[ 20
or 1 203 ]
b.
1 23 + ( 25 )
4
[ 19
15 or 1 15 ]
e.
23
[ 245 ]
c.
( 83 )
[ 53
56 ]
f.
7
8
4
7
6-11.
or
1
2
4 12 + 3 19
25
[ 18
or 1 187 ]
a.
About how many times would you expect Desmond to roll a 4? Why? [ About
12. There are six possible outcomes that are equally likely, and 726 = 12 . ]
b.
About how many times would you expect him to roll an even number? Why?
[ About 36. Half of the possible outcomes are even. ]
c.
Desmond kept track of his results for all

72 rolls. The table at right shows some of his
results.
Number of
Outcomes
9
14
11
Result
In parts (a) through (c) below, you will see pairs of quantities. For each pair of
quantities, use words to write a sentence that describes the relationship. For example,
$5, $8 could be, $8 is three more than $5.
a.
$13, $39 [ One possible answer: $13 is one third of $39. ]
b.
25 feet, 17 feet [ One possible answer: 17 feet is 8 less than 25 feet. ]
c.
38 lbs., 19 lbs. [ One possible answer: 38 lbs. is twice as much as 19 lbs. ]
Copy each part below on your paper. Then use the number line to help you fill in
< (less than) or > (greater than) on the blank line.
15 10 5 0
a.
618
3
6
Desmond is rolling a standard six-sided number cube.

He plans to roll it 72 times.
Based on his partial results, how many times did

he roll a 5 or a 6? [ 30 times ]
6-10.
15
3 6
5__2
[ 5 < 2 ]
b.
8__1
[ 8 > 1 ]
5 10 15
c.
5__0
[ 5 < 0 ]
d.
15__14
[ 15 < 14 ]
Lesson 6.1.2 What if I cannot tell?

Comparing Quantities with Variables
Lesson Objective:
Students will learn that sometimes it is not possible to determine whether

one expression is greater than another (or if they are equal). They will
also learn two additional legal moves for simplification of expressions.
Mathematical
Practices:
This lesson continues developing the use of an appropriate tool, algebra

tiles, to compare expressions. As you circulate, continue listening for
abstract and quantitative reasoning as students construct viable
arguments and critique the reasoning of others in their teams.
Length of Activity:
Core Problems:
Materials:

Lesson 6.1.1A Resource Page, (Expression Comparison Mat), one per
student
Lesson 6.1.2 Resource Page (Simplify and Compare), one per student
Suggested Lesson
Activity:
Start today by having students read the introduction and begin problem
6-12 which could be done with a Pairs Check. The first three parts of
this problem review the work students did yesterday with the strategies of
removing zero pairs and removing the same tiles from both sides of the
mat. The fourth problem in this set is different because there is no
obvious answer as to which side is greater, 3x or 6. Expect this result to
surprise students. They may not initially recognize that since x can
represent any value, 3x can be greater than 6 in some cases and less than
6 in other cases (and equal in a single case). However, different students
will probably reach different conclusions about whether Mat A or Mat B
is greater, and this difference calls into question the conclusions. Pull the
class together and listen to the reasoning for why Mat A or Mat B is
greater. Some students may base decisions on the comparative area of
the tiles. If this is the case, ask, Do we know how long this x-tile is?
Does it have to have more area than a unit tile? Why? to draw attention
to the assumption that because the tiles have a static area, students need
to remember that x represents any length.
Move the discussion on to problem 6-13, which requires students to
focus on why it is unclear which expression on the Expression
Comparison Mat is greater. Students thinking about inequalities need to
shift from comparing two known quantities (as in the case of 2 > 3 ) to
comparing a variable expression to a number (in the case of 3x and 6).
This is a significant change in the way students have to think. To refresh
students understanding that the x-tile can represent any number, consider
619
asking questions such as, What number can the x-tile represent? or
What does it mean that the x-tile is variable? You can also have
students try different numbers for x and then compare the value of the
expressions. This can help them to identify answers to parts (b)
through (d).
The purpose of problems 6-14 and 6-15 is to get students to think about
two additional legal moves that maintain the relationship between two
expressions that are being compared. The moves are:
Adding zeros to a side and
Adding balanced tile sets to both sides.

In problem 6-14, students are given a mat and are asked to determine
how to isolate the x-variable. Since student strategies have all involved
removing tiles, recognizing that you can add tiles back before simplifying
may be counterintuitive. This is a difficult concept so give students
plenty of time to think about and verify that the steps they take on the
mat preserve the relationship between the sides as they try to isolate x.
Some teams might opt to add zero pairs while others might add balanced
tile sets to both sides. Students generally have a harder time seeing that it
is legal to add the same thing to each side versus taking away from each
side. Since the goal is to determine which side of the mat is greater,
adding equal amounts to both mats preserves the relationship that was
already present. If one side was greater before such a move, it will
continue to be greater after the move. Adding either zero pairs or
balanced tile sets to the expressions will help set up situations where
students can use other legal moves to simplify their expressions.
Regardless of the method teams used, problem 6-15 will introduce both
of the new legal moves.
As students work through problem 6-15 they should be comparing how
the strategies are the same and how they are different and what makes
one strategy legal and another one not. Consider asking questions such
as Why is Strategy #1 different than Strategy #2?, What makes
strategies that seem the same actually be different? and What is it
about the differences that makes one strategy legal and another one
illegal?
Closure:
(5 minutes)
620
Use this time to summarize the new legal moves from today that involve
adding zero pairs and adding balanced tile sets. Reciprocal Teaching
would be a good strategy to use here to get students talking to each other
as well as to allow you an opportunity for informal formative assessment.
Ask teams to share their note to Ignacio and Oliver that they wrote in part
(c) of problem 6-14. Spend some time asking students to justify why the
new moves are legal. Then, if students have not already done so, have
them write their Learning Log that summarizes the methods to simplify
expressions (that is, the legal moves) that they have worked with over
the last two lessons.
Team Strategies:
Since individual students will most likely take different approaches while
simplifying the same expression, it is critical that team members stick
together and justify their thinking to each other. Emphasize the need for
Task Managers to keep all students on-task and to require reasons for the
legal moves that are made.
A Participation Quiz for problems 6-12 and 6-13 will encourage students
to talk about how they are manipulating tiles on the expression
comparison mat and to justify their work to their teammates.
Homework:
Notes to Self:
621
6.1.2
Word
What if I cannot tell?
<
Graph
Symbol
Comparing Quantities with Variables

Have you ever tried to make a decision when the information you have is uncertain? Perhaps
you have tried to make plans on a summer day only to learn that it might rain. In that case, your
decision might have been based on the weather, such as, I will go swimming if it does not rain,
or stay home and play video games if it does rain. Sometimes in mathematics, solutions might
depend on something you do not know, like the value of the variable. Today you will study this
kind of situation.
6-12.
For each of the problems below, build the given expressions on your
Expression Comparison Mat. Then use the simplification strategies of
removing zeros and simplifying by removing matching pairs of tiles to
determine which side is greater, if possible. Record your steps on the
Lesson 6.1.2 Resource Page.
a.
Mat A
x
x
x x
b.
Mat B
x
x
x
= +1
= 1
Mat A: 2(x + 3) 4
Mat B: 3x + (1) x + 4
[ 2 and 3, Mat B is greater ]
[ 4 and 0, Mat A is greater ]

c.
Mat A
x x
d.
Mat B
x
Mat B
x
x
x
x
x
x
[ 0 and 0, they are the same ]
622
Mat A
x x x
[ 3x and 6, cannot determine ]
6-13.
WHAT HAPPENED?
When Ignacio and Oliver compared the expressions in part (d) of
problem 6-12, they could not figure out which side was greater.
a.
Is it always possible to determine which side

of the Expression Comparison Mat is greater
(has the greater value)? Why or why not? Be
prepared to share your reasoning.
[ Some students might think so. However,
since x represents any number, it cannot
be compared to an integer. ]
= +1
= 1
Mat A
Mat B
x
x x x
6-14.
b.
How is it possible for Mat A to have the

greater value? [ When x is more than 2. ]
c.
How is it possible for Mat B to have the greater value?

[ When x is less than 2. ]
d.
In what other way can Mat A and B be related? Explain.

[ They can be equal, which will happen when x = 2 . ]
Ignacio and Oliver are playing another game with the

algebra tiles. After they simplify two new
expressions, they are left with the expressions on
their mats shown at right. They could not tell which
part of the mat is greater just by looking.
a.
One way to compare the mats is to separate the

x-tiles and the unit tiles on different sides of the
mat. Work with your team to find a way to have
only x-tiles on Mat A. Make sure that you are
able to justify that your moves are legal.
[ Students can add six unit tiles to both sides. ]
b.
Using the same reasoning from part (a), what

would you do to have only the variable on
Mat B in the Expression Comparison Mat at
right? [ Make zeros on Mat B with 2 and 2 ,
then add 6 to each side. ]
c.
Mat A
Mat B
?
Mat A
Mat B
x
Write a short note to Ignacio and Oliver
explaining this new strategy. Feel free to give it
a name so it is easier for them to remember.
[ Sample response: You can add the same number and value of tiles to each
side of the mat without changing the relationship; this could be called
Adding Balanced Sets. ]
623
6-15.
Ignacio and Oliver are trying to decide if there are other ways to
change expressions on the Expression Comparison Mat without
affecting which side is greater. They have invented some new
strategies and described them below.
Your Task: For each of the moves below:
Build the Expression Comparison Mats on your paper.
Follow each set of directions for the mat shown in each

strategy below.
Determine if the move in the strategy is valid for maintaining the relationship
between the two expressions. Be prepared to justify your response.
[ Strategies #1 and #4 are valid moves because they maintain the relationship
between Mats A and B; strategies #2 and #3 are invalid for maintaining
balance; strategy #2 increases A (compared to B) by 6 units, while Strategy
#3 increases Mat A by 2x (compared to B). ]
Strategy #1
If you have a mat like the one drawn
below, you can add the same number of
tiles to both sides. In this case, I added
3 negative tiles to both sides.
Mat A
Mat B
Strategy #2
On a mat like the one below, I added
+3 to Mat A and added 3 to Mat B.
= +1
= 1
Mat A
x
x
Strategy #3
To simplify, I removed a positive x-tile
from one side and a negative x-tile from
the other side.
Mat A
624
Mat B
Strategy #4
On a mat like the one below, I would
add three zero pairs to Mat B.
Mat A
x
x
Mat B
Mat B
6-16.
LEARNING LOG
In your Learning Log, summarize the methods that your team
and class developed in the last two lessons to simplify
expressions on the Expression Comparison Mat. Label your
Learning Log entry Simplifying Expressions (Legal Moves)
and include todays date.
6-17.
Write an algebraic expression for each mat below. Then use the legal
moves that you have developed to simplify each mat. If possible, decide
which expression is greater.
a.
Mat A
Mat B
x x x
x x x
x
x x
Mat A
Mat B
x x x
x x x
x
x x x
[ Mat A =
,
Mat B =
,
; Mat B is larger ]
6-18.
b.
= +1
= 1
x x x
[ Mat A =
Mat B =
equal ]
x
x x x
,
,
When solving a problem about the perimeter of a rectangle using the 5-D Process,
Herman built the expression below.
Perimeter = x + x + 4x + 4x feet
a.
Draw a rectangle and label its sides based on Hermans expression. [ It should
have one pair of opposite sides labeled x and the other pair labeled 4x. ]
b.
What is the relationship between the base and height of Hermans rectangle?
How can you tell? [ One is four times the length of the other. ]
c.
If the perimeter of the rectangle is 60 feet, how long are the base and height of
Hermans rectangle? Show how you know. [ One is 6 feet, the other 24 feet. ]
625
6-19.
6-20.
6-21.
6-22.
626
Evaluate the expressions below.

a.
5 2 (3) 4 6 + 7
[ 92 ]
b.
3(6 + 4 2)
[ 42 ]
c.
d.
2 3 3 4 + 6(1+ 2)
[2]
e.
4 + (3 + 4)2
[ 53 ]
f.
9 + 8 (4) 12
[ 5 ]
813
10
or 0.5 ]
1
2
Write each of the following expressions in two ways, one with parentheses and one
without. For example, 4(x 3) can be written 4x 12 .
a.
A number reduced by 3 and then multiplied by 2. [ 2(x 3) = 2x 6 ]
b.
A number increased by 7 and then multiplied by 5. [ 5(x + 7) = 5x + 35 ]
c.
Ten times a number, and then add twenty. [ 10x + 20 = 10(x + 2) ]
Graph these points on a coordinate grid: A(2, 0) , B(0, 4) ,

C(4,1) , D(2, 3) . Connect the points in order, with point
D connected to point A. What shape have you created?
[ Quadrilateral; some students may suggest it is a
parallelogram. ]
Alan was paying a dinner check, but he was not sure how much he should tip for his
bill of $27.38. If a 15% tip is standard, about how much should Alan leave for the
server? [ 15% is exactly $4.11; Students might suggest $4 or $4.50 to make it an
even dollar amount. ]
Lesson 6.1.3 Where do the solutions begin and end?

One Variable Inequalities
Lesson Objective:
Students will find and represent solutions to one-variable inequalities on

number line graphs and record their steps.
Mathematical
Practices:
Students will work to make sense of problems and persevere in solving

them using both algebra tiles and algebraic notation. They will learn to
represent solutions to inequalities by using the appropriate tool, the
number line. As before, encourage attention to precision as students
attempt to communicate their understandings, both verbally and in
algebraic notation.
Length of Activity:
Core Problems:
Materials:

Lesson 6.1.1A Resource Page (Expression Comparison Mat), one per
student or pair
Poster graph paper, one piece
Marker
Sticky dots
Materials
Preparation:
Before class draw a number line from 10 to 10 on poster graph paper.
Suggested Lesson
Activity:
This lesson begins with a few problems that show students how to record
the expressions that they see as they simplify them on the Expression
Comparison Mat using variables. This work was intentionally left to this
point in development so that the student focus in previous lessons would
be on justifying the validity of certain moves and on how they know the
relationship between two expressions is maintained. However, recording
work on a diagram of an Expression Comparison Mat in the future would
require students to tediously draw diagrams in order to show their work.
Writing expressions with variables will give them a short cut for
recording the outcomes of their simplification steps on mats.
In problem 6-23, which could be done with a Think-Ink-Pair-Share,
students are asked to identify what is being done on the mat by looking at
work that has been recorded with variable expressions. If students have
difficulty with this problem, encourage them to build the expressions on
their Expression Comparison Mat and consider what they need to do to
get from one step to another. Usually when they see the moves with the
tiles, they can describe what is happening.
627
Problem 6-24 asks students to record their work with symbols for the
first time. Be sure that students are recording all of their steps and not
just the first and last ones. Discuss with your students the importance of
clearly recording all of their steps so errors can be found without
completely restarting the problem.
Problem 6-25 is a first look at an inequality comparison between the
expressions on the mat. As teams finish, conduct problem 6-26 as a
whole-class discussion by asking teams to share one of their several
solutions for problem 6-25 with the class. When teams have shared their
solutions, pose the question, What is the greatest possible solution?
Reflect proposed answers back to other students to evaluate. If students
suggest responses such as 100, ask whether a slightly greater number
might work, such as 101. After some discussion, students should
recognize that all numbers larger than the solutions determined are also
solutions.
Then ask, What is the smallest solution? Through the discussion,
students should come to recognize that there are no solutions less than 3.
Some students may suggest 3 itself as a solution. Have students test this
idea by substituting 3 (as well as any other suggested values) for x in the
inequality and asking, Does this value make the left expression greater
than the right? In the case when x = 3 , students should recognize that
this value makes the two sides exactly equal and is therefore not a
solution.
As students recognize that all solutions are greater than 3, it is natural for
them to suggest that x = 4 , then, would be the smallest solution. If this
happens, ask other students what they think. If no one else suggests it,
ask whether x = 3.5 is a solution. If students then decide that x = 3.5 is
the smallest solution, ask if there is any smaller number that might also
be a solution. Eventually, students should recognize that it is impossible
to name the smallest solution as it is always possible to name a smaller
number that is still greater than 3.
Then ask, What is special about 3 in relation to these two expressions?
Students should recognize that 3 is the value for x that makes the two
expressions equal. Introduce students to the vocabulary term boundary
point at this time. Ask for ideas about how they could find the boundary
point for a new inequality.
While teams are discussing this, post the number line that you have
prepared on poster paper and make the sticky dots available. Ask teams
to place a dot on the class number line to represent each solution that they
found that fits on the number line. Then ask students to write the
inequality 2x + 3 + (1) > x + 5 on their paper and draw their own number
line, graphing each of the solutions shared by their classmates. Show
students how to represent these solutions on the number line graph by
putting an empty circle at three and darkening the part of the number line
that contains all of the solutions (in this case, points in the positive
direction).
628
If time permits, direct teams to problems 6-27 and 6-28. These two noncore problems allow students the opportunity to practice the entire
process with less scaffolding provided.
Closure:
(5 minutes)
Pull the class together and lead a brief discussion asking students to
summarize what they learned in class. Have them do a Walk and Talk or
use Proximity Partners before the discussion so that everyone can share
or clarify their ideas. If teams completed problems 6-27 and 6-28, ask
them to share their ideas.
Team Strategies:
Inequalities are a difficult concept for students and it will be very

important during this lesson for teams to work together and share their
ideas with each other. Recorder/Reporters need to be sure that everyone
on the team is recording the ideas that are being presented in the teams.
Sometimes, when using algebra tiles, students work with the tiles and
forget to record the steps, which is very important.
Mathematical
Background:
Some students might think automatically of two-dimensional

representations when they hear the word graph. Solutions for
two-variable relationships require 2-dimensions, which is why the
standard graph for functions has an x-axis and y-axis. It is interesting to
note that a number line is a one-dimensional graphical representation, or
another type of graph. Technically, since this is a solution for x, it is the
x-axis. It is also common on some advanced graphing calculators to be
able to graph using 3 variables, which results in a 2-dimensional
representation of a 3-dimensional graph. This requires x-, y-, and z-axes.
Homework:
Notes to Self:
629
6.1.3
Word
Where do the solutions begin and end?
<
Graph
Symbol
One Variable Inequalities

You have used Expression Comparison Mats to compare two expressions and
have found that sometimes it is possible to determine which expression is greater.
In this lesson, you will again compare expressions. This time, you will find the
values for the variable that make one expression greater than the other.
6-23.
Maria has been recording her work to see

which side of an Expression Comparison
Mat is greater, but she has been called
away. Garth looked at her work, but he
cannot figure out what Maria did to get
from one step to another.
= +1
= 1
Mat A
Mat B
5 x + 2 + (6)
5 x + (4)
3 x + (4)
3x
2 x + 2 + (8)
2 x + (6)
6
2
Look at Marias work above and help Garth by building the expressions on your mat
and simplifying them. Write him a note explaining what Maria did to get from one
step to another. [ Maria made zero pairs, then removed 2x from each side, then
removed 4 from each side. ]
6-24.
630
Compare the expressions 2 + 2x + (3) on Mat A and 2x + (4) + 1on Mat B using
algebra tiles. Use Marias method of recording to show your steps. Make sure you
record each step so that your teacher or others could see what you did on your
Expression Comparison Mat.
a.
Which mat is greater? [ Answers may vary, but students should end up with
1 on Mat A and 3 on Mat B; Mat A is greater. ]
b.
Use symbols such as <, =, or > to show the relationship between the final
expressions on Mat A and Mat B. [ Mat A > Mat B. ]
6-25.
Maria and Garth were playing a game with the

algebra tiles. They each grabbed a handful of tiles
and put them on the Expression Comparison Mat at
right to see whose side had greater value.
= +1
= 1
Mat A
Mat B
x
Maria said, I have Mat A and my side has more

value. Garth, who had Mat B, disagreed with her.
a.
Write expressions for Mat A and Mat B.

