Grade 7 Lesson 3.

2: Adding and Subtracting Linear Expressions

Goal: Today's lesson is to add and subtract linear expressions.
Lesson Objective: In the Activity, students used algebra tiles to develop understanding of how to
add and subtract algebraic expressions. In the Lesson, students will use a horizontal or vertical
format to add and subtract linear expressions.
Vocabulary: linear expression
Materials for Motivate in Teaching Edition: none
Materials for Lesson Notes in Teaching Edition: none
Materials for Lesson in Pupil Edition: none
Pacing: 45 minutes

CC State
Standards

CC Mathematical
Practice Focus

7.EE.1, 7.EE.2

MP2, MP6, MP7

1. INTRODUCTION (5 minutes)

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Warm Up

Have students answer Start Thinking! and/or Warm Up questions. Review the answers as a class.
Review previously assigned homework, if necessary.

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Start Thinking! and
Warm Up

Homework Check

Answer Presentation

Motivate from Lauries Notes in Teaching Edition

Draw a vertical line on the middle of your board. On the left write These are and on the right write They are not. On each
side write examples of expressions that are linear (left side) and are not linear (right side). Explain that you are not giving
names to either side yet. You are just trying to have them be good detectives in thinking about what characteristics they see.
Have students give other examples of what they think would be on the left or right. Have students explain what features
distinguish the expressions that are from the expressions that are not.
Discuss from Lauries Notes in Teaching Edition
Tell students that the expressions on the left are examples of linear expressions, which are algebraic expressions in which
the exponent of the variable is 1. This is not a precise definition, but the description is appropriate for this grade level.

2. EXAMPLE 1 (5 minutes)

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Adding Linear Expressions

This example has students find the sum of linear expressions.

Make the connection between the similarities of lining up place values and lining up like terms when adding or
subtracting whole numbers.

Using the vertical method, students should see the connection to adding two whole numbers.

Have students work independently to answer On Your Own Questions 1 and 2. Then have neighbors check each
others work.

Review the answers together, with students presenting their work to the class.

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3. EXAMPLE 2 (10 minutes)

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Adding Linear Expressions

This example illustrates how to add linear expressions where the Distributive Property is needed.

Have students clarify what the first step is.

Have students work independently to answer On Your Own Questions 3 and 4. Then have neighbors check each
others work.

Review the answers together, with students presenting their work to the class.

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Focus on Mathematical Practice 6

Ask a volunteer to read the problem. Listen for, Two times the quantity negative seven point five z plus 3, plus the quantity five z minus two. Students should be
able to read this.

4. EXAMPLE 3 (10 minutes)

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Subtracting Linear Expressions

This example illustrates how to subtract linear expressions.

Have students answer the question of how to subtract linear equations.

Write part (a) and ask students if you can subtract the quantity ( x 6) by removing the parentheses.

Write part (b). This may be easier for students to understand than part (a) because the constant 2 is written in the
problem, whereas the constant 1 in part (a) is not written.

Ask students if they prefer the horizontal or vertical method.

Have students work in pairs to answer On Your Own Questions 5 and 6.

Review the answer together, with students presenting their work to the class.

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Focus on Mathematical Practice 2

It may be helpful to rewrite (5 x 6) ( x 6) as (5 x 6) [ ( x 6)] and then (5 x 6) ( 1)( x 6) . This is the
Multiplication Property of 1.
Focus on Mathematical Practice 7
Using the Commutative Property to rewrite 7 y 5 8 y 6 as 7 y 8 y 5 6 is not obvious to all students. Take time
to probe for understanding. Subtracting 8y is the same as adding the opposite of 8y. You may need to work through these
extra steps so students make sense of how the order of the terms can be changed.

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5. EXAMPLE 4 (10 minutes)

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Real-Life Application
This example illustrates how to write and interpret an expression, such as one that represents your earnings from buying
and selling a hat.

Have a quick discussion about how to calculate the earnings when buying something and reselling it.

Ask for a volunteer to read the problem. Remind students that the variable d is unknown, and you are not writing an
expression for the selling price.

Have students state and explain the value of the coupon.

Write the verbal model and substitute the linear expressions.

Have students state the next step.

Have students explain the meaning of paying (d 2) dollars for an item and earning (d 2) dollars back.

Have students work in pairs to answer On Your Own Question 7.

Review the answer together, with students presenting their work to the class.

6. ASSESS (5 minutes)

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Closure (as time allows)

Ask students to find the sum or difference of the two expressions from the Teaching Edition. This is a good way to check that
students understand how to find the sum or difference of algebraic expressions, including the need to use the Distributive
Property.

Taking Math Deeper

Mini-Assessment
Extra Practice (A and B)
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Homework Assignment

15, 925 odd

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