DVDs and 5

Songs MATERIALS
None
Using Algebraic Expressions to Analyze and
Solve Problems

Lesson Overview
Students practice writing algebraic expressions and using those expressions to solve problems.
In the first problem, they write four different sets of algebraic expressions to represent the same
situation, each time basing their expressions upon a different initial variable representing a different
varying quantity in the problem. Students use the algebraic expressions to answer other questions
about the same situation. The second problem is set up the same way as the first problem, the only
differences being the context, the number of relationships described in the problem, a minor change
in the way the relationships are described, and the number of algebraic expressions students are
asked to write. Students then use equivalent expressions to explain why a number trick works and
then they create their own number trick.

Grade 6 Expressions and Equations

Apply and extend previous understandings of arithmetic to algebraic expressions.
2. Write, read, and evaluate expressions in which letters stand for numbers.
a. Write expressions that record operations with numbers and with letters standing for numbers.
c. Evaluate expressions at specific values of their variables. Include expressions that arise from
formulas used in real-world problems. Perform arithmetic operations, including those involving
whole-number exponents, in the conventional order when there are no parentheses to specify
a particular order (Order of Operations).
3. Apply the properties of operations to generate equivalent expressions.
Reason about and solve one-variable equations and inequalities.
6. Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set.

Essential Ideas
• Many real-life situations can be represented using algebraic expressions. The algebraic
expressions can then be used to answer questions about the situation.
• Different algebraic expressions may represent the same real-life situation depending upon what
the initial variable represents.

LESSON 5: DVDs and Songs • M3-67A

 Lesson Structure and Pacing: 1 Day
Engage
Getting Started: Number Magic
A number trick is used to illustrate the power of mathematics. Students will use properties of real
numbers to unravel the mystery.
Develop
Activity 5.1: Writing Expressions to Solve Problems
A context is provided that relates the number of DVDs each of four different friends own to the
number of DVDs other friends in the group own. Students write four different sets of algebraic
expressions to represent the situation, each time basing their expressions upon a different initial
variable that represents the number of DVDs that a different friend owns. Students then use the
algebraic expressions to answer other questions about the same situation.

Activity 5.2: More Solving Problems with Expressions

A context is provided that relates the number of MP3 songs different friends own to the number
of MP3 songs other friends in the group own. This activity is similar to the previous activity, the
only differences being the context, the number of relationships described in the problem, a minor
change in the way the relationships are described, and the number of algebraic expressions
students are asked to write.
Demonstrate
Talk the Talk: Be a Magician!
Students use algebraic expressions to explain why a number trick works. Then they create their
own number trick, using algebraic expressions to justify the trick.

M3-67B • TOPIC 1: Expressions

Getting Started: Number Magic ENGAGE

Facilitation Notes
In this activity, a number trick is used to illustrate the power of mathematics.
Students will use properties of real numbers to unravel the mystery.

Complete the number riddle as a class. Read each step aloud and ask the
students to follow the steps. Have students complete Questions 1 and 2.
The number chosen has no effect on the final result; each student will get
the answer 7.

Have students work with a partner or in groups to complete Question 3.

Share responses as a class.

Differentiation strategies
To assist all students, consider these options in increasing level
of difficulty:
• Repeat the riddle, this time using x as the number chosen.
• Write an algebraic expression beside each step of the riddle and
simplify each expression before moving on to the next step.
• Write an algebraic expression for the entire riddle, then use
properties to simplify it.
Questions to ask
• What quantity is changing in this riddle?
• What variable did you choose to represent the original number?
• What expression did you write to represent “add 9 to your number”
in Step 2?
• What symbols did you use to represent “multiply the sum by...” in
Step 3? What property did you use to simplify this expression?
• Was it necessary to use grouping symbols to write the expression in
Step 4?
• How did your expression in Step 5 show that you were “dividing the
difference by 3”?
• What is the final expression for Step 6?
• Does it make sense why everyone got the answer 7?
• What properties can be associated with this number trick?

Summary
Algebraic expressions are useful to help you understand problem situations.
Whenever you perform the same mathematical process over and over, you
can write an algebraic expression to represent the situation.