[ Mat A = 2x + 3 + (1) , Mat B = x + 5 ]
b.
Work with your team to simplify the expressions on the Expression Comparison
Mat while carefully recording your work for each step on your paper with
symbols. Can you tell whose side is greater? Why or why not? [ When all
zeros and balanced sets are added or removed, one x remains on the left
and three ones remain on the right; which side is greater depends on the
value of x. ]
c.
With your team, find at least four values for x that would make the expression
on Marias side (Mat A) greater than the expression on Garths side (Mat B). Be
prepared to share your values with the class. [ Answers vary. All numbers
greater than 3 will make Marias side (Mat A) greater. ]
d.
Any value for x that makes Mat A greater than Mat B is a solution to the
inequality 2x + 3 + (1) > x + 5 . This is read, Two x plus three plus negative
one is greater than x plus five.
Share your solutions with another team and see if you have the same solutions as
the other team does. [ Answers vary. While all numbers greater than 3 are
solutions, at this point, students might just have a list of numbers that make
Mat A greater and may not recognize that all must be greater than 3; this
point will be made in problem 6-26. ]
631
6-26.
Karla had a hard time keeping track of all of the solutions to

the inequality in problem 6-25 in her head. She decided to
try to organize her answers. First she needed to know more
about the problem.
a.
Is there a greatest number that is a solution? Discuss

this question with your team and be prepared to share
your ideas with the class. [ There is no greatest
solution, as any number greater than 3 will work. ]
b.
Is there a smallest number that is a solution? Again, be prepared to share your

teams thinking with the class. [ Students should recognize that any number
greater than 3 is a solution, so there is no smallest solution either. ]
c.
What is special about the point where the solutions end? (This number is called
the boundary point.) In other words, what relationship does this number have
to the two expressions being compared? [ It is the value for x that makes the
two expressions equal. ]
d.
Karla was tired of listing so many solutions and wanted a quick way to show all
of the solutions to this inequality. She decided to draw a number line like the
one below.
5 4 3 2
1
0
1
2
3
4
5
On your own paper, draw a number line such as the one above then follow your
teachers directions to represent the answer to this question on your number line.
[ See diagram below. ]
6-27.
Now consider the inequality 2x + 5 < 3 , which can be read Two x

plus five is less than 3.
= +1
= 1
Build the inequality on your Expression Comparison Mat and record each step on
your paper using symbols. Work with your team to describe the least and greatest
solutions to the inequality and draw your solution on a number line. Be prepared to
justify your ideas. [ Students are likely to describe the greatest as a number
closest to but less than 1; there is no least solution. ]
6-28.
632
Jerry and Ken were solving the inequality 6 > 2x + 2 . They set up the inequality on
their Expression Comparison Mat and simplified it.
a.
Write a sentence in words to represent the original inequality. [ Six is greater

than two x plus two. ]
b.
What did they get on each side of the mat when they simplified? Record your
work on your paper. [ Mat A will be 4 and Mat B will have two x-tiles. ]
c.
Graph all the solutions to this inequality on a

number line. [ See solution graph at right. ]
x
ETHODS AND MEANINGS
MATH NOTES
Algebra Vocabulary
Variable: A letter or symbol that represents one or more numbers.
Expression: A combination of numbers, variables, and operation symbols.
An expression does not contain an equal sign. For example,
2x + 3(5 2x) + 8. Also, 5 2x is a smaller expression within the larger
expression.
Term: Parts of the expression separated by addition and subtraction. For
example, in the expression 2x + 3(5 2x) + 8, the three terms are 2x,
3(5 2x), and 8. The expression 5 2x has two terms, 5 and 2x.
Coefficient: The numerical part of a term. In the expression
2x + 3(5 2x) + 8, 2 is the coefficient of 2x. In the expression 7x 15x 2 ,
both 7 and 15 are coefficients.
Constant term: A number that is not multiplied by a variable. In the
example above, 8 is a constant term. The number 3 is not a constant term
because it is multiplied by a variable inside the parentheses.
Factor: Part of a multiplication expression. In the expression 3(5 2x),
3 and 5 2x are factors.
6-29.
Graph each of the following inequalities on a number line. [ See answers below. ]
a.
x>3
b.
x5
c.
5
6-30.
x 4
Write an algebraic expression for each situation. For example, 5 less than a number
can be expressed as n 5 .
a.
7 more than a number [ 7 + n ]
b.
Twice a number [ 2x ]
633
6-31.
MATH TALK
Read the Math Notes box in this lesson to review commonly used algebra vocabulary.
Then consider the expression below as you answer the following questions.
3x 2 + 7 2(4x + 1)
6-32.
6-33.
634
a.
Name the constant term. [ 7 is the constant term when the expression is not
simplified (5 is the constant term when the expression is written in
simplified form). ]
b.
What are the two factors in 2(4x + 1) ? What are the two factors in 4x?
[ 2 and 4x + 1 . 4 and x ]
c.
Write an expression with a variable m, a coefficient 3, and a constant of 17.

[ Possible answer: 3m + 17 ]
d.
Use the words coefficient, constant term, term, expression, and variable, to
discuss 4x 2 + 11y 37 . [ 4 and 11 are coefficients; 37 is a constant term;
4x 2 , 11y , and 37 are the three terms; 4x 2 + 11y 37 is an expression (but
so are 4x 2 , 11y , and 37); x and y are variables. ]
e.
Use the words factor, product, quotient, and sum to describe the parts of
5m 2 8(m + n) . [ 8 and m + n are factors of 8(m + n) ; 8(m + n) is a
n
product; 5m
is a quotient; The entire expression is a sum. ]
n
Hector has a part-time job at a garage. He gets a paycheck of $820 every four weeks.
a.
Hector has to pay 15% of his income in taxes. How much money does he pay in
taxes each paycheck? Show your thinking with a diagram and calculations.
[ $123 ]
b.
Hector took a 1-week vacation, so his next paycheck will only be for 3 weeks of
work. What percentage of his regular pay should he expect to receive? How
much is that? [ 75%. $615 ]
c.
The garage owner is impressed with Hectors work and is giving him a 10%
raise. How much will Hector be paid when he receives his next 4-week
paycheck? [ $902 ]
A fair number cube labeled 1, 2, 3, 4, 5, and 6 is rolled 100 times. About how many
times would you expect the number 3 to appear? [ 16 or 17 times ]
6-34.
Find the perimeter and area of each algebra tile shape below. Be sure to combine like
terms.
a.
b.
x
x
x
x
x
[ P = 4x + 6 , A = 4x + 4 ]
[ P = 4x + 12 , A = 2x + 5 ]
635
Lesson 6.1.4 How can I find all solutions?

Solving One Variable Inequalities
Lesson Objective:
Students will solve one-variable inequalities and will express solutions

using words, graphs, and symbols.
Mathematical
Practices:
In this lesson students will be making sense of problems and will

persevere in solving them. They will use multiple representations to do
so. Problems 6-38 through 6-40 offer multiple opportunities to model
with mathematics as students apply the use of inequalities to solve
problems arising in everyday life.
Length of Activity:
Core Problems:
Materials:
Algebra tiles
Lesson 6.1.1A Resource Page (Expression Comparison Mat)
Suggested Lesson
Activity:
Have a student volunteer read the lesson introduction and then use a
Think-Pair-Share to begin problem 6-35, which gives teams a chance to
think about how to record inequalities in which the boundary point is also
a solution. Bring the class together and ask them to share strategies for
representing solutions to this problem. If no team has suggested it, show
the convention of highlighting or shading the solution region and
representing the boundary point as a solid or filled circle when the
boundary is part of the solution.
Direct teams to work together on problems 6-36 and 6-37. As you
circulate, encourage students to explain their thinking clearly to their
team members and record their work clearly on their paper. Before
moving on to the next problem, have students share their work with the
class so students can see many examples of number lines and
inequalities.
Problem 6-38 gives students an opportunity to set up and solve an
inequality within a context. As you circulate, check to ensure that
students are drawing the diagram and setting up the inequality correctly.
Then direct teams to problem 6-39. This gives teams a chance to pull
together many of the concepts they have learned in this chapter. It is the
first time they will see a problem with the Distributive Property in an
inequality. Encourage them to think of the parentheses as a grouping
symbol and remind them that 2(x + 45) is read, Two groups of x plus
forty-five.
Problem 6-40 is an additional challenge for those classes that have time
or for students who are ready for more advanced work with inequalities.
636
It also connects to work with distance, rate and time, which students may
have studied in past courses, but will be covered in more details in
Section 7.1.
Be sure to leave time for all teams to consider the Learning Log prompt
in problem 6-41.
When teams have had time to work on problem 6-41, pull the class
together and ask for volunteers to share their ideas. Lead a discussion in
which the class decides together how best to describe the steps for
finding the boundary point and deciding what part of the number line to
shade.
Closure:
(10 minutes)
Ask teams to come to the board or overhead and share their processes for
solving the inequalities in problem 6-39.
Universal Access:
Scaffolding: In problem 6-36, students are asked to generate missing

representations of an inequality. If students are still making sense of
reading and interpreting inequalities presented in each representation,
consider modifying the problem by providing students with the three
different representations of each inequality scrambled (such as on note
cards or in a jumbled list). Then ask students to group the representations
that are equivalent. Once students have experience with interpreting the
different inequalities in each representation, give students a graph,
symbol expression, or word expression of a new inequality and ask them
to generate the other representations.
Additional Challenge: Problem 6-40 is more challenging because it
requires students to draw upon their knowledge of distance, rate, and
time relationships. This content was covered in Core Connections:
Course 1 and will be covered in this course in Lesson 7.1.1. However, if
your students have had different previous coursework, this content may
be new for them.
Team Strategies:
There are some difficult problems in this lesson and teams that are
communicating clearly will be more successful with them. The
Facilitator needs to be sure to get the team started on each problem, keep
the team working together and make sure that everyone understands the
problems and ideas that are being shared in the team.
Homework:
Notes to Self:
637
6.1.4
Word
How can I find all solutions?
<
Graph
Symbol
Solving One Variable Inequalities

In this lesson, you will work with your team to develop and describe a process for solving linear
inequalities. As you work, use the following questions to focus your discussion.
What is a solution?
What do all of the solutions have in common?
What is the greatest solution? What is the smallest solution?
6-35.
Jerry and Ken were working on

solving the inequality 3x 1 2x .
They found the boundary point and
Ken made the number line graph
shown at right.
Jerry noticed a problem. Doesnt the line at the bottom of the symbol mean that it
includes the equal part? That means that x = 1 is also a solution. How could we
show that?
Hmmm, Jerry said. Well, the solution x = 1
would look like this on a number line. Is there a
way that we can combine the two number lines?
Discuss this idea with your team and be prepared to share your ideas with the class.
6-36.
The diagram at right shows three possible ways to

represent inequality statements. Review the meanings
of the inequality symbols >, <, , and with your
team. Then, generate the two missing representations
from each inequality described in parts (a) through (c)
below.
a.
x < 1 12
b.
4 3 2 1 0 1 2 3 4 x
638
4 3 2 1 0 1 2 3 4 x
graph
symbols
x is greater than or equal to two.

4 3 2 1 0 1 2 3 4 x
[ x is less than negative one and one-half ]

c.
words
[ x2 ]
[ x is less than or equal to two, x 2 ]

6-37.
WHEN IS THE BOUNDARY POINT INCLUDED?

Represent the solution for each of the variables described below as an inequality on a
number line and with symbols. [ See number lines below. ]
a.
The speed limit on certain freeways is 65 miles per hour. Let x represent any
speed that could get a speeding ticket. [ x > 65 ]
b.
You brought $10 to the mall. Let y represent any amount of money you can
spend. [ Students are likely to say y 10 , although the technically correct
answer is 0 y 10 . ]
c.
To ride your favorite roller coaster, you must be at least five feet tall but less
than seven feet tall. Let h represent any height that can ride the roller coaster.
[ 5h<7 ]
Graph for (a):
6-38.
Graph for (b):
Graph for (c):
Ellie was still working on her dollhouse. She has

boards that are two different lengths. One long
board is 54 inches.
a.
The length of the short board is unknown.

Ellie put three short boards end-to-end and
then added her 12-inch ruler end-to-end.
The total length was still less than the
54-inch board. Draw a picture showing how
the short and long boards are related.
[ See sample diagram at right. ]
b.
s
s s 12in ruler
Write an inequality that represents the relationship
between the short boards and 54 inches shown in your
diagram in part (a). Be sure to state what your variable
54 in
represents. [ Let s represent the length of the short board; 3s + 12 < 54 ]
c.
What are possible lengths of the short board? Show your answer as an inequality
and on a number line. [ x < 14 inches ]
639
6-39.
6-40.
Jordyn, Teri, and Morgan are going to have a kiteflying contest. Jordyn and Teri each have one roll of
kite string. They also each have 45 yards of extra
string. Morgan has three rolls of kite string plus
10 yards of extra string. All of the rolls of string are
the same length. The girls want to see who can fly
their kite the highest.
a.
Since Jordyn and Teri have fewer rolls of kite

string, they decide to tie their string together so
their kite can fly higher. Write at least two
expressions to show how much kite string Jordyn
and Teri have. Let x represent the number of yards of string on one roll.
[ 2(x + 45) or 2x + 90 ]
b.
Write an expression to show how much kite string Morgan has. Again, let x be
the number of yards of string on one roll. [ 3x + 10 yards ]
c.
How long does a roll of string have to be for Jordyn and Teri to be able to fly
their kite higher than Morgans kite? Show your answer as an inequality and on
a number line. [ x < 80 yards ]
d.
How long does a roll of string have to be for Morgan to be able to fly her kite
higher than Jordyn and Teris kite? Show your answer as an inequality and on a
number line. [ x > 80 yards ]
e.
What length would the roll of string have to

be for the girls kites to fly at the same height? [ 80 yards ]
Additional Challenge: Travis loves trains! Today he is beginning a train ride from
Madison, Wisconsin all the way to Seattle, Washington.
Shortly after the train left the station in Madison, Travis fell asleep. When he woke
up, it was dark outside and he had no idea how long he had been asleep. A fellow
passenger told him they had already passed La Crosse, which is 135 miles from
Madison. If the train travels at an average speed of 50 miles per hour, at least how
long has Travis been asleep? Represent this problem with an inequality and then
solve it. [ Let x = number of hours asleep; 50x > 135 , x > 2.7 hours ]
6-41.
LEARNING LOG
Work with your team to describe each step of your process for
finding boundary points and deciding what part of the number
line to shade. Then write down each step in your Learning
Log. Be sure to illustrate your ideas with examples. Title this
entry Finding Boundary Points and label it with todays date.
640
MATH NOTES
ETHODS AND MEANINGS

Graphing Inequalities
To solve and graph an inequality with one variable, first treat the
problem as if it were an equality and solve the problem. The solution to the
equality is called the boundary point. For example, to solve x 4 8 , first
solve x 4 = 8 . The solution x = 12 is the boundary point for the inequality
x 4 8.
x
5 6 7 8 9 10 11 12 13 14 15
Since the original inequality is true
when x = 12 , place your boundary
point on the number line as a solid
Test : x = 15
Test : x = 8
point. Then test one value on either
(15) 4 8
(8) 4 8
side in the original inequality by
11 8
4 8
substituting it into the original
TRUE!
inequality. This will determine
FALSE!
which set of numbers makes the
inequality true. Write the inequality
x
5 6 7 8 9 10 11 12 13 14 15
solution and extend an arrow onto
the number line in the direction of the side that makes the inequality true. This
is shown with the examples of x = 8 and x = 15 above. Therefore, the solution
is x 12 (also shown on the number line).
When the inequality is < or >, the boundary point is not included in the
answer. On a number line, this would be indicated with an open circle at
the boundary point. For example, the graph of x < 7 is shown below.
6-42.
Solve each of the following inequalities. Represent the solutions algebraically (with
symbols) and graphically (on a number line).
a.
3x 3 < 2 2x
b.
x
[ x < 1 . See graph above. ]

4
5
x8
x
[ x 10 . See graph above. ]

641
6-43.
Determine whether each of the numbers below is a solution to the inequality

3x 2 < 2 2x . Show all of your work.
a.
6-44.
b.
xyz [ 30 ]
[ Yes ]
b.
c.
3 [ Yes ]
3(x + y) [ 21 ]
642
z+2
y
c.
b.
[ Yes ]
+1 [ 0 ]
x = 5.5 cm [ 26 cm ]
x2
Alden found a partially completed 5-D table:

Define
6-47.
2
3
d.
On your paper, sketch the algebra tile shape at right. Write

an expression for the perimeter, and then find the perimeter
for each of the given values of x. [ P = 4x + 4 ]
a. x = 7 cm [ 32 cm ]
6-46.
1
2
Evaluate the expressions below using x = 2,y = 5, and z = 3 .

a.
6-45.
2 [ No ]
Do
Decide
Target 74
Trial 1:
15
2(15) = 30
15 + 2 = 17
15 + 30 + 17 =
62
too small
Trial 2:
18
2(18) = 36
18 + 2 = 20
18 + 36 + 20 =
74
just right
a.
Create a word problem that could have been solved using this table.
[ One possible answer: A triangle has a long side that is twice as long as the
short side; the medium side is two more than the short side; the total
perimeter is 74 units; how long is the short side?; other scenarios could
involve ages, distances, etc. ]
b.
What words would you put above the numbers in the three empty sections in the
Trial and Define parts of the table? [ Possible answer: short side length,
long side length, and medium side length ]
c.
What word(s) would you put above the Do column?

[ Possible answer: total perimeter ]
Beth is filling a small backyard pool with a garden hose. The pool holds
30 gallons of water. After 5 minutes, the pool is about one-fourth full.
a.
Assuming that the water is flowing at a constant rate, about how

much water is going into the pool each minute? [ 1.5 gallons ]
b.
About how long will it take to fill the pool? [ 20 minutes ]

Lesson 6.2.1 What values make expressions equal?

