Lesson 6 Algebraic Reasoning

Students have experience solving one-step equations in the form of x + a = b and two step equations in the form of ax + b = c, ax = b, x = b, a 0 where a, b and
a

c were whole numbers. In grade 8, students will continue to solve equations that will now include integers as well as fractions. In problem solving situations, students should consider in advance what might be a reasonable solution, and be aware that once they find a solution, it can be checked for accuracy by substitution into the original equation. (PR 1 and PR2) The nice number examples are considered the essential part of these outcomes and other examples could be used for extension activities for students who are ready for more difficult solving.

Day 1 Instructions: 1. Begin with a discussion on reading an algebraic equation. Ask students to say the equation aloud as they identify the unknown number. Focus on the meaning of the number sentence. Students should not need to follow step by step procedures to solve for the unknown in these examples. 14 + 12 = 14 and 12 is the same as what number? 7+ = 15 Seven added to what number is the same as 15. 2 = 12 What number is 2 more than 12? 9 = 3 What is the difference between 3 and 9? Progress to addition and subtraction examples with variables instead of open boxes: a number added to 4 is the same as 11.

x + 4 = 11

15 + 20 = x + 21 35 is the same as 21 plus what number? x 20 = 17 What number is 20 more than 17?

Progress to one step problems involving multiplication and division: What number, multiplied by 3, is the same as 18? A number, divided by 7, is the same as 4. What is that number?

3x = 18 =4

2. Students complete Practice Sheet Day 1. Use answer key attached to correct as a group when they have completed. 3. Formative Assessment #1 sheet is to be completed before students leave the session for Day 1. This assignment is to be collected and corrected so that it may be returned to the student and discussed during the session for Day 2. (10-15 minutes) Day 2 Instructions: 1. Return Formative Assessment #1 and discuss questions that need to be reviewed based on student need. 2. Complete the following word problem together: The Grade 8 students had an end-of-the-year dance. The DJ they hired had a flat rate of $85, plus $2 for each student who attended the dance. The DJ was paid $197. How many students attended the dance? a) Write an equation you can use to solve the problem. 2x + 85 = 197 b) Solve your equation to determine how many students attended the dance. X = 56 3. Students complete Practice Sheet Day 2. Students could be grouped so the teacher can work with a group. Correct and discuss if time permits or it may be collected and used as a Summative Assessment for this topic. Item Bank Complete these additional example questions with students who still require more support with their algebraic thinking skills. The items could be completed: As homework for individuals who need extra practice In small groups In extra help sessions

Practice Sheet Lesson 6 1. Write an algebraic expression for each statement. a) a number multiplied by seven b) five more than three times a number c) six less than a number d) one-third of a number

Day 1

__________________________ __________________________ __________________________ __________________________

2. Describe each expression in words. a) 5n + 4 b) 4(n 2)

n +6 2

c) 3 7n

d)

3. Say the equation aloud and then solve for the unknown number. 1. a) 2x 1 = 5 b) 3x + 3 = 9 c)
x = -2 5

4. Solve the following. a) 2x 5 = -15 b)

x -3=3 4

c) 6x + 8 = 32

5. Two more than the square of a number is 123. a) Write an algebraic equation you could use to find the number.

b) Solve the equation. What is the number?

Lesson 6 Algebra and Algebraic Reasoning Solve the following: 1. -3x 2 = -5 2. 3. 3x = 24 7x + 20 = 6

Formative Assessment #1

Write an algebraic equation for each statement and solve:

4. Ten less than three times a number is 20.

5. Five subtracted from one-half of a number is 10.

6. Which expression is equal to x + 2x + 4? a. 3x + 4 b. 2x2 c. 7x d. 4(x + 2x)

Use this key to answer the following questions.

7. The model below represents an equation. What is the value of this equation?

A. X = 6

B. X = 5

C. X = 3

D. X = 2

Practice Sheet Lesson 6

Day 2

1. Which describes the relationship between x and y in the table of values shown: X Y 3 7 4 9 5 11 6 13 7 15 8 17 9 19 10 21 11 23 D) x = 2y 1

A) y = x + 4

B) x = y 4

C) y = 2x +1

2. Nathan currently has $72 in his savings account. If he starts saving $24 each week, when will he have a total savings of $288? a) Write an algebraic equation to solve the problem.

b) In how many weeks will Nathan have $288 in his account?

3. The schools sports teams hold a banquet every year. The teams are charged $125 for the rental of the hall, plus $12 for each meal served. The total bill was $545. a) Write an algebraic equation and solve.

b) How many people attended the banquet?

4. A rectangle has an area of 48 cm. The perimeter is 32 cm. The dimensions of the rectangle are 4(x 3). x+3 x x 1 1 1 1 1 1 1 1 1 1 1 1

x x

Solve for x and determine the length of the rectangle.

5. In a school cafeteria, 3 chairs can be placed at one triangular table. When 2 tables are pushed together, there is room for 4 chairs. When 3 tables are pushed together, there is room for 5 chairs, and so on.

If this pattern is continued, how many tables would be needed to have enough chairs to seat 35 students?

Item Bank for Additional Practice 1. Find the equation for the area and perimeter of the following rectangle: X+2 X X X X 1 1 1 1 1 1

X X

2. Which describes the relationship between x and y in the table of values shown: X Y 2 5 3 8 4 11 5 14 6 17 7 20

A) y = 2x + 1

B) x = y 3

C) y = 3x - 1

D) x = 3y - 3

3. Only one value of x will make the following statement true: 3x 1 19 Which of these equations will be true for the same value of x? A) B) C) D) 2x 18 3x 12 5x 20 4x 6 30

4. Which of the following equations would have the same value of x? A) 6

B) 3x 2 8 C) 4x 1 15 D) 5x 3 28

5. Dots can be arranged to form diamonds. Here are the first three diamond patterns. 1 2 3

Complete the table: Diamond Number 1 2 3 4 5 6 Number of Dots 4 8 12

What equation would represent the nth diamond pattern?

How many dots would be in the 10th diamond pattern?