LESSON 5: DVDs and Songs • M3-67C

 DEVELOP
Activity 5.1
Writing Expressions to Solve Problems

Facilitation Notes
In this activity, a context is provided that relates the number of DVDs each
of four different friends own to the number of DVDs other friends in the
group own. Students write four different sets of algebraic expressions to
represent the situation, each time basing their expressions upon a different
initial variable that represents the number of DVDs that a different friend
owns. Students will then use the algebraic expressions to answer other
questions about the same situation.

Begin this activity by asking a student to read the scenario aloud.

Questions to ask
• Who has the least number of DVDs? How can you tell?
• Who has the most DVDs? How can you tell?
• How can you reword Haley’s statement from Jaret’s point of view?
• How can you reword Dillan’s statement from Haley’s point of view?
• How can you reword Kierstin’s statement from Dillan’s point of view?

Have students work with a partner or in groups to complete Questions 1

through 3. Share responses as a class.
Questions to ask
• How did you use the starting value to determine the other values?
• How did you determine the algebraic expression?
• Did you need to use grouping symbols?
• How did you verify that each of your expressions was correct?

Have students work with a partner or in groups to complete Questions 4

through 6. Share responses as a class.
Questions to ask
• How did you decide how to write each algebraic expression?
• Does the order in which you wrote your expression matter?
• Is it more difficult to start with a variable representing Jaret, Kierstin,
Haley, or Dillan?
• How do your answers relate to the initial statements made at the
beginning of the problem?
• How can you determine the algebraic expression for Jaret and Dillan?
For Haley and Kierstin? If you add those two expressions together, do
you get the same expression you wrote for the total number of DVDs
for all four friends together?

M3-67D • TOPIC 1: Expressions

Summary
Many real-life situations can be represented using algebraic expressions.
The algebraic expressions can then be used to answer questions about the
situation. Different algebraic expressions may represent the same
real-life situation depending upon what the initial variable represents.

Activity 5.2
More Solving Problems with Expressions

Facilitation Notes
In this activity, a context is provided that relates the number of MP3 songs
different friends own based upon the number of MP3 songs other friends
in the group own. This activity is similar to the previous activity, the only
differences being the context, the number of relationships described in the
problem, a minor change in the way the relationships are described, and the
number of algebraic expressions students are asked to write.

Have students complete Questions 1 through 3 with a partner. Then share

the responses as a class.
Questions to ask
• How are the statements different from the given statements in the
DVDs scenario?
• How could you check that your algebraic expressions are correct?
• Explain the steps you used to simplify the expression that represents
the total songs for all five friends. Did anyone simplify the expression
in a different way? If two students have different expressions, how
can you show they are equivalent?
• How can you determine the algebraic expression for the males? For
the females? If you add those two expressions together, do you get
the same expression you wrote for the total number of songs for all
five friends?

Summary
Many real-life situations can be represented using algebraic expressions.
The algebraic expressions can then be used to answer questions about the
situation. Different algebraic expressions may represent the same
real-life situation depending upon what the initial variable represents.

LESSON 5: DVDs and Songs • M3-67E

 DEMONSTRATE Talk the Talk: Be a Magician!
Facilitation Notes
In this activity, students use algebraic expressions to explain why a number
trick works. Then they create their own number trick, using algebraic
expressions to justify the trick.

Have students work with a partner to complete the Talk the Talk.
Questions to ask for Question 1
• What quantity is changing in this riddle?
• What variable did you choose to represent the original number?
• What expression did you write to represent “add 5 to your number”
in Step 2?
• What symbols did you use to represent “double the result” in Step 3?
What property did you use to simplify this expression?
• Was it necessary to use grouping symbols to write the expression in
Step 5?
• How did your expression in Step 5 show that you were “dividing the
result by 2”?
• What is the final expression for Step 6?
• Does it make sense that the result is 3?
• What properties can be associated with this number trick?
Questions to ask for Question 2
• What strategies did you use to start with a number, build it up, and
then break it back down to get to a final value?
• Exchange your number trick with a different group. Did they get the
result you intended? If not, what went wrong? How can you correct
your riddle?

Summary
Algebraic expressions and their equivalents help make sense of the
structure of mathematical problems.

M3-67F • TOPIC 1: Expressions

 Warm Up Answers
1. Blake is 18 years old.
2. Celia is 21 years old.