Solving Equations
Lesson Objective:
Students will apply strategies for simplifying expressions to determine if

one expression is greater and will begin finding solutions when
expressions are equal.
Mathematical
Practices:
In this lesson, the focus is on the mathematical structure used in

solving linear equations. To practice this, students will use an Equation
Mat. Encourage students to reason abstractly and quantitatively,
while critiquing the reasoning of others in their team to clarify this
structure in their own minds.
Length of Activity:
Core Problems:
Materials:

Lesson 6.2.1 Resource Page (Equation Mat), one per student copied on
cardstock
Suggested Lesson
Activity:
Start this lesson by remarking that students will continue their work with
Expression Comparison Mats. You might want to have a student
volunteer post a solution to problem 6-43 from the Lesson 6.1.4
homework assignment and ask about the values of x that make the
inequality true. Or use a Reciprocal Teaching to have students remind
each other about the meaning of a solution. Then ask if there is a value
for x that will make the expressions equal. Students should realize that
there is a value for x that will make the expressions equal, but may have
a hard time finding the solution at this point. The answer is x = 45 , but
expect students to reason that the value is a number between 23 and 2
because 23 worked and 2 did not.
Start teams on problems 6-48 and 6-49, which introduce a new context in
which two situations (in this case, different pricing plans at a bowling
alley) are compared. While solving problem 6-48, teams may at first be
confused by the fact that the pricing plans have a value that needs to be
multiplied by the number of games (the price per game) and a value that
does not (the price of renting shoes). As you circulate, ask questions that
help students focus on the comparison of the calculations and not just on
the process of calculating, such as, How much does it cost to rent shoes
in each situation? or, Which plan has a higher cost-per-game? or,
When a person bowls two games, are the different price plans the same
or does one cost more?
Then in problem 6-49, students are given expressions that represent the
two price plans to compare. In part (c), students are prompted to find the
number of games that will result in the same price for both expressions.
643
Use this context to emphasize the special nature of equality. That is, one
expression can be greater or less than another for many values. However,
for one special value of x, these expressions have the same value (i.e.,
the values are equal).
Distribute the Lesson 6.2.1 Resource Page and algebra tiles at this point.
In problem 6-50 students will transition between Expression Comparison
Mats and Equation Mats. These mats are not labeled Mat A and
Mat B because students are no longer comparing to see which is
greater (which requires the ability to refer to one or the other) but instead
focus on both being equal.
Note that this problem is the first time that students are required to write
an equation to represent a situation. Prior to this they have represented
quantities with expressions in tables as part of the 5-D Process but have
not written full equations. Have a discussion about the importance of the
equal sign and what it signifies. If students are having difficulty with
solving the equation, ask questions such as, What legal moves do you
know that might help you simplify the equation? and How is this
equation like the comparison of expressions that we have already done?
Remind students that they need to record what they see on the mat on
their paper each time they make a legal move. This will become very
important as the equations get more complicated. Students who are not
recording their work will have a hard time figuring out their mistakes
without completely re-working problems. Students will learn how to
record the moves symbolically in Lesson 6.2.3.
Also focus attention on whether the simplification strategies that students
used in Section 6.1 continue to work with equations. For example, if a
team decides to remove equal sets from both sides of the equation, ask,
Are the expressions still equal? Why or why not? In general, since all
of their earlier simplification moves either kept expressions equivalent
(in the case of removing zeros) or kept the relationship between the
expressions unchanged (in the case of adding or removing equal sets
from both sides), these moves will continue to work when solving
equations.
Problem 6-50 also raises a new issue for students, specifically that after
simplifying, the students will end up with more than one x-tile on one
side of the mat. This result, which can be written as 2x = 4 , will require
new thinking. Some students might think that since there are four unit
tiles left, then x must equal 4. Ask, What does each x-tile need to
represent so that two of them together have the same value as 4? and If
each of these x-tiles have a value of four, are
these expressions equal? After teams have had a
chance to find ways to reason about this, it may be
x
useful to pull the class together and talk about
x
how to rearrange the tiles to find the value of x.
An example is shown at right.
644
Move teams on to problem 6-51, which introduces the case where the
solution for the equation is x = 0 . Students often believe that they have
made a mistake when they get this solution. A good question to ask if
students are confused about the answer is, Is zero a number? or
When x is 0, is this equation true?
If time allows, problem 6-52 prompts students to solve an equation given
in symbolic form. This could be done using a Hot Potato.
Problem 6-53 is provided as an additional challenge. See notes in the
Universal Access section that follows.
Closure:
(5 minutes)
Have a class discussion about what a solution is and how students might
know that their answer is a solution. This is a preview of the next lesson
in which students will be checking their solutions.
Universal Access:
Additional Challenge: Problem 6-53 is challenging for students because

it asks them to use the variable n as representing a general number in the
context of a number trick. Students have been working on writing
expressions and simplifying, but the consecutive steps and the use of the
Distributive Property may be confusing and require support on your part.
Team Strategies:
Team Roles: If you use team roles in your class, emphasizing the role of
the Recorder/Reporter today can help teams function more effectively.
Remind Recorder/Reporters to check that each member of the team can
see the Equation Mat that the team is using, and has time to record their
work and answers on their own papers. Task Managers can assist by
listening for reasons and explanations when students manipulate tiles on
the Equation Mat.
Mathematical
Background:
Many students may be confused by the difference between an expression

and an equation. An expression is simply a collection of variables,
constants and operations, such as x 3 2x + 7 4x or as simple as the
numerical expression 15 + 1 or the variable expression 3x . An equation
asserts that two expressions are equal. Likewise, an inequality asserts
that two expressions may not be equal and may tell you which of the two
is greater. To solve an equation means to find the value of a variable that
makes both expressions the same value: e.g., x = 7.5 . To solve an
inequality means to find the values of the variable that make the
inequality true: e.g., x > 2 .
Homework:

Note: Students may need access to algebra tiles for problem 6-54.
Problem 6-55 requires students to interpret a relationship described in
words. Encourage students who find this challenging to represent the
relationship with algebra tiles to help them visualize. Problems 6-54
through 6-56 will provide a good formative assessment for Lesson 6.2.2
where students will do more work with the Distributive Property.
Problem 6-56 also introduces the term factoring as a verb to students.
Be sure to go over this term in Lesson 6.2.2.
645
6.2.1
What values make expressions equal?
Solving Equations
In the last section, you figured out how to determine what values of x make one expression
greater than another. In this lesson, you will study what can be learned about x when two
expressions are equal. As you work today, focus on these questions:
What if both sides are equal?
Is there more than one way to simplify?
What value(s) of x will make the expressions equal?
6-48.
CHOOSING A PRICE PLAN

Sandeep works at a bowling alley that
currently charges players $3 to rent
shoes and $4 per game. However, his
boss is thinking about charging $11 to
rent shoes and $2 per game.
646
a.
If a customer rents shoes and plays two games, will he or she pay more with the
current price plan or the new price plan? Show how you know. [ The customer
will pay more with the new price plan. Original: $3 + 2($4) = $11 ;
new: $11 + 2($2) = $15 ]
b.
If the customer bowls 7 games, which price plan is cheaper? [ The new price
plan is cheaper; original: $3 + 7($4) = $31 ; new: $11 + 7($2) = $25 ]
6-49.
WILL THEY EVER BE EQUAL?
a.
b.
Mat B
x
x
Sandeep decided to represent the two price plans

from problem 6-48 with the expressions below,
where x represents the number of games bowled.
Then he placed them on the Expression
Comparison Mat shown at right.
Original price: 4x + 3
Mat A
= +1
= 1
New price: 2x + 11
Are his expressions correct? Find both the original and new prices when x = 2
and then again when x = 7 games. Did you get the same prices as you found in
problem 6-46? [ When x = 2 , original: $11, new: $15; when x = 7 , original:
$31, new: $25 ]
Mat A
Mat B
Sandeep then simplified the expressions on the mat.
x
What steps did Sandeep take to simplify the mat to
this point? [ He removed balanced sets of 2x and
3 from both sides. ]
x
c.
Sandeep noticed that for a certain number of games,

customers would pay the same amount no matter
which price plan his boss used. That is, he found a
value of x that will make 4x + 3 = 2x + 11 . How
many games would that customer bowl? What was
the price he paid? Explain. [ 4 games. $19;
$3 + 4($4) = $19 and $11 + 4($2) = $19 ]
d.
The value of x you found in part (c) is called a solution to the equation
4x + 3 = 2x + 11 because it makes the equation true. That is, it makes both
expressions have the same value.
Is x = 6 also a solution? How can you tell? [ No, because when x = 6 , the
expressions do not have the same value. ]
647
6-50.
SOLVING FOR X
When the expressions on each side of the comparison mat are equal, they can be
represented on a mat called an Equation Mat. Obtain a Lesson 6.2.1 Resource Page
and algebra tiles from your teacher. Now the = symbol on the central line indicates
that the expressions on each side of the mat are equal.
a.
Build the equation represented by the Equation

Mat at right on your own mat using algebra tiles.
b.
On your paper, record the original equation

represented on your Equation Mat. [ Different
equations are possible, but all should be
equivalent to 3x + 2 + (1) = x + 6 + (1) . ]
c.
6-51.
6-52.
648
x
x
x
Simplify the tiles on the mat as much as possible. Record what is on the mat
after each legal move as you simplify each expression. What value of x will
make the expressions equal? [ x = 2 ]
Amelia wants to solve the equation shown on the

Equation Mat at right. After she simplified each
expression as much as possible, she was confused by
the tiles that were left on the mat.
x
x
a.
What was Amelias original equation?

[ 2x + (x) + 1 1 = x + (x) 3 + 3 ]
b.
Remove any zero pairs that you find on each side of the Equation Mat. What
happens? [ All the tiles are removed except an x-tile on the left side. ]
c.
What is the solution to this equation? That is, what value of x makes this
equation true? Explain your reasoning. [ x = 0 because there are no tiles left
on the right side. ]
Amelia now wants to solve the equation 2x + 2 + (3) = 5x + 8 . Help her find the
value of x that makes these expressions equal. Be sure to:
= +1
= 1
Build the expressions using algebra tiles on your Equation Mat.
Draw the mat on your paper.
Simplify the mat to help you figure out what value of x makes this equation
true. Be sure to record your work in symbols on your paper. [ x = 3 ]
6-53.
Additional Challenge: Try the number puzzle below.

Pick any number, add 20, multiply your answer by 2, and subtract 30 from the result.
Then, divide your answer by 2 and subtract your original number.
a.
What is the result?
b.
Try it with several different numbers. Is the result the same every time? [ Yes,
the answer is always 5. ]
c.
Using a variable (such as n) to represent the starting number, show why the final
result is always the number 5. [ n n + 20 2n + 40 2n + 10 n + 5 5 ]
MATH NOTES
ETHODS AND MEANINGS

Using an Equation Mat
An Equation Mat can help you visually represent an equation with
algebra tiles. It can also help you find the solution to an equation.
For example, the equation 2(x 3) + x + 4 = 9 2x + 1+ x can be represented
as shown on the first Equation Mat below. Then it can be solved using
simplification steps (also know as legal moves) to show that the solution is
x = 3.
Simplify
each side by
removing zeros.
x x
x
x x x
x
x
2 ( x 3 ) + x + 4 = 9 2x + 1+ x
Add balanced sets to each side

and remove zeros.
x
x
x
x
Divide to find
the value of x.
x=3
649
6-54.
Consider the Equation Mat at right.

a.
b.
6-55.
Write the original equation represented.

[ 3(x + 1) = 12 or 3x + 3 = 12 ]
= +1
= 1
x
x
x
Simplify the tiles on the mat as much as

possible. What value of x will make
the two expressions equal? [ x = 3 ]
When Lakeesha solved the equation 3(x + 1) = 12 from problem 6-54, she reasoned
this way:
Since 3 groups of (x + 1) equals 3 groups of 4, then I know that each group of
(x + 1) must equal 4.
6-56.
6-57.
a.
Do you agree with her reasoning? Explain.

[ Lakeeshas reasoning is correct. ]
b.
How can the result of Lakeeshas reasoning be written? [ x + 1 = 4 ]
c.
Verify that your answer from problem 6-54 will make the equation you wrote in
part (b) true. [ 3 + 1 = 4 ]
In problems 6-54 and 6-55, 3(x + 1) could also be written as 3x + 3 by using the
Distributive Property. The expression 3(x + 1) is a product, while 3x + 3 is a sum.
For each expression below, write an equivalent expression that is a product instead of
a sum. This process of writing an expression in the form of factors (multiplication) is
called factoring.
a.
75x 50 [ 25(3x 2) ]
b.
32x 2 + 48x [ 16x(2x + 3) ]
c.
40m 30 [ 10(4m + 3) ]
d.
63m 2 54m [ 9m(7m 6) ]
Evaluate the expression 5 + (3x) for the given x-values.

a.
650
x = 3 [ x = 4 ]
b.
x=
1
3
[x=4]
c.
x = 3 [ x = 14 ]
6-58.
Which fractions below are equivalent? Explain how you know.

[ A and D are equivalent because they both equal positive 4;
B, C, and E are equivalent because they all equal 4. ]
A.
6-59.
20
5
B.
20
5
C.
20
5
D.
20
5
b.
+ 45 43 x 1 19
[ 53 x 23
36 ]
E.
20
5
Simplify each expression.

a.
8.4(7x 4) + 3.9
[ 58.8x 29.7 ]
1
4
Lesson 6.2.2 How do I know that it is correct?

Checking Solutions and the Distributive Property
Lesson Objective:
Students will develop an understanding of checking solutions while

continuing to develop their understanding of solving equations and the
Distributive Property.
Mathematical
Practices:
Students today learn to construct viable arguments by checking their

solutions. They should feel comfortable critiquing the reasoning of
others when they disagree on solutions. Students should be able to
justify their solutions, communicate them to others, and respond to the
arguments of others. Your questions, as you circulate, can encourage this
rich discourse among students.
Length of Activity:
Core Problems:
Materials:
Algebra tiles
Lesson 6.2.1 Resource Page (Equation Mat), one per student
Suggested Lesson
Activity:
Begin todays lesson by reviewing problems 6-54 through 6-56 from the
previous lessons homework. In particular, after addressing any
questions that students might have, point out the term factoring that was
introduced. This term can be confusing to students because of the many
ways in which it is used (factor as a noun and as a verb, scale factor, etc.)
Briefly discuss how a sum can be written as a product and since this new
expression is written as the multiplication of factors, the process is called
factoring. Then move on to todays lesson. Students will get more
practice with factoring in future homework problems and future courses.
Introduce the lesson to students by asking them to read the lesson
introduction aloud in their teams and then to begin work on problem 6-60
using an Equation Mat and algebra tiles.
651
Problem 6-60 challenges students to translate a riddle into a tile

expression on an Equation Mat. The riddle is phrased so that students
can represent the expression in two ways, as three sets of x + 2 or by
building the sets and recognizing that they are equivalent to 3x + 6 . If
students have difficulty writing two different expressions, consider
focusing them first on the tiles on the mat after they build the riddle.
Once they have written the expression 3x + 6 , ask them to compare that
collection to the description in the problem. Ask questions such as,
What is tripled in the riddle? or, How do the words in the riddle
relate to the tiles on the mat? to help students connect the equation they
have built to the verbal description.
Part (c) of the problem asks students to think about how they can justify
that their solution is correct. This is preparing students for verifying their
solutions in future problems. It is also an opportunity to reinforce what it
means for expressions to be equal. Some students may rebuild the
original equation and then replace all x tiles with their answer from
part (b) in order to show that both sides of the mat are equal to 9.
Problem 6-61 will be the first instance where students must build an
equation on the Equation Mat from a symbolic representation (if they
completed only core problems in Lesson 6.2.1). This equation also
requires students to apply the Distributive Property to simplify. As
students work, check that they are recording what is represented on the
mat after each simplification step (legal move) that they make. Ask
questions to check that students recognize that the two sides of their mat
are staying equal as they make each move. Encourage pairs to check in
with the other pair in their study team to see if those students are
simplifying with the same series of steps. If the order of their steps is
different, ask students to verify that they are arriving at the same solution,
and that they can justify their simplification steps to each other.
Problem 6-62 focuses students on being able to verify that the solutions
they find are correct and make the original equations true. Students are
given a model for substituting the solution back into the original equation
and evaluating. Note that a new symbol is included in the student work
? . This equal sign with a question mark over it is
shown in part (b): =
intended to convey that the equality is in question and being tested.
Discuss this with teams as needed.
Part (c) focuses attention on the common confusion that arises when the
value of x is different from the result of evaluating each side of the
equation using that value. After they analyze and discuss where the
solution is represented in their work, students are directed to check their
answer from problem 6-61. As pairs work on this problem, ask question
such as, What does the number you get for a solution represent? How is
the number you get for x related to the result you get after you evaluate
each side of the equation?
652
Students look at an equation that could be simplified using the

Distributive Property in problem 6-63, but instead of multiplying
students divide to isolate one set and then proceed with solving. If time
allows, problem 6-64, which could be done as a Pairs Check, is provided
so that students may practice solving equations and verifying solutions.
Closure:
(5 minutes)
If students have been working in pairs during this lesson, regroup them
into teams of 4 and direct students to share their ideas about how to
justify their solutions. After students have a chance to share, bring the
class together to briefly share helpful explanations and ideas that were
shared in their teams.
Universal Access:
Scaffolding: Students who have difficulty visualizing or interpreting

relationships expressed in words will be challenged on problem 6-66 in
the Review & Preview section. See Homework notes below for
suggestions for supporting these students.
Team Strategies:
Consider organizing students into pairs rather than teams of four for this
lesson. This smaller grouping can facilitate each student using the tiles
and giving reasons for the simplification steps performed on the mat. It
will also help to ensure that all students are actively engaged because
they will be responsible to think with their partner.
If students remain in teams of four, consider giving each team two
Equation Mats so that pairs can simultaneously build the equations and
so that no student has to view the mat upside down from the orientation
in the text.
Homework:

Note: Problem 6-66 requires students to interpret a relationship described
in words. Encourage students who find this challenging to represent the
relationship with algebra tiles to help them visualize.
Notes to Self:
653
6.2.2
How do I know that it is correct?
Checking Solutions and the Distributive Property
Sometimes a lot can depend on the solution of a problem. For example, when businesses
calculate the cost of packaging and shipping a product, they need to come up with an accurate
value. If they miscalculate by only $0.01 per package but ship one million packages per year,
this small miscalculation could be costly.
Solving a problem is one challenge. However, once it is solved, it is important to have ways to
know whether the solution you found is correct. In this lesson, you will be solving equations and
finding ways to determine whether your solution makes the equation true.
6-60.
6-61.
654
Chens sister made this riddle for him to solve:

I am thinking of a number. If you add two to
the number then triple it, you get nine.
a.
Build the equation on an Equation Mat.

