Grade 7 Mathematics, Quarter 2, Unit 2.

Solving Equations and Inequalities

No calculator

Overview
Number of instructional days: Content to be learned
Fluently solve equations in the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve word problems by writing and solving equations. Compare algebraic and arithmetic solutions by identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? o o To solve algebraically: 2w + 2(6) = 54. To solve arithmetically: [54 2(6)] 2 is the width.

15

(1 day = 4560 minutes)

Mathematical practices to be integrated

Make sense of problems and persevere in solving them. Explain the meaning of a problem and look for entry points to its solution. Analyze relationships and plan a solution pathway. Explain correspondences between equations and verbal descriptions. Write and transform algebraic equations and inequalities. Check answers to problems. Understand the approaches of others to solve complex problems and identify correspondences between different approaches. Reason abstractly and quantitatively. Make sense of quantities and their relationships in problem situations. Abstract a given situation and represent it symbolically and manipulate the representing symbols. (decontextualize) Attend to the meaning of equations and inequalities and how they relate to the problem. (contextualize) Know and flexibly use properties of operations. State the meaning of the symbols they choose, including using the equal and inequality symbols appropriately. Appropriately label the number line. Calculate accurately and efficiently.

Solve inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. This includes and . Graph the solution set of the inequality. Solve word problems by writing and solving inequalities. Interpret the solution set in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

Attend to precision.

Express numerical answers with precision appropriate for the problem context. Look for and make use of structure. Use structure to compare algebraic and arithmetic solutions Relate structure for solving equations or inequalities to the order of operations.
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Essential questions
What is the difference between an equation and an inequality? What are the similarities and differences in the steps of solving an equation and an inequality? Why would you graph the solution set to an inequality? In what real-life situation, would you need to solve an inequality? What are the steps in writing an equation or inequality from a word problem (i.e., identify the variable, operations, quantities and equality or inequality)? What key vocabulary terms lead to your equation or inequality (at most, at least, is, more than, less than, etc.)? Why is it important to write an equation or an inequality from a word problem?

Written Curriculum
Common Core State Standards for Mathe matical Content Expressions and Equations
Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

7.EE

a.

Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

b.

Common Core Standards for Mathe matical Practice

1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Clarifying the Standards

Prior Learning In sixth grade, students solved real-world problems by writing and solving equations in the form x + p = q and px = q where p and q are nonnegative rational numbers. Students wrote the inequalities x > c or x < c, where c is a nonnegative rational number, to represent real-world situations. Students recognized that x > c or x < c has infinitely many solutions and represented those solution sets on a number line. Current Learning Solving real-life and mathematical problems using numerical and algebraic expressions and equations is a major cluster and critical area. Students will use the arithmetic of rational numbers as they formulate expressions and equations in one variable and use these equations to solve problems. This unit extends the process of writing and solving equations with rational numbers and introduces solving inequalities with rational numbers including and . Students will continue to practice rational number operations to achieve fluency. An emphasis will be placed on problem solving to achieve fluency when solving equations. Future Learning In eighth grade, students will analyze and solve linear equations with variables on both sides with one solution, no solution, and infinitely many solutions. Students will also solve pairs of simultaneous linear equations with rational numbers.

Additional Findings
According to Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics 2006 edition, They use the arithmetic of rational numbers as they formulate and solve linear equations in one variable and use these equations to solve problems. Students make strategic choices of procedures to solve linear equations in one variable and implement them efficiently, understanding that when they use the properties of equality to express an equation in a new way, solutions that they obtain for the new equation also solve the original equation. (p. 19) According to the PARCC Model Content Frameworks October 2011 edition, In solving word problems leading to one-variable equations of the form px + q = r and p(x+q) = r, students solve the equations fluently. This will require fluency with rational number arithmetic as well as fluency to some extent with applying properties operations to rewrite linear expressions with rational coefficients (p. 31). According to the Progressions for the Common Core State Standards in Mathematics, Note that inequalities using and are included in this standard in addition to > and < (p. 10).

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014