What are two ways that Chen could write
this equation? [ 3x + 6 = 9,3(x + 2) = 9 ]
b.
Solve the equation and show your work by

writing the equation on your paper after
each legal move. [ x = 1 ]
c.
When Chen told his sister the mystery number in the riddle, she said he was
wrong. Chen was sure that he had figured out the correct number. Find a way to
justify that you have the correct solution in part (b). [ Students should note that
the solution should make the equation (or riddle) true. ]
Now solve the equation 4(x + 3) = 8 . Remember to:
Build the equation on your Equation Mat with algebra tiles.
Simplify the equation using your legal moves.
Record your work on your paper.
Solve for x. That is, find the value of x that makes the equation true.
[ x = 1 ]
6-62.
CHECKING YOUR SOLUTION

When you solve an equation that has one solution, you get a value for the variable.
But how do you know that you have done the steps correctly and that your answer
works?
a.
Look at your answer for problem 6-61. How could you verify
that your solution is correct and convince someone else? Discuss
your ideas with your team. [ Explanations may vary but a
typical answer might be to substitute the solution into the
equation and solve to see if both sides are equal. ]
b.
When Kelly and Madison compared their solutions for the

equation 2x 7 = 2x + 1 , Kelly got a solution of x = 2 and
Madison got a solution of x = 1 . To decide whether the
solutions were correct, the girls decided to check their answers to
see if they made the expressions equal.
Finish their work below to determine whether either girl has the
correct solution. [ Kelly has the correct solution. ]
Kellys Work
?
2x 7 = 2x + 1
?
2(2) 7 = 2(2) + 1
Madisons Work
?
2x 7 = 2x + 1
?
2(1) 7 = 2(1) + 1
c.
When checking, Kelly ended up with 3 = 3 . Does this mean that her answer
is correct or incorrect? If it is correct, does this mean the solution is x = 3 or
x = 2 ? Explain. [ Correct. It means the expressions are equal, so x = 2 is a
solution to the equation. ]
d.
Go back to problem 6-61 and show how to check your solution for that problem.
[ 4(1 + 3) = 8 ]
655
Kelly solved the equation 4(x + 3) = 8 from problem 6-61.

Her work is shown at right.
6-63.
6-64.
4(x + 3)
x +3
x + 3 + (3)
x
=
=
=
=
8
2
2 + (3)
1
a.
If 4(x + 3) = 8 , does x + 3 have to equal 2?

Why? [ If four groups of (x + 3) equal
four groups of 2, then one group of
(x + 3) must equal one group of 2. ]
b.
What did Kelly do to remove the 3 unit tiles from the left side of the equation?
Does this move affect the equality? [ She added 3 to both sides of the
equation. Since she added the same amount to each side, the equality is
maintained. ]
c.
If Kelly were solving the equation 3(x 5) = 9 , what might her first step be?
What would she have after that step? You may want to build this equation on an
Equation Mat to help make sense of her strategy. [ She might see 9 as 3 groups
of 3 so she would have x 5 = 3 . ]
Now practice this new solving skill by building each of the equations below with
tiles, solving for x, and checking your solution for each equation. Record your work.
a.
4(x + 1) + 1+ (x) = 10 + x
[ x = 2.5 ]
b.
1+ 2x x = x 8 + (x)
[ x = 7 ]
c.
5 + 2(x 4) = 4x + 7 [ x = 5 ]
d.
9 3x = 1+ x [ x = 2 ]
e.
3x + 3 x + 2 = x + 5 [ x = 0 ]
f.
4 = 3(2x + 1) 11 [ x = 2 ]
MATH NOTES
ETHODS AND MEANINGS

Equations and Inequalities
Equations always have an equal sign. Inequalities have one of
inequality symbols defined in the Lesson 6.1.1 Math Note. To solve an
equation or inequality means to find all values of the variable that make the
relationship true. The solution can be shown on a number line. See the
examples below.
Solve this equation:
Solve this inequality:
The solution is:
The solution is:
656
6-65.
6-66.
6-67.
Substitute the given solution into the corresponding equation to

check it. Then decide if the solution is correct or incorrect.
a.
5x + 8 = 3x 2
[ 17 = 17 , solution is correct ]
Solution: x = 5
b.
2(x + 1) + 6 = 20 3x
[ 16 8 , solution is incorrect ]
Solution: x = 4
During this chapter, you will use your new solving skills to solve word problems.
Think about and use the strategies you already have to answer the questions below.
a.
Andy is 4 years older than Eduardo. If Andy is x years old, write an expression
to represent Eduardos age. [ x 4 ]
b.
In Eduardos collection, the number of butterflies

is 12 more than twice the number of moths. If
there are x moths, write an expression to represent
the number of butterflies he has. [ 2x + 12 ]
Evaluate the expressions 3x 2 and 4x + 4 for the following values of x. When you
have found the value for each expression, write a statement using < , > , or = that
shows how the two values are related.
a.
6-68.
x=0
[ 2 < 4 ]
b.
x = 6
[ 20 = 20 ]
c.
x=5
[ 13 < 24 ]
d.
x = 2
[ 8 < 4 ]
Victor wants to play Guess My Number. Use the clues below to figure out his
number. Each part is a new game.
a.
When you double my number and subtract 9, you get my original number. What
is my number? [ 9 ]
b.
When you double my number and add 5, you get 17. What is my number?
[6]
657
Find the perimeter and area of each triangle below.

b.
14.3 yds
11 yds
a.
12 yds
20 ft
6-70.
15 ft
25 ft
14 yds
[ P = 40.3 yds, A = 77 sq yds ]
12 ft
6-69.
[ P = 60 ft, A = 150 sq ft ]
To solve the following problem, use the 5-D Process. Define a variable and write an
expression for each column of your table.
In the first three football games of the season, Carlos gained
three times as many yards as Alston. Travis gained ten yards
more than Carlos. Altogether, the three players gained a total
of 430 yards. How many yards did Carlos gain? [ If x
represents the number of yards gained by Alston, then
the equation is x + 3x + 3x + 10 = 430 ; 180 yards ]
658
Lesson 6.2.3 How can I record it?

Solving Equations and Recording Work
Lesson Objective:
Students will use formal notation while simplifying expressions and

solving equations. They will compare arithmetic and algebraic methods
for solving problems.
Mathematical
Practices:
In this two-day lesson, students work to make sense of solving linear

equations and persevering in solving them. In their team discussions,
encourage students to construct viable arguments and critique the
reasoning of other team members as they carefully attend to precision
in their recording of steps.
Length of Activity:
Two days (approximately 90 minutes)
Core Problems:
Day 1: Problems 6-71 through 6-75

Materials:
Lesson 6.2.3 Resource Page (Recording Work), one per student

Colored pencils, one per student
Lesson Overview:
The objective for this lesson is to develop more sophisticated methods to

record work for solving equations. Up until this point students have been
recording the equivalent equations that remain after a legal move has
been performed. On Day 1, their notation will begin to include recording
the action that was taken.
Suggested Lesson
Activity:
Day 1: The initial problems are written to connect formal notation with
the action of legal moves developed on the mat. Begin problem 6-71 by
distributing the Lesson 6.2.3 Resource Page. Have students fill in the
table with the representations on the mat or the legal move that should be
performed to move from one representation to the next. As you circulate,
ask questions that will help students think about how the symbols are
related to the action taken on a mat. Such questions might include, If
Mat A has 3x + (4) and Mat B has 5x + 8 , what balanced sets of tiles
can you remove from each side? How can you write down what is left
after you remove them? Students may see different simplifications than
those represented in the table. Circulate and listen to team (or pair)
conversations and if you hear teams that are challenged to determine
what steps were taken, encourage them to focus on what leads to the next
step each time. Assure students that there are multiple possible correct
simplifications at each point, and challenge them to interpret what steps
are represented in this problem. You could do this as a Hot Potato to
save time.
Problem 6-72 shows students a way to record steps and asks them to
make sense of these steps through connecting the notation to the work
659
done on Equation Mats. This problem introduces a way to record in

symbols the actions of making zeros, balancing sets, and dividing.
Following this step of interpreting work, problem 6-73 (also on the
Lesson 6.2.3 Resource Page) requires students to use the same system to
record the legal moves they take in formal notation. If students are at a
loss for what to do, connect it back to the Equation Mat. For example,
ask, In looking at the second and third equivalent equations, what
changed and what stayed the same? How can that be written?
Students might note that the 7x and 3x stayed the same on each side,
however the constant of 4 changed to 0 and the constant of 4 changed
to 8. This observation will help students to see the action that had to
have happened on each side to result in the third equation.
As students work on problem 6-74, ask questions that allow you to
formatively assess how well students are connecting written notation
with their experience with legal moves. Ask students to verify that each
solution is correct.
Problem 6-75 has students compare the arithmetic with the algebraic
method of finding an unknown. In a similar problem on Day 2, students
will compare and contrast the two methods.
Day 2: Problem 6-76 is intended as review of the work on Day 1, which
introduced using formal notation to record steps. If you feel like students
are ready, you can have them work on this problem individually. They
will have another opportunity in problem 6-79 to check understanding in
teams. Or you can do this as a Pairs Check and do some informal
formative assessing as you listen to the conversations.
Problem 6-77 presents an equation with a fraction as a solution that can
be interpreted with algebra tiles. If students need support, ask, How
many 1s do you have?, How many groups do you need to split them
into?, and Can you divide them evenly into two groups?.
Have teams continue with problem 6-78. After students complete part (c)
of problem 6-78, hold a class discussion to guide students in seeing the
connections and similarities between the two methods (students tend to
see the contrasts much more easily).
Use the Hot Potato study team strategy for problem 6-79. Distribute
colored pencils to students making sure that each student in the team has
a different colored writing utensil.
Closure:
(10 minutes)
Use this opportunity to segue into a discussion about the Learning Log
topicssolving equations and checking solutions. Have teams discuss
what is meant by these terms and have them compose their Learning Log
entries.
Universal Access:
Scaffolding: If working with symbols alone is too abstract for some of

your students, allowing them to use algebra tiles to scaffold the learning
objectives is appropriate. The algebra tiles manipulative is a tool for
660
visualizing and making expressions more concrete, and supports students

explaining their actions and giving reasons for them. It is not necessary
to rush students to move to only symbolic representations of equations if
they are not ready. Instead, continue to support their transition to solving
with symbolic notation by asking questions about visualizing before
students make moves on the mat. Encourage students who get stuck
when working symbolically to return to representing the equations on the
mat to work through their questions.
Problem 6-81 in the Review & Preview section asks students to solve
equations. Students who are working with algebra tiles in class should
have access to paper algebra tiles at home to complete this problem.
Team Strategies:
Hot Potato and Pairs Check are two study team strategies that can have
students explain aloud the process for doing something. These can be
excellent opportunities for formative assessment of individuals or teams.
Homework:

Note: Students may need access to algebra tiles for problem 6-81.
Notes to Self:
661
6.2.3
How can I record it?
Solving Equations and Recording Work
In this lesson, you will continue to improve your skills of simplifying and solving more complex
equations. You will develop ways to record your solving strategies so that another student can
understand your steps without seeing your Equation Mat. Consider these questions as you work
today:
How can I record the steps I use to solve?
How can I record what is on the Equation Mat after each step?
6-71.
Gene and Aidan were using algebra tiles to solve equations. Aidan was called away.
Help Gene finish by completing the table shown below and on the Lesson 6.2.3
Resource Page.
662
Mat A
Mat B
Steps taken
2x + 2(2x + 1) + (3x) + (6)
4x + 3 + (3) + x + 8
Original Equation
2x + 4x + 2 + (3x) + (6)
4x + 3 + (3) + x + 8
1. Use the Distributive

Property.
3x + (4)
5x + 8
2. Combine like terms

(or remove zeros).
2x + 8
3. Subtract 3x from
both sides.
12
2x
4. Subtract 8 from
both sides or add
8 to both sides
and make zeros.
5. Divide both sides

by 2.
6-72.
Aidan was frustrated that he needed to write so much when solving an equation. He
decided to come up with a shortcut for recording his work to solve a new equation.
As you look at Aidans recording below of how he solved 2x + 4 = 12 , visualize an
Equation Mat with algebra tiles. Then answer the questions for each step below.
6-73.
What legal move does writing 4 twice represent?

[ To remove four ones from each side or to add
four negative unit tiles to both sides. ]
b.
What legal move does circling the + 4 and the 4 represent?

[ Forming a zero pair. ]
c.
What does the box around the
d.
Why did Aidan divide both sides by 2? [ To have only one positive x-tile
remaining so that the remaining unit tiles on the other side will be the
solution. ]
e.
Check Aidans solution in the original equation. Is his solution correct?

[ 2(8) + 4 = 12 . Yes. ]
2
2
represent? [ A Giant One. ]
2x
2
16
2
x = 8
The method of recording the steps in the solution of an equation is useful only if you
understand what operations are being used and how they relate to the legal moves on
your Equation Mat.
Find the work shown at right on your resource
page for this lesson.
a.
b.
6-74.
2 x + 4 = 12
4 = 4
a.
For each step in the solution, add the missing work

below each line that shows what legal moves were
used. You may want to build the equation on an
Equation Mat. [ Students should show the terms
that were combined in the first step, adding
four to each side, subtracting 3x from each
side, and dividing each side by 4. ]
Check that the solution is correct.
[ 2 + (4) + 6(2) = 3(2) 1 + 5 ; 10 = 10 ]
x + (4) + 6 x = 3 x 1 + 5
4 + 7 x = 3 x + 4
7x = 3x + 8
4x = 8
x =2
For each equation below, solve for x. You may want to build the equation on your
Equation Mat. Record your work in symbols using Aidans method from problem
6-72. Remember to check your solution.
a.
2x + 5 + 2x 5 = 1+ (1) + 6x + 2 [ x = 0 ]
b.
3(4 + x) = x + 6 [ x = 3 ]
663
6-75.
6-76.
Oliver is building a train depot for his model railroad. As his final step, he needs to
apply rain gutters around the roof of the rectangular building. He has 52 cm of rain
gutters. The length of the depot is 19 cm. Explore how Oliver can find the width of
the depot by answering the questions below.
a.
Find the width of the depot using arithmetic (that is, solve the problem without
using any variables). Record your steps. [ 52 19 19 = 14 2 = 7 cm ,
width = 7 cm ]
b.
Use w to represent the width of the depot. Write an algebraic equation that
shows the perimeter is 52 cm, and solve your equation. Record your steps.
[ 19 + 19 + 2w = 52; w = 7 cm ]
c.
Which method, the arithmetic or algebraic, did you prefer? Why?

[ Answers vary. ]
For each equation below, solve for x. You may want to build the equation on your
Equation Mat. Record your work and check your solution.
a.
6-77.
6-78.
664
5x + (x) 1 = 11 2x
[ x=2 ]
Genny is confused. She simplified an

equation and ended up with the mat
shown at right. What is the value of x?
[ x = 23 or 1.5 ]
b.
3(x + 2) + x 1 = x 3
[ x=8 ]
= +1
= 1
x
x
Maggies mom agrees to let Maggie buy small gifts for some of her friends. Each gift
costs $4. Maggies mom gave her a budget of $19. When Maggie went online to
order the gifts, she discovered there was a $7 shipping fee no matter how many gifts
she bought.
a.
Use arithmetic (without variables) to determine how many gifts Maggie can buy.
Record your steps. [ 19 7 = 12 4 = 3 gifts ]
b.
Write an algebraic equation to determine how many gifts Madison can buy with
$19, and solve your equation. Record your steps. [ 4g + 7 = 19, g = 3 gifts ]
c.
Compare and contrast the two methods of solving the problem. [ Possible
answer: when using arithmetic you have to think of the end and work
backwards; it is easy to mix up the order when working backwards, and
harder to explain your steps; with algebra you first have to write a variable
for the unknown, but then simplifying the equation and recording steps is a
little easier. ]
6-79.
6-80.
Your teacher will explain the way you will be working on solving the equations
below for x. You may want to build the equations on your Equation Mat. Record
your work and check your solution.
a.
2(x + 1) + 3 = 3(x 1)
[ x=8 ]
b.
2x 2 = 3(x + 2)
[ x=8 ]
c.
3 + 4(2 x) = 3x + (x) 7
[ x=3 ]
d.
6(3 x) + (20) = 10 + 3(4x + 2)

[ x = 1 ]
LEARNING LOG
In your Learning Log, explain what it means to solve an
equation. What is a solution? Be sure to give an example.
Title this entry Solving Equations and Checking Solutions
and include todays date.
MATH NOTES
ETHODS AND MEANINGS

Checking a Solution
To check a solution to an equation, substitute the solution into the
equation and verify that it makes the two sides of the equation equal.
For example, to verify that x = 10 is a solution to the equation 3(x 5) = 15 ,
substitute 10 into the equation for x and then verify that the two sides of the
equation are equal.
As shown at right, x = 10 is a solution
to the equation 3(x 5) = 15 .
What happens when you do this check
if your answer is incorrect? For
example, try substituting x = 2 into the
same equation. The result shows that
x = 2 is not a solution to this equation.
3(10 5) = 15
?
3(5) =
15
15 = 15
True, so x = 10
is a solution.
3(2 5) = 15
?
3(3) = 15
9 15
Not true, so x = 2
is not a solution.
665
6-81.
Solve each equation below for x. Check your final answer.

a.
6-82.
6-83.
6-84.
a.
How many students have a school sweatshirt? [ 224 students ]
b.
If 280 students have school t-shirts instead of sweatshirts, what percentage of the
school has a t-shirt? [ 50% ]
c.
What percentage of the school does not have a t-shirt or a sweatshirt? [ 10% ]
Latisha wants to get at least a B+ in her history class. To do so, she needs to have an
overall average of at least 86%. So far, she has taken three tests and has gotten scores
of 90%, 82%, and 81%.
a.
Use the 5-D Process to help Latisha determine what percent score she needs on
the fourth test to get the overall grade that she wants. The fourth test is the last
test of the grading period. [ 91% ]
b.
The teacher decided to make the last test worth twice as much a regular test.
How does this change the score that Latisha needs on the last test to get an
overall average of 86%? Support your answer with mathematical work. You
may choose to use the 5-D Process again. [ 88.5% ]
Factor each expression. That is, write an equivalent expression that is a product
instead of a sum.
20y 84 [ 4(5 y 21) ]
24b 2 + 96b [ 24b(1b + 4) ]
b.
Copy and complete each of the Diamond Problems below.

The pattern used in the Diamond Problems is shown at right.
[ See answers in bold in the diamonds below. ]
a.
b.
13
13
1
14
666
3x + 5 = 50 [ x = 15 ]
b.
Forty percent of the students at Pinecrest Middle School have a school sweatshirt.
There are 560 students at the school. Draw a diagram to help you solve each problem
below.
a.
6-85.
4x = 6x 14 [ x = 7 ]
c.
16
8
2
10
5.04
1.2
4.2
3
xy
x
y
x+y
d.
0
15
0
15
6-86.
A cattle rancher gave 13 of his land to his son and kept the remaining 23 for himself.
He kept 34 acres of land. How much land did he have to begin with? [ 51 acres ]
6-87.
Solve each equation. Record your work and check your solution.
a.
6-88.
5(x 2) + (9) = 7(1 x)

[ x = 6 ]
73
2
100 ( 7 )
[
d.
6-90.
146
700
or
73
350
b.
0.4 0.3
[ 0.12 ]
c.
63 + 7
80
10
[ 807 ]
e.
9 1
17
2
[ 35
or
1 341 ]
34
f.
1.2 + ( 53 )
[ 1.8 or 1 45 ]
5 19 + 8 25
23
[ 13 45
]
Sketch the parallelogram shown at right, and

then redraw it with sides that are half as long.
6 units
2.5
units
a.
Find the perimeters of both the original and smaller

parallelograms. [ P = 17 units , P = 8.5units ]
b.
If the height of the original parallelogram (drawn to the side that is 6 units) is
2 units, find the areas of both parallelograms. [ A = 12 square units ,
A = 3 square units ]
Evaluate the expression 10 2x for the x-values given below.

a.
6-91.
6x 7 = 1(9 + 2x)
[ x = 4 ]

a.
6-89.
b.
x=2 [6]
b.
x=
1
2
[9]
c.
x = 2 [ 14 ]
Set up a four quadrant graph and graph the points below to make the four-sided shape
PQRS .
P(2, 4) Q(2, 3) R(2, 2) S(2, 3)
a.
What shape is PQRS ? [ Trapezoid ]
b.
Find the area of the shape. [ 24 square units ]
667
6-92.
Write and solve an inequality for the following situation.

Robert is painting a house. He has 35 cans of paint. He has used 30 cans of paint on
the walls. Now he needs to paint the trim. If each section of trim takes 12 can of
paint, how many sections of trim can he paint? Show your answer as an inequality
with symbols, in words, and with a number line. Make sure that your solution makes
sense for this situation. [ 12 p + 30 35 , 0 p 10 ,, less than or equal to 10
sections but greater than or equal to 0 sections, since there cannot be a negative
number of trim pieces. See diagram below. ]
Lesson 6.2.4 How can I represent it?

Using a Table to Write Equations from Word Problems
Lesson Objective:
Students will extend and modify the 5-D Process by taking the variable
expression and writing it as an equation.
Mathematical
Practices:
Today students will delve deeper into solving linear equations as they
model with mathematics. They will use the 5-D Process and the
strategies they have developed for solving to make sense of problems
and persevere in solving them. Remember to carefully model the need
for attention to precision when defining variables and expect this same
level of precision from your students.
Length of Activity:
Core Problems:
Problems 6-93, 6-94, and 6-95 part (a)
Materials:
None
Lesson Overview:
In this lesson students will link two important strategies for finding
solutions: the 5-D Process and representing and manipulating equations
built with algebra tiles on an Equation Mat. It is critical today that
students link these two tools by focusing on what the variable x
represents. As students share ideas and strategies, continually ask
questions to focus them on what quantities are being represented and the
units. In this lesson, it is more important that students make sense of
translating problems into equations than that they find solutions.
668
Suggested Lesson
Activity:
Begin the lesson by having students read problem 6-93 in their teams and
use the 5-D Process to begin solving it. If you are concerned about your
students working together or all of them understanding the problem, you
can use a Teammates Consult. After interpreting the problem and
representing the quantities in the Draw/Describe step, expect students to
set up a table and begin their trials. Prompt teams to complete three
trials, but do not expect them to arrive at a final answer. This problem
intentionally involves challenging numbers and numbers that are too
large to represent with algebra tiles. At this point it is desired that
students focus on the relationships before they arrive at a solution. Ask
teams to alert you once they have completed three trials; when most
teams have done so, bring the class together to discuss how to generalize
the relationships in the table. Create a space to visually record the
mathematics of the discussion on poster paper, transparency, or paper
projected via a document camera so that it can be referenced in
Lesson 6.2.5.
Pose the question, How could we describe the relationships in the table
more generally? to the class. Expect students to describe the
relationship between the volume of Lake Huron and Lake Michigan as a
difference of 330 cubic miles of water. If no student suggests
representing one value with x, ask, What if we wanted to generalize this
for any number? and What could we use to represent any number?
Have students use x as the value in the Define column to represent Lake
Michigan. Briefly discuss why you would have x represent Lake
Michigan. (Note: It is the independent variable, that is, the other values
depend on the value for Lake Michigan.) Ask, If x represents the
number of cubic miles of water in Lake Michigan, what would we write
in the next column? How does the amount of water in Lake Michigan
relate to the amount of water in Lake Superior? Make sure students
understand that in labeling the Define columns of their table with
variable expressions, they are defining variables. By doing this, they are
identifying what the variable represents.
Give teams a few minutes to summarize each column of the table with a
variable expression and then ask teams to consider how they can use an
equation to represent the relationships in the problem. Connect the
equation they write to the steps they would complete in the Do column of
a table and to something that they could represent on the Equation Mat
(in theory, as these numbers are not reasonable to represent). Discuss
different ways that students constructed their equations. Expect students
to connect their decisions to the relationships between the different
quantities in their trials, and ask questions to connect these quantities
back to what they represent (water in Lake Huron, Lake Superior, etc.).
When students are comfortable with the equation, ask How can we solve
this equation to solve the Great Lakes Problem? I do not have this many
algebra tiles. Expect students to suggest other ways to visualize the
algebra tiles and begin making statements like, There would be ____
669
x-tiles because these would become zero, or to suggest solving the

equation symbolically. Quantities can be represented on an algebra mat
with written numbers or symbols. Consider having a student come to the
board to serve as a scribe and have another member of the class explain
the steps that the scribe should write to solve the problem. Once the
solution is reached, help students identify the volume of water in each
lake and tie their variable expressions back to the quantities they
represent. Students can verify this result by adding it as a final trial to
their table.
Move teams on to read and begin work on problem 6-94. In this
problem, students are presented with a situation and a table that shows
each quantity in the problem defined with a variable expression, but
without number trials. Students are asked to interpret how each quantity
is defined with a variable expression and then to use those expressions to
write and solve an equation. Part (d) of the problem makes the important
link between the solution to the equation and its meaning in the context
of the problem. Circulate as teams work and listen for students to restate
their solution as a specific number of gold medals and to connect their
solution to the variable that was defined to be x (i.e., the number of
silver medals).
In problem 6-95 teams will create and solve their own equations from
word problems. Encourage students to begin by describing and drawing
the relationships in the problems (the first step of the 5-D Process) in
order to make sense of the situation. From this point, students may
choose whether to set up a table to help them define a variable or whether
to define a variable in words and move directly to an equation. If
students do choose to make a table to organize their work, make sure that
at some point they represent each column with a variable expression and
write an equation for the problem. Students may write their equations
after one trial or after several, and before or after finding the correct
answer in the table. If students are struggling, focus them on
generalizing the relationships between the numbers and columns in their
table to help them to build their equations. The strategies and ideas could
then be shared using a Swapmeet.
If there is time, have students do both parts of problem 6-95, but be sure
to leave at least 5 minutes for closure.
Closure:
(8 minutes)
Have students read and discuss the Learning Log prompt in problem 6-96
in their teams. They can do this using Walk and Talk or proximity
partners. After teams have taken a few minutes to discuss, turn
individuals to completing the entry in their Learning Logs.
Universal Access:
Scaffolding: Problem 6-102 in the Review & Preview section may

challenge students who rely on algebra tiles when they simplify
expressions or who are developing skills with fraction operations. See
notes in the Homework section below for ideas for supporting these
students.
670
Team Strategies:
If your students have been working in pairs in recent lessons as they

worked with tiles on Equation Mats, it is recommended that they return
to working in teams of four in this lesson. Students will benefit from
hearing additional perspectives and ideas on the problems in this lesson.
Team Roles: Remind Facilitators of their responsibility to get each
problem read aloud in the team and to check that each person understands
what is being asked. Facilitators should also check that each teammate is
ready before the team moves to a new problem. Recorder/Reporters
should make sure that every team member is recording all of the work.
Resource Managers can assist today by actively asking each person in the
team to share his or her thinking before calling the teacher over with a
question. Task Managers will need to listen for reasons and
explanations, and keep their teammates focused on the task.
If your students or teams are struggling, remember that using I Spy or a
Huddle strategy can be helpful.
Mathematical
Background:
As your students learn to write equations, it is important that you model

for them the way to write a variable precisely. Model writing,
x = height of rectangle in feet rather than just x = height . The
specificity will pay big dividends for both you and your students.
Homework:

Note: Students who continue to use algebra tiles to simplify and compare
expressions will need them and an Expression Comparison Mat for
problem 6-102. Encourage those students to build and sketch the
problem.
Notes to Self:
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6.2.4
How can I represent it?
Using a Table to Write Equations from Word Problems
In the last few lessons, you used algebra tiles and Equation Mats to solve problems in which
variables represented specific numbers. The tile and Equation Mat tools are related to the
processes you have used to solve word problems in which a specific value is unknown. Today
you will connect these two tools and the expressions you wrote using a part of the 5-D Process to
extend your repertoire for solving problems.
6-93.
THE 5-D PROCESS REVISITED

Use the 5-D Process to set up the
following problem. Complete
only three trials. Even if you do
not yet know the solution, wait
for your teachers instructions.
The Great Lakes contain the
largest amount of fresh water on
the surface of the planet.
Combined, the five lakes
(Superior, Michigan, Huron,
Erie, and Ontario) contain 84%
of North Americas and 21% of
the worlds surface fresh water.
The amount of water in Lake Superior is 1720 cubic miles more than the amount of
water in Lake Michigan. Lake Huron has 330 cubic miles of water less than Lake
Michigan. If the total amount of water in the three lakes is 4930 cubic miles, how
much water is in each lake?
Check the reasonableness of the amounts of water you found for each lake by using
estimation strategies: Does the total volume of the three lakes seem reasonable?
[ If x represents the amount of water in Lake Michigan in cubic miles,
(x + 1720) + x + (x 330) = 4930 , x = 1180 , Lake Superior has 2900 cubic miles,
Lake Michigan has 1180 cubic miles, and Lake Huron has 850 cubic miles of
water. The answers are reasonable: 3000 + 1200 + 900 5000 ]
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6-94.
GO FOR THE GOLD

As you saw in problem 6-93, sometimes organizing your
thinking using the 5-D Process to solve a word problem
involves a lot of work. Sometimes the tables are very
complicated or the numbers require many trials to find
the answer. How can your new equation-solving skills
help you solve word problems? Read the following word
problem and then answer the questions below.
While looking at the country of Jamaicas results from the 2008 Beijing Olympics,
Gemma noticed that the number of gold medals Jamaica received was twice the
number of silver medals. She also realized that Jamaica received 1 fewer bronze
medal than silver medals. Altogether, Jamaica received 11 medals.
a.
Gemma started by setting up the 5-D Process table below. What did she define
x to represent? [ x represents the number of silver medals. ]
Define
6-95.
# Gold
# Silver
# Bronze
2x
x 1
Do
Decide
Total Number of Medals
11?
b.
How did she represent the number of gold and bronze medals? [ 2x, x 1 ]
c.
Write an equation for the total number of medals. [ 2x + x + (x 1) = 11 ]
d.
Solve your equation in part (c). What is the value of x? What does this
represent? [ x = 3 . The number of silver medals Jamaica won. ]
e.
How many gold medals did Jamaica earn? Explain how you know. [ Since the
number of gold medals is 2x , then Jamaica earned 2(3) = 6 gold medals. ]
Solve the following word problems by writing and solving an equation. You may
choose to use the 5-D Process and create a table to help you build your equation. It
may be helpful first to do one or two trials with numbers to help establish a pattern.
Whatever strategy you use, do not forget to define the variable by stating what x
represents. Finally, check your answer.
a.
A persons height is positively associated with his or her arm span (the distance
between the ends of the fingertips as arms are held out on each side of the body).
One of the tallest men in history had an arm span measuring 7 inches more than
his height. The combined total of his arm span and height was 221 inches. How
tall was this man? [ If x represents the mans height, x + (x + 7) = 221 ,
x = 107 , 107 inches tall or 8 feet 11 inches tall. ]
Problem continues on next page.
673
6-95.
Problem continued from previous page.

b.
Have you ever tried to hold your breath? Humans can only hold their breath an
average of one minute. However, other animals can hold their breath for much
longer.
A Greenland whale can hold its breath three times as long as a beaver, and a
hippopotamus can hold its breath five minutes less than a beaver. If you added
the time a Greenland whale, beaver, and hippopotamus can hold their breath, you
would get 95 minutes! How long can a beaver hold its breath?
[ If x represents how long a beaver can hold its breath, then
3x + x + (x 5) = 95 , 5x 5 = 95 , x = 20 minutes. ]
6-96.
LEARNING LOG
In Chapter 5, you learned about variables and using the
5-D Process to solve problems. In this chapter, you
simplified expressions using algebra tiles and focused on
solving equations.
In your Learning Log, describe how variables and equations can be used to solve
word problems. Use an example problem to help make your explanation clear. Title
this entry Using the 5-D Process to Write and Solve Equations and label it with
todays date.
MATH NOTES
ETHODS AND MEANINGS

Defining a Variable
When you write an equation, it is important to define the variable
carefully. You need to be clear about what you are talking about so that
someone else looking at your work understands what the variable represents.
This step is an important habit to develop because it is an important step in
solving many different math problems.
For example, suppose you have this problem:
At the neighborhood grocery store, grapes cost $3 a pound. If Belinda
spent $5.40 on grapes, how many pounds of grapes did she buy?
One equation you could write is 3x = 5.4 , if you know what x stands for.
The variable x should be clearly defined, such as x = pounds of grapes ,
rather than just x = grapes . You could also write g = pounds of grapes ,
since any letter may be used as a variable.
674
6-97.
For the end-of-year party, Mt. Rose Middle School

ordered 112 pizzas. There were eight fewer veggie
pizzas than there were pepperoni pizzas. There were
three times as many combo pizzas as pepperoni
pizzas. Use the 5-D Process to define a variable and
write an equation for this situation. Then determine
how many of each kind of pizza were ordered.
[ Let p represent the number of pepperoni pizzas, p + ( p 8) + 3 p = 112 ,
16 veggie, 24 pepperoni, and 72 combo pizzas. ]
6-98.
Consider the equation 7 = 3x 5 .
6-99.
a.
Stanley wants to start solving the equation by adding 5 to both sides, while
Terrence first wants to subtract 7 from both sides. Will both strategies work? Is
one strategy more efficient than the other? [ Both strategies will work
eventually, but adding five to both sides will isolate the x term. ]
b.
Solve 7 = 3x 5 . Show your steps. [ x = 4 ]
The two triangles at right are similar shapes.

a.
What is the scale factor between shape A and

shape B? [ 208 = 2.5 ]
A
s
20
t
16
B
35
b.
Find the missing sides. [ s = 14 , t = 40 ]
c.
If you wanted to make shape A smaller instead of bigger, what is a scale factor
you could use? [ Answers vary, but scale factor should be between 0 and 1. ]
675
6-100.
Find the area and perimeter of each of the following figures.

square
a.
b.
7 3 ft.
4
10 1 ft.
5
[ A = 151.29 mi2, P = 49.2 mi ]
ft2 or 79.05 ft2,

ft or 35.9 ft ]
[A=
P=
c.
d.
3 83 cm
4
2
3
79.2 cm
85.32 cm
67 cm
3
4
cm2,
P = 17 cm ]
[ A = 2653.2
90k 60 [ 30(3k 2) ]
b.
cm2,
P = 278.89 cm ]
30d 2 18d [ 6d(5d 3) ]
Write an expression for each mat at right.

[ Mat A: x + 4 + (1); Mat B: 2x + 2 ]
a.
676
3 cm
Factor each expression by writing it as a product instead of a sum.

a.
6-102.
126.57 cm
5
6
cm
[ A = 15
6-101.
12.3 mi
Simplify each mat to determine which

expression is greater, if possible.
[ Simplifying each side, Mat A = x + 3 ,
Mat B = 2x + 2 ; after removing
matched sets, Mat A = 1, Mat B = x;
you cannot tell which mat is greater
since you do not know the value of x. ]
Mat B
Mat A
b.
If x = 3 , would your answer to part (a) change? Explain.

[ Yes, Mat B is greater since 1 < 3 . ]
c.
If x = 2 , would your answer change? Explain.

[ Yes, Mat A is now greater since 1 > 2 . ]
x
x
= +1
= 1
Lesson 6.2.5 How can I model it?

Writing and Solving Equations
Lesson Objective:
Students will continue to develop a method to define variables and write

and solve equations from a context. They will use estimation to check
the reasonableness of their solutions.
Mathematical
Practices:
This two-day lesson gives students an opportunity to delve deeply into a

single, big problem and model it with mathematics, using the
appropriate tools they have learned (5-D Process, algebra tiles with an
Equation Mat, etc.). On Day 2, students will be sharing their solution
with the class. They must try to communicate precisely to others, giving
carefully formulated explanations to each other by attending to
precision as they develop and present their solution.
Length of Activity:
Two days (approximately 90 minutes)
Core Problems:
Problem 6-103
Materials:
Lesson 6.2.5 Resource Pages, one problem per team (optional, see
Materials Preparation, below)
Poster paper, one sheet per team
Markers
Tape
Materials
Preparation:
The situations from problem 6-103 are enlarged on the Lesson 6.2.5
Resource Pages. These larger versions are provided should you wish
students to attach them to their posters in order to connect words with
expressions, rather than recopying the problem. This saves space on the
poster as well as time students might spend recopying. Each team will
need only one copy of their problem for their poster.
Lesson Overview:
This lesson has been designed for students to continue to build their
understanding about writing equations from word problems as well as
solving equations without algebra tiles. On Day 1, students will work in
team to solve several problems using the 5-D Process and defining
variables. They will also use estimation to check the reasonableness of
their answers. They will create a poster of their work for one problem
that will be presented on day two.
Suggested Lesson
Activity:
Day 1: Begin the day with a brief look back at problem 6-93 from
Lesson 6.2.4 (about the Great Lakes). Have the problem posted for the
class to see along with the equation that the class wrote in the previous
lesson. Remind students of the context of the problem and draw their
attention to how they Described/Drew the relationships and how they
Defined the variable. Ask students, What did x represent in this
problem? A typical response would be that it represents the amount of
water in Lake Michigan. Encourage students to be as specific as
677
possible, and continue to ask them things like, How much water is in
Lake Michigan? Students will probably tell you that the numeric
answer was 1180, to which you can respond, Is that 1180 liters? 1180
cubic feet? What is the meaning of that number? Connect this idea
back to the variable x that represented the amount of water in Lake
Michigan in cubic miles.
Focus students on the objectives for the day, which include: defining
variables based on a word problem and writing and solving an equation
for that problem. Introduce students to their responsibility in the lesson:
each team will need to complete a poster representation of a problem and
its solution in order to communicate to the class the connections between
the words of the problem, the variables they define through the 5-D
Process, and the equation that represents the relationships. Teams should
work to solve their equations and arrive at an answer. They can do this
symbolically, by visualizing algebra tiles (as the quantities are too large
to reasonably build), or by using a table to organize trials.
Assign each team one part (a-e) of problem 6-103 to complete and set
them to work quickly. If you have more than 5 teams, some will do the
same problem as each other. You may want to preview the problem and
strategically assign them to teams according to the level of challenge that
you deem appropriate. Circulate as teams work to give them feedback
about how they have defined their variables and how to connect variable
expressions to the Define and Do columns in their table. Ask students
about how the information in the problem translates to terms in the
equation, with questions like, The problem states that the Sears Tower
in Chicago is eight stories taller than the Empire State Building in New
York City. Where is this information seen in your equation?
Posters: Call a Huddle of the Recorder/Reporters to explain what you
want on the posters. Each teams task is to create a poster for their
problem that should include:
The problem.
An explanation of what the variable represents.
The equation.
The solution process for answering the question.
Use of color and arrows to show how information in the problem is

shown in the equation.
The connections described in the final bullet are the most critical piece of
the poster, as the connections convey students thinking and reasoning.
Encourage students to use the same color to identify connected
quantities, to use underlining or highlighting to draw attention and link
pieces of the expression to the words or table, to draw arrows, and to
label ideas.
678
To help students fit all of this information on the poster, consider

distributing the typed version of the appropriate problem (from the
Lesson 6.2.5 Resource Pages) to each team to affix to their poster.
Students can then underline or highlight in the text on the resource page,
without using all of their poster space recopying the problem.
Let students know that their posters should be clear enough so that
someone who is not as familiar with the problem would be able to read
the problem and see how each part corresponds to the equation. This is
an opportunity for you to informally assess your students, identifying for
yourself those students who might need some strategic intervention with
solving word problems. This can occur in Lesson 6.2.7. As students
work on their posters, circulate and ask them about connections and, as
they answer, ask them how they can communicate the same information
on their poster. Questions to ask students include: What words in the
problem helped you to see that relationship?, How did you represent
twice in your expression?", "How can you use color to show the
connection between words and symbols?, and, How can labels or
color help you to show your thinking to someone looking at the poster?
Day 2: Allow teams approximately 15 minutes to finalize their posters.
Then teams can post their work on the wall
Gallery Walk: Explain to the class that they are going to participate in a
Gallery Walk. Each team will be given sticky notes. At each poster
teams will examine what is written on the poster to determine if all of the
important information in the problem is found in the equation. They will
also look to see if the variable is clearly defined. At each poster, teams
will write a short comment on a sticky note or question they had about
the poster and leave it for the team that created the poster. Once teams
have visited the other posters they can return to their poster to read
feedback.
Closure:
(5 minutes)
For closure today, you could use a Whiparound to have each team share
one of the comments they received on their poster or one thing they
learned from seeing another teams poster.
Universal Access:
Academic Literacy and Language Support: Students who struggle

with reading may have a difficult time interpreting the problems that
other teams solved as they do the gallery walk. Consider addressing this
before beginning the gallery walk by giving teams specific time to read
each question and to ask questions about its meaning. One way to do this
is to give teams 1 minute to read and discuss the relationships in a
specific problem, and then briefly as a class answer clarifying questions.
Follow the same structure for each of the remaining problems, pointing
out which posters display solutions to each problem. Then direct teams
to begin the gallery walk. In this way, when students are looking closely
at others posters, they will be able to focus on interpreting the
mathematics and solution, rather than the original problem.
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Team Strategies:
If you are using team roles, assign the Recorder/Reporter responsibility

for making sure the team agrees how the posters will be designed and
what part each person will put on the poster. Then on Day 2 the
Recorder/Reporter will make sure that everyone agrees on the comment
they are leaving at each poster. Give them sentence starters to help them
clarify agreements such as, What do we each think about the poster?
and Do we all agree to say _____? and How can we put that in a
sentence for this team?
Homework:

Note: Problem 6-106 would require students to find the square root of a
number if they were to use an algebraic method to solve the problem.
However, by using the 5-D Process they can easily solve this problem
through guess and check, demonstrating that this strategy is a useful one
for problems that they cannot solve algebraically at this time.
Notes to Self:
680
6.2.5
How can I model it?
Writing and Solving Equations
Engineers investigate practical problems to improve peoples quality of life. To investigate

solutions to problems, they often build models. These models can take various forms. For
example, a structural engineer designing a bridge might build a small replica of the bridge. Civil
engineers studying the traffic patterns in a city might create equations that model traffic flows
into and out of a city at different times.
In this lesson, you will be building equations to model and solve problems based on known
information. As you work today, keep the following questions in mind.
What does x represent in the equation?
How does the equation show the same information as the problem?
Have I answered the question?
6-103.
Today your team will be responsible for solving a problem and sharing your solution
with the class on a poster. It is important that your poster communicates your
thinking and reasoning so that people who look at your poster understand how you
solved the problem. Your poster should include:
Connections between the words in the problem and the relationships in your
table and/or equation. Connections can be made with arrows, colors,
symbols, and/or labels.
Variables that are defined completely.

An equation to represent the problem.
Your solution to the problem.
The answer declared in a sentence.

An estimation verifying that the total of your solutions is reasonable.
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6-103.

Begin by solving one of the problems below and writing an equation. Make sure to
define the variable you use and answer the question(s) being asked. Using the 5-D
Process, including numerical trials, may be helpful.
a.
Hong Kongs tallest building, Two International Finance

Center, is 88 stories tall. The former Sears Tower in
Chicago is eight stories taller than the Empire State
Building in New York City. If all of the buildings were
stacked on top of each other, the combined heights would
have 300 stories. How many stories does the Sears Tower
have? [ If x represents the number of stories in the
Empire State Building, 88 + (x + 8) + x = 300 , x = 102 ,
110 stories in the Sears Tower; estimation:
90 + 110 + 100 300 ]
b.
Have you ever driven or walked across a suspension bridge? There are many
suspension bridges in the world of different lengths that allow people to travel
across rivers, bays, and lakes.
The Mackinac Bridge in Michigan is 1158 meters long. The Tsing Ma Bridge in
Hong Kong is 97 meters longer than the Golden Gate Bridge in California.
Together, all three bridges have a length of 3815 meters. How long is the Tsing
Ma Bridge? [ If x represents the length of the Golden Gate Bridge,
x + (x + 97) + 1158 = 3815, 2x + 1255 = 3815 , x = 1280 , 1377 meters in the
Tsing Ma Bridge; estimation: 1200 + 1400 + 1300 3815 ]
c.
Elevations found in the United States

range from Californias Death Valley
at 282 feet below sea level to Alaskas
Mount McKinley, also known as
Denali, at 20,320 feet above sea level.
The highest elevation in Delaware is 106 feet higher than the highest elevation in
Florida. Louisianas highest elevation is 190 feet higher than Floridas highest
elevation. If you climbed from sea level to the highest points in Delaware,
Florida, and Louisiana, you would only climb 1331 feet. How high is the highest
elevation in each of the three states? [ If x represents the elevation of
Florida, then x + (x + 106) + (x + 190) = 1331, 3x + 296 = 1331 , x = 345 , the
highest elevation in Florida is 345 feet, Delaware is 451 feet, Louisiana is 535
feet; estimation: 300 + 500 + 500 1331 ]
682
6-103.
6-104.

d.
Most states in the United States are divided into counties. Some counties are
very large, while some are very small. Different states have different numbers of
counties. Pennsylvania has five less than twice as many counties as Oregon.
Florida has one less county than Pennsylvania. Together, the three states have
169 counties. How many counties does each of these three states have?
[ If x represents the number of counties in Oregon,
x + (2x 5) + (2x 5 1) = 169, 5x 11 = 169 , x = 36 , 66 counties in
Florida, and 67 in Pennsylvania; estimation: 40 + 70 + 70 169 ]
e.
A train from Washington, D.C. to

Train Map
Chicago stops first in Pittsburg
Chicago, IL
Cleveland, OH
and then in Cleveland. The
distance from Washington, D.C.
Pittsburg, PA
to Pittsburg is 30 miles less than
twice the distance from Pittsburg
to Cleveland. The distance from
Washington, D.C.
Cleveland to Chicago is
220 miles more than the distance
between Pittsburg and Cleveland. If the entire train ride is 710 miles, how far is
the train ride from Cleveland to Chicago?
[ If x represents the distance from Pittsburg to Cleveland in miles,
x + (2x 30) + (x + 220) = 710 , 4x + 190 = 710, x = 130 , the distance
between Chicago and Cleveland is 130 + 220 = 350 miles by train; from
D.C. to Pittsburg is 230 miles; estimation: 200 + 400 + 100 710 ]
Solve the following equations using any method. Show your work and check your
solution.
a.
6-105.
2x + 16 = 5x + 4
[ x=4 ]
b.
3x 5 = 2x + 14
[ x = 19 ]
c.
5x 5 = x + 15
[ x=5 ]
Write an algebraic expression for each situation.

a.
Three less than a number. [ n 3 ]
b.
Nine more than three times a number. [ 9 + 3x ]
c.
Two less than five times a number. [ 5x 2 ]
683
6-106.
A triangle has a base that is three times longer than its height. It has an area of
486 sq cm.
Use the 5-D Process to find the base and height of the triangle. Write a variable
expression for each column of your table. [ height = x = 18 cm, base = 3x = 54 cm ]
6-107.
6-108.
Kandi has a bag of marbles. She has 5 black, 3 white, 2 green, and 4 orange marbles.
Kandi reaches into the bag without looking and pulls out a marble.
]
If she does get a green marble and does not put it back in the bag, what is the
probability that she will now pull the other green marble from the bag? [ 131 ]
c.
Assume that Kandi does get the second green marble and does not return it to the
bag. What is the probability that she will now pull another green marble from
the bag? [ 0 ]
Which of the equations below represent proportional relationships? If the

relationship is proportional, identify the constant of proportionality. If the
relationship is not proportional, explain why.
( )
y = 4 23 x
b.
[ Proportional, k = 4 23 . ]
y = 3(x 1) [ Not proportional, contains subtraction. ]
The diagram at right represents an acrobats sequence of

moves on a tightrope, where m represents the distance in
feet that she covers each time she does a leap.
a.
How long is each of her leaps? How can you tell?

[ m = 3 feet ]
b.
Write and solve an equation to find the length of each leap.

[ m + 1 + 5 + 1 = m + m + 4 or m + 7 = 2m + 4 ; m = 3 feet ]
c.
How long is the tightrope? [ 10 feet ]
Solve the following equations using any method. Show your work and check your
solution.
a.
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1
7
b.
c.
6-110.
What is the probability that she will pull out a green marble? [
a. y = 43 x + 2
[ Not proportional, contains addition. ]
6-109.
2
14
a.
3x + 10 = 25
[ x=5 ]
b.
5(x 2) = 30
[ x=8 ]
c.
2x 9 = x + 7
[ x = 16 ]
6-111.
Use the 5-D Process to solve the following problem. Write an expression to represent
each column of your table.
Yosemite Falls, the highest waterfall in the United States, is actually made up of three
smaller falls. The Lower Yosemite Falls is 355 feet shorter than the Middle Cascades
Falls. The Upper Yosemite Falls is 80 feet more than twice the Middle Cascades
Falls. If the entire set of waterfalls is 2425 feet long, how tall is each of the smaller
waterfalls? [ Lower = 320 feet = x 355 , Middle Cascades = 675 feet = x ,
Upper = 1430 feet = 80 + 2x ]
6-112.
6-113.
Evaluate the following expressions.

a.
7x + 8 when x = 9 [ 71 ]
b.
6(y 11) when y = 6 [ 102 ]
c.
45 5m + 7 when m = 4 [ 72 ]
d.
2t + 9 when t = 20 [ 49 ]
Here are some new distances with given lengths to help Cecil cross the tightrope.
Find at least two ways to get Cecil across for each situation. Write your solutions in
symbolic form. [ Answers vary. ]
a.
Span of tightrope: 19 feet

[ 3(4) + 7 , 2(7) + 5 ]
Given lengths: 4, 5, 7 feet
b.

[ 6(3) + 7 , 4(7) 3 ]
c.

[ 5(5) 2 , 2(9) + 5 ]
6-114.
Walter walked 15.5 blocks from his house to work. It took him 35 minutes. What is
his rate in blocks per hour? [ 26.57 blocks/hour ]
6-115.
Janas mom gave her $100 to shop for some new school clothes. She is at the store
and has picked out a pair of pants that cost $49.50. She wants to spend the rest of her
money buying various colors of a shirt that is on sale for $12.99. Write an inequality
that can be used to calculate the number of shirts she can buy. Solve your inequality.
How many shirts can Jana buy? [ $49.50 + $12.99s $100 . s 3.89 . She can buy
3 shirts. ]
685
Lesson 6.2.6 Is there always a solution?

Cases With Infinite or No Solutions
Lesson Objective:
Students will solve equations that have infinite solutions and those with
no solutions.
Mathematical
Practices:
Students must reason abstractly and quantitatively to solve equations

with infinite or no solutions. As you circulate today, listen for abstract
and quantitative reasoning, the construction of viable arguments and
critiquing of others reasoning, and attention to precision in team
discussions.
Length of Activity:
One day (approximately 45 minutes each)
Core Problems:
Materials:
Algebra tiles
Lesson 6.2.1 Resource Page (Equation Mat), one per student or pair of
students and one for class display
Suggested Lesson
Activity:
To open this lesson, do a Think-Pair-Share and ask students to take a

stand on the question, Do all equations have a solution? Let them
know that they will not be held to their opinion, but they must take a
stand. Forcing this choice will create an expectation against which
students can compare the results they find through the course of the
lesson.
Ask a student to read the lesson introduction aloud in each team. This
introduces the idea of equations having single and no solution by asking
students to examine the relationship between the ages of two siblings.
Encourage teams to consider a few different ages for Annika and William
to test the relationships.
Have teams continue on to problem 6-116, which offers equations to
compare by inspection to decide how many solutions, if any, they will
have. The Facilitator could remind teams to test different numbers to see
if they can confirm their ideas about whether the equations will have
solutions. In parts (c) and (e) of problem 6-116, some students will
conclude that x = 2x or x + x = x x must have no solution. You may
want to ask, What numbers have you tried? If they have not tried zero,
ask them what would happen in that case.
Move teams on to problem 6-117, which presents a context that leads to
infinite solutions. It is helpful for students to see how this type of
solution could occur in real world situations.
Problems 6-118 and 6-119 focus students on these special cases of
infinite or no solutions and how they appear on the Equation Mat.
Students are asked to make sense of what happens on their mat when
there are no tiles left (both sides are the same) and when there are
686
unequal numbers of unit tiles left. They consider what values will make
each situation true (including x = 0 , a common omission when students
are testing if any values will satisfy an equation) and check several values
in their teams to lead to the conclusion that x can equal any number in
one case and that there are no values that make the equation true in the
second case.
Problem 6-120 allows students with time to do so to practice the equation
solving techniques they have learned. Use a Pairs Check here to get
students talking about their thinking.
Problem 6-121 is an additional challenge. Preview the problem for its
appropriateness for your group and see the notes in the Universal
Access section that follows.
Closure:
(5 minutes)
Have students reflect on the question "What is an equation?" Lead a

discussion around this concept by asking some of these questions: "Are
all equations true or can a false equation be written?", "Are all
equations solvable?", "Are solutions always one number?", and "In what
situations can testing zero lead to a solution and when will it be the only
solution?" Ask these questions to elicit students reasoning, and
encourage students to cite examples from the lesson or examples they
construct to support their ideas.
Universal Access:
Additional Challenge: Problem 6-121 is challenging because it asks

students to create their own equation with at least three steps with
solutions that include all numbers and no solution. Students may find
this task more difficult than finding equations with only one solution
where they can typically work backwards to build the equation.
Mathematical
Background:
In mathematics, the solution to an equation is not always a single value.

It is quite common for the solution to be no solution, infinitely many,
or all numbers. It is not a mistake to conclude there is no solution to
a particular equation. Just because an equation has an equal sign does not
mean the two expressions forming the equation can be equal. For
example, x = x + 1 can never be true, while x + x = 2x will always be
true, no matter what value of x is chosen. A less-common example
would be x 2 = x , which has infinitely many solutions, but not all
numbers are solutions. Encountering these situations early in their study
of mathematics, prior to taking algebra, can help students build a broad
picture of the nature of solutions and not limit their thinking to the idea
that there is always one number that solves an equation.
Homework:
Notes to Self:
687
6.2.6
Is there always a solution?
Cases With Infinite or No Solutions
Are all equations solvable? Are all solutions a single number? Think about this: Annika was
born first, and her brother William was born 4 years later. How old will William be when
Annika is twice his age? How old will William be when Annika is exactly the same as his age?
In this lesson, you will continue to practice your strategies of combining like terms, removing
zeros, and balancing to simplify and compare two expressions. You will also encounter unusual
situations where the solution may be unexpected. As you work today, focus with your team on
these questions:
What if both sides are not equal?
Are there many values of x that will make the expressions equal?
Is there always a solution?
6-116.
Many students believe that every equation has only

one solution. However, in the introduction to this
lesson you might have noticed that if Annika was four
years older than her brother, William, they could never
be the same age. Some situations have one solution,
others have no solution, and still others have all
numbers as solutions.
For each of the following equations, reason with your
team to decide if the answer would be One solution,
No solution, or All numbers are solutions. If there
is a single number solution, write it down. If you are
not sure how many solutions there are, have each
member of your team try a number to see if you can
find a value that makes the equation work.
688
a.
x=x
[ all numbers ]
b.
x +1 = x
[ no solution ]
c.
x = 2x
[ x=0 ]
d.
x+ x = 2+ x
[ x=2 ]
e.
x+x= xx
[ x=0 ]
f.
x + x = 2x
[ all numbers ]
g.
x x = x2
[ all numbers ]
h.
x 1 = x
[ no solution ]
6-117.
Use the 5-D Process to write an equation for the problem below. Then answer the
question.
Kelly is 6 years younger than her twin brothers Bailey and Larry. How old will Kelly
be when the sum of her brothers ages is 12 more than twice Kellys? [ One possible
equation: 2(k + 6) = 2k + 12 , Any age. ]
6-118.
SPECIAL CASES, Part One

Use the equation 8 + x + (5) = (4) + x + 7 to complete parts (a) through (c).
6-119.
a.
Build the equation on your Equation Mat and simplify it as much as possible.
Record your steps and what you see when you have simplified the equation fully.
Draw a picture of your final mat. [ Nothing on the mat. ]
b.
Have each member of your team test a different value for x in the original
equation, such as x = 0 , x = 1, x = 5 , x = 10 , etc. What happens in each case?
[ The equation is true for any value of x. ]
c.
Are there any solutions to this equation? If so, how many? [ The equation is
true for any value of x, there are infinite solutions. ]
SPECIAL CASES, Part Two

Use the equation x + x + 2 = 2x to complete parts (a) through (c).
a.
Build the equation on your Equation Mat and simplify it as much as possible.
Record your steps and what you see when you have simplified the equation fully.
Draw a picture of your final mat. [ 2 on one side, nothing on the other side. ]
b.
Have each member of your team test a different value for x in the equation,
such as x = 0 , x = 1, x = 5 , x = 10 , etc. What happens? Is there a pattern to
the results you get from the equation? [ The equation is never true for any
value of x, the left side is always two more than the right side. ]
c.
Did you find any values for x that satisfied the equation in part (a)? When there
is an imbalance of units left on the mat (such as 2 = 0 ), what does this mean?
Is x = 0 a solution to the equation?
[ No, the equation is never true for any value of x. No, 0 is not a solution. ]
689
6-120.
6-121.
690
Keeping these special cases in mind, continue to develop your equation-solving

strategies by visualizing and solving each equation below. Remember to build each
equation on your mat, if needed, to simplify as much as possible, and to solve for x.
Identify if one number is the solution, if any number is the solution, or if there is no
solution. Record your steps.
a.
x + 2 = 4 [ x = 2 ]
b.
3 + x = 2(x + 3) [ 9 ]
c.
5x + 3 + (x) = 2x + 1+ 2x + 3
[ no solution ]
d.
3x + 7 + (x) + 2 = 2x + 5
[ all numbers ]
e.
4 + 3x = 2 [ x =
f.
3x + 3 = 4 + x + (1) [ x = 0 ]
2
3
Additional Challenge: For each of the parts below, create your own equation
(involving at least three steps) that has the given solution. [ Answers will vary. ]
a.
x = 2
b.
x=
c.
no solution
d.
all numbers
1
2
MATH NOTES
ETHODS AND MEANINGS

Solutions to an Equation With One Variable
A solution to an equation gives the value(s)
of the variable that makes the equation true.
For example, when 5 is substituted for x in the
equation at right, both sides of the equation are
equal. Therefore, x = 5 is a solution to this
equation. Some equations have several solutions,
such as x 2 = 25 , where x = 5 or 5 .
Equations may also have no solution or an infinite
(unlimited) number of solutions.
Notice that no matter what the value of x is, the left
side of the first equation will never equal the right
side. Therefore, it could be said that x + 2 = x + 3
has no solution.
However, in the equation x 2 = x 2 , no matter
what value x has, the equation will always be true.
All numbers can make x 2 = x 2 true. Therefore,
it could be said that the solution for the equation
x 2 = x 2 is all numbers.
Equation with no
solution:
Equation with
infinitely many
solutions:
691
6-122.
6-123.
6-124.
692
Simplify and solve each equation below for x. Show your work and record your final
answer.
a.
24 + 2x = 3x + 2(3 4) [ x = 0 ]
b.
24 + 3x = 3x + 3(7 1) [ no solutions ]
c.
2(12 + x) = 2x + 24 [ all numbers ]
Show the check for each of these problems and write whether the solution is correct
or incorrect.
a.
For 3x + 2 = x 2 , does x = 0 ? [ solution is incorrect ]
b.
For 3(x 2) = 30 + x 2 x + 2 , does x = 12 ? [ solution is correct ]
Some steps in solving an equation are more efficient than others. Complete
parts (a) through (d) to determine the most efficient first step to solve the
equation 34 = 5x 21 .
a.
If both sides of the equation were divided by 5, then the equation would be
34 = x 21 . Does this make the problem simpler? Why or why not?
5
5
[ No, fractional coefficients are more complex. ]
b.
If you subtract 34 from both sides, the equation becomes 0 = 5x 55 . Does this
make the equation simpler to solve? Why or why not? [ Yes, all constants are
together on one side of the mat. ]
c.
If you add 21 to both sides, the equation becomes 55 = 5x . Does this suggestion
make this a problem you can solve more easily? Why or why not?
[ Most simple because x is isolated on one side of the table. ]
d.
All three suggestions are legal moves, but which method will lead to the most
efficient solution? Why? [ Part (c) is most efficient. ]
6-125.
Alex has a job delivering newspapers. He puts 20%

of his earnings each week into his college savings
account. Each week he puts $16 into the account.
a.
b.
c.
6-126.
$16 4 = $64
$16
$80
Alex spends 10% of his earnings on snacks

each week. How much does he spend? [ $8 ]
0%
20%
100%
20% 4 = 80%
When Alex has worked for one year, he will

get a raise that is equal to 15% of his current earnings.
How much more money will he earn each week? [ $12 ]
Factor each expression below.

a.
6-127.
Draw a diagram to represent this situation.

How much money does Alex earn each week?
[ See diagram at right. $80 ]
16x 4
[ 4(4x 1) ]
b.
10x + 5x 2
[ 5x(2 + x) ]
c.
30y 24x
[ 6(5 y 4x) ]
Each of the diagrams below represents a sequence for an acrobat on a tightrope. Each
letter represents the unknown length of a trick. For each part below, write and solve
an equation to figure out how far the acrobat travels during each trick (that is, the
length represented by each letter). Show how you know your answer is correct.
a.
Find x.
x
b.
13
[
Find j.
c.
15
Find n.
n 6 6 6 6
44
27
,
]
,
]
,
,
]
693
Lesson 6.2.7 Which method should I use?

Choosing a Solving Strategy
Lesson Objective:
Students will solve a variety of problems involving word problems, the

5-D Process and algebra tiles. Students learn to choose from among the
solving strategies they have developed.
Mathematical
Practices:
Considering all tools that they now have in their repertoire, students must
use appropriate tools strategically to solve problems. This is their
chance to solidify ideas and make sense of these methods. Like
yesterday, listen for abstract and quantitative reasoning, the
construction of viable arguments and critiquing of others reasoning,
and attention to precision as students clarify their understandings.
Length of Activity:
Core Problems:
Materials:
Algebra tiles
Lesson 6.2.1 Resource Page (Equation Mat), one per student or pair of
students and one for class display
Suggested Lesson
Activity:
As students work in this lesson, take any opportunities to emphasize how

the symbols in equations represent the manipulations with algebra tiles
with which students are comfortable, but in a more efficient manner.
Help students work on visualizing the tiles on the Equation Mat as they
complete their work, as several problems in this lesson would be quite
cumbersome to build with these tiles (for example, problem 6-129
require using more than 20 tiles each). You may ask students, How
many tiles would you need for an Equation Mat for that problem?,
What would the mat look like if you could use that many tiles? and,
What would you do on the mat to continue simplifying? Encourage
students who are representing equations with symbols alone to continue
to give reasons for their steps that are linked to the expression mat. For
example, students can still refer to removing balanced sets and removing
zero pairs.
The opening problem 6-128 asks students to analyze a students work
solving an equation presented symbolically. Students may be able to
discuss the students reasoning using only the symbols and visualizing
the tiles, but may prefer to build the equation on the Equation Mat.
Continue to provide tiles to any students who request them.
Each problem today is designed to have students choose the strategy that
they find the most useful for solving that problem. Consider having the
students you identified for intervention during Lesson 6.2.5 work with
you as a group while they solve these problems. Problem 6-129 allows
students to continue with the Equation Mat or use symbolic manipulation
694
to solve the problem. Problems 6-130, 6-131, and 6-132 can be solved
with either the 5-D Process or manipulating an equation symbolically.
You could have students share their strategies using a Swapmeet. As
students transition away from the table of the 5-D Process, remind them
that they still need to define how they are using variables and to
remember to write a sentence answer to a word problem. You may need
to ask them, If you had set up a 5-D table, what would you have written
in the Define section? and Did you answer the question that this
problem asked? Problem 6-133 is a pre-problem for division problems
that are coming up later which can be done as a Hot Potato. If students
are confused about this problem, suggest that they make a drawing of the
situation.
Closure:
(5 minutes)
Close class with a discussion about which solving strategies students find
helpful and why, emphasizing that different problems and different
students find various strategies most effective. There is no single right
method to solve problems. Some students may not yet feel comfortable
solving symbolically. This skill takes time to develop. Students should
not be rushed to use it before they have internalized concepts based on
the algebra tiles.
You may also close the class with a discussion of what students currently
see as the advantages and disadvantages of the different methods,
emphasizing that their thinking will probably change as they solve more
problems.
Team Strategies:
If team interactions are lagging, consider beginning a lesson by

discussing the kinds of comments or questions that could be useful
during team conversations for the particular activities of the day. If
students understand the nature of the coming task, you could invite the
class to brainstorm ideas using a Whiparound for sentence starters.
Possible ideas are:
What if we tried ________________?

I have another approach to the problem. How about
___________?
Im not sure that will work because ______________. What if we
tried ___________?
Can anyone suggest a different approach?
Your idea makes me think about _____________.
Could you explain that another way?
I hear you saying _____________. Is that right?
I like your idea that ___________________.
You could then post the list of student-generated sentence starters in the
classroom to facilitate students referring to them as they work together.
When you observe high quality interactions, commend the team members
and share your observations with the class.
695
Homework:

Note: Part (c) of problem 6-136 provides a challenge opportunity for
students who want to test their understanding. In order to calculate the
weight on Mars, students will first need to convert the weight on the
moon into a weight on earth, or will need to determine a new relationship
between weights on the moon and weights on Mars.
Problem 6-136 is Checkpoint 6 for writing and evaluating algebraic
expressions.
Notes to Self:
696
6.2.7
Which method should I use?
Choosing a Solving Strategy
Today you will practice writing equations from word problems and solving them using any of
the tools you know. You are developing an efficient set of tools to solve any word problem, such
as the 5-D Process and algebra tiles. Having a variety of methods will allow you to choose the
one that makes sense to you and ultimately makes you a stronger mathematician.
6-128.
Nick tried to use a symbolic method to solve 3x 6 = 27 , but he

may have made a mistake. His work is shown at right. If he did
make a mistake, on which step did he first make a mistake, and
what was his mistake? If he did not make a mistake, check his
solution and write all correct. [ 3(11) 6 = 27 , all correct ]
6-129.
Nick represented the equation 3(2x + 4) = 6 on

the Equation Mat at right.
a.
b.
= +1
= 1
Choose a strategy to solve for x.

You may continue to use algebra
tiles, or you may use symbols on
paper. [ x = 3 ]
x
x
Check your answer. If your answer

does not make the equation true, try
solving the equation using a
different strategy.
[ 3(2(3) + 4) = 6, 6 = 6 ]
x
x
3 x 6 = 27
+6 = +6
3 x 33
=
3
3
x = 11
x
x
697
6-130.
Read the problem below, and then answer the

questions in parts (a) and (b).
Cisco and Misty need to construct a chicken coop for
their famous egg-laying hens. The hens need at least
108 square feet of living space. The space available
allows Cisco and Misty to make the length of the coop
3 feet longer than the width and to create exactly
108 square feet of area. What are the dimensions of
the coop?
6-131.
a.
Laura tried to use an Equation Mat for this problem but got stuck and decided to
use a different strategy. Why do you think she decided not to use the Equation
Mat? [ Because the length and width are multiplied, and we do not yet have
a way to represent this multiplication. ]
b.
Now choose a different method to solve this problem, such as the 5-D Process or
writing and solving an equation. Even if you solve an equation and do not use
the table from the 5-D Process, you still need to define how you are using
variables and remember to write your answer in a sentence. Check your answer.
[ w = width of the coop, w(w + 3) = 108 , w = 9 ; the dimensions of the coop
are 9 feet by 12 feet. ]
Below is a problem started with a 5-D table.

Describe/Draw:
We want to find the side lengths so the perimeter is 35 m.
Side 1
Trial 1
698
Define
Side 2
5+2= 7
Side 3
7 + 4 = 11
x+2
(x + 2) + 4
Do
Perimeter
Decide
Target: 35 m
5 + 7 + 11 = 23
23 Too small
x + (x + 2) + (x + 2 + 4) = 35
a.
Write the word problem that could have accompanied this 5-D table.
[ Answers vary. One side of a triangle is two meters more than another; the
third side is four meters more than the medium-length side, and the
perimeter equals 35 meters; what is the length of each side? ]
b.
What is your preferred method to solve this problem: algebra tiles, an equation,
or the 5-D Process? [ Answers vary. ]
c.
Decide on a method to solve this problem, use your method to find your answer,
and write a Declare statement for your answer. [ Sides are 9 m, 11 m, and
15 m. ]
6-132.
Apiologists (scientists who study bees) have found that

the number and types of bees in a hive is based on the
amount of nectar and pollen available. Within a hive
are three types of bees that help the queen: workers,
drones, and nurses.
In a recent study of a hive, it was found that there was a
total of 4109 bees, not including the queen. There were
thirty-three more nurses than drones. The number of
workers was twelve more than six times the number of
drones. How many of each type of bee was in the hive?
Choose a method to solve this problem, such as the 5-D Process or writing and
solving an equation. Even if you solve an equation and do not use the table from the
5-D Process, you still need to define how you are using variables and remember to
write your answer in a sentence. Check your answer with estimation to make sure
that it is reasonable. [ x represents the number of drones,
x + (x + 33) + (6x + 12) = 4109 , x = 508 , there are 508 drones, 541 nurses, and
3060 workers, 500 + 500 + 3100 = 4100, reasonable. ]
6-133.
6-134.
Use any method to solve the following equations. Show your work and check your
solutions.
a.
3x + 4 = 5
[ x = 3 ]
b.
3(x + 4) = 3
[ x = 5 ]
c.
3(x + 4) = x + 2(x + 6)
[ x = all numbers ]
d.
3x + 4 = 3x 4
[ x = no solution ]
One way of thinking about solving equations is to work to get the variable terms on
one side of the equation and the constants on the other side. Consider the equation
71 = 9x 37 .
a.
As a first step, you could subtract 71 from both sides, or divide both sides by 9,
or add 37 to both sides of the equation. Does one of these steps get all of the
variable terms on one side of the equation and the constants on the other?
[ Add 37 ]
b.
Solve 71 = 9x 37 for x. Show your steps. [ x = 12 ]
699
6-135.
6-136.
6-137.
For each equation below, solve for x. Sometimes the easiest strategy is to use mental
math.
a.
x 23 =
[ x =1 ]
b.
4x = 6 [ x = 1.5 ]
c.
x + 4.6 = 12.96 [ x = 8.36 ]
d.
x
7
3
7
[ x=3 ]
a.
What would a 150-pound person on Earth weigh

on Mars? Explain your reasoning with words or a
diagram. [ 57 lb. Reasoning will vary, but one
way is to note that a 50 lb Earthling will weigh
about 19 lbs on Mars. ]
b.
What would a 50-pound person on Earth weigh on the moon? Explain your
reasoning with words or a diagram. [ 8.5 pounds. Reasoning will vary. ]
c.
Additional Challenge: If an astronaut on the moon weighed about 34 pounds,

what would that astronaut weigh on Mars? Show how you know.
[ 34 pounds on the moon would be equivalent to 200 pounds on Earth, which
is equivalent to 76 pounds on Mars. ]
Evaluate each expression.
d.
1.2 0.8
[ 0.4 ]
22
3 5
4
15
b.
4 (2)
[ 2 ]
c.
6 ( 1 )
11
4
[ 13
44 ]
e.
0.6 8
[ 4.8 ]
f.
8
54 13
10
[ 40
52 or 13 ]
Rewrite each fraction below as an equivalent fraction, as a decimal, and as a percent.

[ Answers for equivalent fractions will vary. ]
a.
700
Due to differences in gravity, a 100-pound person on

Earth would weigh about 38 pounds on Mars and
17 pounds on the moon.
a.
6-138.
1
3
6
18
b.
1
[ 3 , 33.3% , 0.3 ]
7
20
c.
14
[ 40 , 35%, 0.35 ]
9
10
45
50
d.
, 90%, 0.9 ]
4
25
[ 12
75 , 16%,
0.16 ]
6-139.
This problem is a checkpoint for writing and evaluating algebraic expressions. It will
be referred to as Checkpoint 6.
Change each phrase into an algebraic expression.
a.
Six more than x. [ x + 6 ]
b.
Five less than y. [ y 5 ]
c.
Twice a number x, increased by 3.

[ 2x + 3 ]
d.
The product of 5 and y.

[ 5y ]
e.
Evaluate each expression in parts (a) through (d) using x = 5 or y = 8 .

[ 11; 3; 13; 40 ]
Check your answers by referring to the Checkpoint 6 materials located at the back of
your book.
If you needed help solving these problems correctly, then you need more practice.
Review the Checkpoint 6 materials and try the practice problems. Also, consider
getting help outside of class time. From this point on, you will be expected to do
problems like these quickly and easily.
701
Chapter 6 Closure What have I learned?

Reflection and Synthesis
Closure Objective:
Chapter closure provides an opportunity for students to reflect about

what they have learned. See the Closure section of this Teacher Edition
for more information about chapter closure.
Length of Activity:
Varies
Materials:
For teachers using Summarizing My Understanding:

Chapter 6 Closure Resource Page, one for each student
Colored pencils, multiple colors per team
Summarizing My Overview: This summary activity requires students to draw explicit

Understanding
connections between their understanding of the rules for simplifying
expressions (legal moves) and solving an equation on an Equation
Mat and symbolically. Students will need to connect the tiles on the
Equation Mat to symbols and give reasons for each step in the solution
process.
Activity: Have students begin by examining Jamies work as presented
in the text and answering the related questions. This will ensure that
students make sense of the equation using the tools with which they are
familiar (symbols and Equation Mat). Circulate and ask questions of
teams to be sure that students note the mistake that Jamee made in her
solution.
Distribute the Chapter 6 Closure Resource Page to each student. Give
students time to represent the equation in three ways: on the Equation
Mat, symbolically and in words. Students may approach this by solving
the equation completely in one representation before moving to the next,
or may do each step in each representation before moving to the next
step.
Once students have finished representing the solution process in each of
the three ways, Part 3 directs them to identify and color code the related
steps in each representation. It is possible that some steps do not have
parallel steps in each representation (such as representing the
distribution on the Equation Mat). For this reason, it is important that
students read the steps carefully before they decide which steps
correspond, rather than assuming that each step in one representation
corresponds with the next step in the sequence in the next
representation. Encourage teams to talk about which steps are
analogous and why as they color-code.
What Have I
Learned?
This section gives students the opportunity to see if they can work with
the current topics at the expected level.
One way of doing the CL problems is to use a study team strategy called
702
the Hot Seat. Students work in teams making sure that everyone on the
team understands how to do problems CL 6-140 to 6-145. Give them
15 minutes to do this. Then bring one person (say the Facilitator) from
each team to the front of the classroom while the rest of the teams stay
at their desks/tables. The teacher randomly selects one of the CL
problems for everyone to work on at the same time. The individuals at
the front each work the problem silently while their teammates are
working together on the same problem at their desks/tables. After a
specified amount of time the teacher tells everyone to put his/her pencil
down and answers are checked. If the individual gets the problem
correct, then two points are earned for their team. If the team gets the
problem correct, then an additional1 point is earned for the team.
Repeat the process with a different teammate (such as the Task
Manager) coming to the front. Repeat this for as long as class time
remains. The rest of the problems can be done for homework.
What Tools Can
I Use?
Academic Literacy and Language Support: If a deeper examination

of the vocabulary and strategies to interact with vocabulary is something
that your students would benefit from, then this activity might be
particularly useful for chapter closure.
Begin this activity with a discussion about different strategies that
students use to remember words. If students do not mention the strategy
of picturing in their minds what a word means, add this idea to the list.
Post the terms positive correlation, negative correlation, and no
correlation on the board. Have students discuss with their teams how
they might describe these words. Circulate and ask representatives of
each team about the images these words conjure in the students minds.
Next, task the teams to draw a sketch of what each of the terms means
and to find a way to incorporate the term in the actual picture. Once
they have drafts of each picture, give each student three note cards and
have them put their drawing on the card.
On the back of the card, have students write a definition of each term
and give three unique examples of how things are correlated.
If students find this strategy useful, try this process in the future while
reading a new Math Notes box, lesson introduction, or problem in the
student text.
Now might also be an appropriate time to continue building on reading
comprehension strategies for times when students come across words
that are unfamiliar to them.
If you are using other vocabulary strategies, such as class word walls,
personal dictionaries, or vocabulary tables, you can revisit and update
them, as needed, at this time.
703
Chapter 6 Closure What have I learned?
Reflection and Synthesis

The activities below offer you a chance to reflect about
what you have learned during this chapter. As you
work, look for concepts that you feel very comfortable
with, ideas that you would like to learn more about, and
topics with which you need more help.
SUMMARIZING MY UNDERSTANDING
In this chapter, you have used algebra tiles and an Equation Mat as tools for solving
equations. You have also represented your solution steps on an Equation Mat and
with algebraic symbols. Today you will use what you have learned about equations
in this chapter to show connections between all of these methods. To start, consider
the following problem.
Jamee is working to solve an equation. She did the work shown
below. With your team, answer the questions that follow:
Jamees work:
Original problem:
Step 1:
Step 2:
3(2x 4) = 2(2x + 5)
6x 12 = 4x + 10
2x = 2
Explain what Jamee did at each step. [ She used the Distributive Property
to get the second row. Then she subtracted 4x and 12 from both sides. ]
What is her solution? [ x = 1 ]
Is her solution correct? Justify your answer. If it is not, find her error and
the correct answer. [ Her solution is incorrect because she subtracted 12
from both sides instead of adding 12 to both sides. x = 11 ]
Activity continues on next page.
704
Activity continued from previous page.

Obtain a Chapter 6 Closure Resource Page
(shown at right) from your teacher. Follow the
directions below to demonstrate your
understanding of solving equations with an
Equation Mat, algebraically (with numbers and
symbols), and in words.
3(2x 4) + 3x = 3(2x 4) + 2(5 x)
Work in Symbols
Words
Part 1:
Sketch the equation on the mat on the

resource page. You may also want to
build it with algebra tiles.
Part 2:
Complete each step to solve the

equation. Represent each step on the
mat, with symbols, and in words. As
you work, ask questions to clarify your
thinking and understanding. Make sure
you can give reasons for each step.
Part 3:
Color-code the matching steps in each representation. For example, if

your second step is to combine like terms, label this step with green in the
symbols, on the mat, and in words. Use a new color to code each step.
705
WHAT HAVE I LEARNED?

Doing the problems in this section will help you to evaluate which types of
problems you feel comfortable with and which ones you need more help with.
Solve each problem as completely as you can. The table at the end of this closure
section provides answers to these problems. It also tells you where you can find
additional help and where to find practice problems like them.
Consider the Equation Mat at right.

a.
Write the original equation represented.
b.
Simplify as needed. Record all steps of

your work. What value of x will make
the two sides equal?
b.
CL 6-142.
Mat A
If x = 4 , would your answer to part (a)

change? Explain.
Mat B
x
x
Simplify each mat to determine which side

is greater.
Serena found the spinner at right. Help her find the

probability of spinning each of the following colors
on the spinner.
a.
Check your solution.
Write the expressions for the Expression Mats

at right.
a.
x
x
x x
CL 6-141.
Mat B
green
c.
Mat A
x
= +1
= 1
blu
CL 6-140.
red
What is the P(yellow or blue)?

yellow
706
b.
What is the P(not red)?
c.
What is the P(green)?
6 ft
CL 6-143. The shapes at right are similar.
CL 6-144.
a.
What is the scale factor?
b.
What are the lengths of the

missing sides?
2.5 ft
8 ft
B
3 ft
12 ft
2 ft
Solve this problem by using the 5-D Process or writing and solving an equation.
No matter which you method you use, be sure to define your variable and write an
equation to represent the relationship.
A rectangle has a perimeter of 30 inches. Its length is one less than three times its
width. What are the length and width of the rectangle?
CL 6-145.
CL 6-146.
CL 6-147.
Kindra would like to have at least $1500 in her savings account.

a.
If she starts with $61 in her savings account, write an inequality to show how
much she wants to have.
b.
How much does Kindra need to save? Show your solution as an inequality
with symbols, in words, and on a number line.
Alejandra has been practicing her free-throw shots as she gets ready for basketball
season. At her last practice, she made 70% of her shots from the free-throw line.
If she shot the ball 130 times:
a.
How many times did she make a free-throw?
b.
How many times did she miss? What percentage of her shots did she miss?
xy
Copy and complete each of the Diamond Problems below.

The pattern used in the Diamond Problems is shown at right.
a.
b.
c.
y
x+y
d.
707
CL 6-148.
CL 6-149.

+ ( 46 ) 13
b.
57 + 49 ( 23 )
43
d.
6 + ( 2 ) 5
11
3
6
( )
f.
5
7
a.
3
8
c.
23
5 8
e.
23 2 14 43
+ ( 13 ) ( 12 )
For each of the problems above, do the following:

Draw a bar or number line that represents 0 to 10.
I am completely
confused.
I totally get it!
10
Color or shade in a portion of the bar that represents your level of

understanding and comfort with completing that problem on your own.
If any of your bars are less than a 5, choose one of those problems and do one of
the following tasks:
Write two questions that you would like to ask about that problem.
Brainstorm two things that you DO know about that type of problem.
If all of your bars are a 5 or above, choose one of those problems and do one of
these tasks:
Write two questions you might ask or hints you might give to a student who
was stuck on the problem.
Make a new problem that is similar and more challenging than that problem
and solve it.
708
WHAT TOOLS CAN I USE?

You have several tools and references available to help support your learning: your
teacher, your study team, your math book, and your Toolkit, to name only a few.
At the end of each chapter, you will have an opportunity to review your Toolkit for
completeness. You will also revise or update it to reflect your current understanding
of big ideas.
The main elements of your Toolkit should be your Learning Logs, Math Notes, and
the vocabulary used in this chapter. Math words that are new appear in bold in the
text. Refer to the lists provided below and follow your teachers instructions to revise
your Toolkit, which will help make it useful for you as you complete this chapter and
as you work in future chapters.
Learning Log Entries
Lesson 6.1.2 Simplifying Expressions (Legal Moves)
Lesson 6.1.4 Finding Boundary Points
Lesson 6.2.3 Solving Equations and Checking Solutions
Lesson 6.2.4 Using the 5-D Process to Write and Solve
Equations
Math Notes
Lesson 6.1.1 Inequality Symbols
Lesson 6.1.3 Algebra Vocabulary
Lesson 6.1.4 Graphing Inequalities
Lesson 6.2.1 Using an Equation Mat
Lesson 6.2.2 Equations and Inequalities
Lesson 6.2.3 Checking a Solution
Lesson 6.2.4 Defining a Variable
Lesson 6.2.6 Solutions to an Equation With One Variable
709
Mathematical Vocabulary
The following is a list of vocabulary found in this chapter. Some of the words
have been seen in the previous chapter. The words in bold are words that are new
to this chapter. Make sure that you are familiar with the terms below and know
what they mean. For the words you do not know, refer to the glossary or index.
You might also add these words to your Toolkit so that you can reference them in
the future.
5-D Process
constant
Equation Mat
Expression Comparison Mat
inequality
ratio
term
710
boundary point
Distributive Property
evaluate
factor
inequality symbols
solution
variable
coefficient
equation
expression
factoring
proportional relationship
simplify
Answers and Support for Closure Problems

What Have I Learned?
Note: MN = Math Note, LL = Learning Log
Problem
CL 6-140.
Solution
Need Help?
a. 3x + 2 = x 2
b. x = 2
c. 3(2) + 2 = 2 2
6 + 2 = 4
CL 6-141.
4 = 4
a.
x = x , The mats are equal in

value.
2 + 1 = 17
5 6
30
1
2
1
=
P(not red) =
3
3.
1
2
1 .
P(green) = 1 3 5 16 = 10
a. P(yellow or blue) =
b.
c.
Lessons 6.2.1,
6.2.2, and 6.2.3
MN: 6.2.1, 6.2.2,
6.2.3, and 6.2.6
LL: 6.1.2 and
6.2.3
Problems 6-54,
6-81, 6-98, 6-104,
6-110, 6-122, and
6-129
Lessons 6.1.1 and

6.1.2
Problems 6-17
and 6-102
MN: 6.1.1
b. No, the mats will be equal for

any value of x.
CL 6-142.
More Practice
LL: 6.1.2
.
Lessons 1.2.2 and

5.2.3
Problem CL 5-151
and 6-107
MN: 1.2.3 and

5.2.5
LL: 5.2.3
CL 6-143.
a. Multiply by 14 (or you can divide

by 4 moving from shape A to
shape B or multiply by 4 moving
from shape B to shape A).
Lesson 4.1.1
MN: 4.1.2
Problems
CL 4-125 5-22,
5-142, and 6-99
b. On Shape A, the missing sides

are 10 and 8 units; on shape B,
the missing sides are 2 and
1.5 units.
CL 6-144.
The length is 11 in. and the width is

4 in. If x = width, one possible
equation would be
x + (3x 1) + x + (3x 1) = 30 .
Lessons 5.3.2,
5.3.3, and 6.2.4
MN: 5.3.3, 6.2.4
LL: 5.3.4, 6.2.4
Problems
CL 5-150, 6-70,
6-83, 6-97, 6-106,
and 6-111
711
Problem
CL 6-145.
Solution
a. $61+ x $1500
b. x $1439 , She needs to save
more than or equal to $1439.
Need Help?
More Practice
Lessons 6.1.3 and

6.1.4
MN: 6.1.1, 6.1.4,
and 6.2.2
Problems 6-29,
6-42, 6-92, and
6-115
LL: 6.1.4
CL 6-146.
a. 91
Lessons 5.1.1 and

5.1.2
b. 39 shots, 30%
MN: 5.1.2
CL 6-147.
a.
15
8
1
and 3 12
Problem 2-16
Problems
CL 4-123 and
6-85
Lessons 1.2.6,
2.2.5, and 2.2.6
Problems
CL 5-155, 6-8,
and 6-88
b. 3 and 3 12
c.
Problems
CL 5-149, 6-22,
6-32, 6-82, and
6-125
12 and 2
d. 16 and 3
CL 6-148.
712
5
a. 15
24 = 8
b.
3
c. 24
40 = 5
1
d. 135
66 = 2 22
e. 98 = 1 18
f.
25
63
37
42
MN: 2.2.5 and

2.3.1
LL: 1.2.8
Lesson 6.1.1A Resource Page
Expression Comparison Mat
713
Lesson 6.1.1B Resource Page

= +1
= 1
6-2.
6-3.
Mat A
Mat B
Mat A
Mat B
x2
x2
x
x
x
x
Expressions:
Expressions:
6-5.
a.
Mat A
x x
Mat B
Expressions:
c.
Mat A
Mat B
Mat A
d.
x
x
Expressions:
x x
Mat B
Expressions:
Mat A
Mat B
?
3x 4 2
714
Mat B
Expressions:
e.
Mat A
b.
x + 3 5 + 2x
f.
Mat A
Mat B
?
5 + (3x) + 5x
x 2 + 2x + 1 x 2
Lesson 6.1.2 Resource Page

= +1
= 1
Simplify and Compare

6-12.
a.
b.
Mat A
x
x
x x
Mat B
x
x
x
Mat A
Mat B
x
Expressions: 2(x + 3) 4
Expressions:
c.
3x + (1) x + 4
d.
Mat A
x x
Mat B
x
Mat A
Mat B
x
x
x
x
x x x
Expressions:
Expressions:
6-14.
a.
b.
Mat A
Mat B
Mat A
Mat B
?
Expressions:
Expressions:
715
Equation Mat
716
Recording Work
Problem 6-71.
Mat A
Mat B
2x + 2(2x + 1) + (3x) + (6)
4x + 3 + (3) + x + 8
Steps taken
Original Equation
1. Use the Distributive

Property.
3x + (4)
5x + 8
2.
3. Subtract 3x from
both sides.
12
4.
2x
5. Divide both sides
by 2.
Problem 6-73.
x + (4) + 6 x = 3 x 1 + 5
4 + 7 x = 3 x + 4
7x = 3x + 8
4x = 8
x =2
717
The amount of water in Lake

Superior is 1720 cubic miles more
than the amount of water in Lake
Michigan. Lake Huron has 330 cubic
miles of water less than Lake
Michigan. If the total amount of
water in the three lakes is 4930 cubic
miles, how much water is in Lakes
Huron, Michigan, and Superior?
718
Page 1 of 6
Problem 6-93.
a. Hong Kongs tallest building, Two

International Finance Center, is 88
stories tall. The former Sears Tower
in Chicago is eight stories taller than
the Empire State Building in New
York City. If all of the buildings
were stacked on top of each other,
the combined heights would have
300 stories. How many stories does
the Sears Tower have?
Page 2 of 6
Problem 6-103.
719
b. The Mackinac Bridge in Michigan

is 1158 meters long. The Tsing Ma
Bridge in Hong Kong is 97 meters
longer than the Golden Gate Bridge
in California. Together, all three
bridges have a length of 3815
meters. How long is the Tsing Ma
Bridge?
720
Page 3 of 6
Problem 6-103.
c. The highest elevation in Delaware

is 106 feet higher than the highest
elevation in Florida. Louisianas
highest elevation is 190 feet higher
than Floridas highest elevation. If
you climbed from sea level to the
highest points in Delaware, Florida,
and Louisiana, you would only
climb 1331 feet. How high is the
highest elevation in each of the
three states?
Page 4 of 6
Problem 6-103.
721
d. Most states in the United States are

divided into counties. Some counties
are very large, while some are very
small. Different states have different
numbers of counties. Pennsylvania
has five less than twice as many
counties as Oregon. Florida has one
less county than Pennsylvania.
Together, the three states have 169
counties. How many counties does
each of these three states have?
722
Page 5 of 6
Problem 6-103.
e. A train from Washington, D.C. to

Chicago stops first in Pittsburg and
then in Cleveland. The distance from
Washington, D.C. to Pittsburg is 30
miles less than twice the distance from
Pittsburg to Cleveland. The distance
from Cleveland to Chicago is 220
miles more than the distance between
Pittsburg and Cleveland. If the entire
train ride is 710 miles, how far is the
train ride from Cleveland to Chicago?
Page 6 of 6
Problem 6-103.
723
Chapter 6 Closure Resource Page
3(2x 4)+ 3x=3(2x 4)+ 2(5 x)
Work in Symbols
724
Words

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CHAPTER 6

Solving Inequalities and Equations

In this chapter you will use algebra tiles to compare two

Think about these questions

Whats the relationship?

You will extend what you know about comparing

How can I represent it?

In this chapter, you will learn how to:

Solve for a variable when two expressions are equal.

Write and solve an equation to solve a word problem.

Recognize when an equation has no solution or infinite solutions.

In the first section, you will learn additional strategies for

Core Connections, Course 2

Chapter 6 Teacher Guide

Solving One Variable

Solving Equations and

Using a Table to Write

Writing and Solving

Cases With Infinite or

Lesson 6.2.3 Res. Pg.

Lesson 6.2.5 Res. Pgs.

13 days plus optional time for Closure and Assessment

Chapter 6: Solving Inequalities and Equations

Core Connections, Course 2

Suggested Assessment Plan for Chapter 6

Ideas for Team Test

Compare two expressions, as in problems 6-17, 6-102, and CL 6-141.

Evaluate expressions, including checking solutions to equations, as in problems 6-44,

Core Connections, Course 2

Lesson 6.1.1 How do these compare?

Students will build and simplify expressions on an expression mat to

Todays goal is to reason abstractly and quantitatively, using algebra

One day (approximately 45 minutes)

Problems 6-1 through 6-4

Algebra tiles, class set

So far in this course students have represented expressions using positive

Chapter 6: Solving Inequalities and Equations

Core Connections, Course 2

relationship. Can we still remove some tiles? Encourage students to

To close todays lesson, lead an activity with legal moves. Display an

Academic Literacy and Language Support: A Pictorial Word Wall can

Chapter 6: Solving Inequalities and Equations

The role of the Resource Manger is very important when using

Problems 6-6 through 6-11

Core Connections, Course 2

Chapter 6: Solving Inequalities and Equations

How do these compare?

Ignacio and Oliver were playing a game. Each

Oliver put his tiles on Mat A in the picture

Ignacio put his tiles on Mat B and

With your team, find two different methods to

Using your Expression Comparison Mat, build the

Core Connections, Course 2

MORE COMPARING EXPRESSIONS Is one expression greater?

There are two kinds of moves you could use

Chapter 6: Solving Inequalities and Equations

WHICH SIDE IS GREATER?

Build the two expressions on your mat.

[ They are equal. ]

Core Connections, Course 2

ETHODS AND MEANINGS

Just as the symbol = is used in

Write the expression shown on each of the Expression Mats below.