5
3. Blake is 10 years old.
4. Alec is 5 years old.
DVDs and 5. Alec is 15 years old.
6. Celia is 33 years old.

Songs
Using Algebraic Expressions to Analyze
and Solve Problems

WARM UP LEARNING GOALS

Blake is twice as old as Alec. • Represent real-world
Celia is 3 years older than Blake. problems with algebraic
1. If Alec is 9 years old, how old is Blake? expressions.
• Use variables and write
2. If Alec is 9 years old, how old is Celia?
algebraic expressions
3. If Celia is 13 years old, how old is Blake? to solve real-world and
4. If Celia is 13 years old, how old is Alec? mathematical problems.
5. If Blake is 30 years old, how old is Alec?
6. If Blake is 30 years old, how old is Celia?

You have written numeric and algebraic expressions. How can algebraic expressions help
you solve real-world problems?

LESSON 5: DVDs and Songs • M3-67

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LESSON 5: DVDs and Songs • M3-67

Answers
1. 7
Getting Started
2. We started with different
numbers, but the result was
still 7. Number Magic
3. An equivalent algebraic
Complete the number riddle by following each step.
expression for the steps
3(x 1 9) 26
is __________
3
2 x. Using Step 1: Pick a number between 1 and 30.
properties, this expression Step 2: Add 9 to your number.
is equal to 7. Step 3: Multiply the sum by 3.
3(x 1 9) 26 Step 4: Subtract 6 from the product.
__________ 2x
3 Step 5: Divide the difference by 3.
3x 1 27 26
__________ Step 6: Subtract your original number.
3
2 x Distributive
Property 1. Record your answer.
3x 1 21
_______ You may need
3
2 x Subtraction
to complete
x1 72 x Distributive the riddle
Property a couple of
times to get
x 2x 1 7 Commutative
a sense of the
Property of pattern.
Addition
2. Compare your original number and your result with a
7 Combine Like classmate’s number and result.
Terms

3. Use properties of numbers to demonstrate why the

riddle works.

M3-68 • TOPIC 1: Expressions

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M3-68 • TOPIC 1: Expressions

 Answers
1. Haley has 20 DVDs, which is
twice as many as Jaret.
AC T I V I T Y
Writing Expressions NOTES Dillan has 24 DVDs, which is
5.1 to Solve Problems four more than Haley has.
Kierstin has 72 DVDs, which
is three times as many as
Jaret, Haley, Dillan, and Kierstin each collect DVDs. Jaret likes Dillan.
western movies, Haley likes comedies, Dillan likes action movies, and Altogether they would have
Kierstin likes science fiction movies. 126 DVDs.
Haley says: “I have twice as many DVDs as Jaret.” 2. Haley has 4 DVDs because
Dillan has four more than
Dillan says: “I have four more DVDs than Haley.” Haley.
Dillan has 8 DVDs because
Kierstin says: “I have three times as many as Dillan.” Kierstin has three times as
many.
1. If Jaret has 10 DVDs, determine the number of DVDs for each
friend. Explain your reasoning.
Jaret has 2 DVDs because
Haley has twice as many as
Haley Dillan Jaret.
Altogether they would have
38 DVDs.

Kierstin All four friends together

2. If Kierstin has 24 DVDs, determine the number of DVDs for

each friend. Explain your reasoning.

Haley Dillan

Jaret All four friends together

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LESSON 5: DVDs and Songs • M3-69

Answers
3a. Haley has 2j DVDs.
3. Let j represent the number of DVDs that Jaret has.
Dillan has 2j 1 4 DVDs.
a. Write an algebraic expression that represents the number of
Kierstin has 3(2j 1 4) or DVDs for each friend.
6j 1 12 DVDs.
Haley Dillan
They have 11j 1 16 DVDs
altogether.
3b. They have 126 DVDs.
Kierstin All four friends together
They have 38 DVDs.
They have 291 DVDs. The number
They have 1127 DVDs. of DVDs that
Dillan has b. Use your expression from Question 3, part (a), to determine
3c. Jaret and Dillan have is less than the number of DVDs they have altogether if Jaret has:
3j 1 4 DVDs. the number
Kierstin 10 DVDs. 2 DVDs.
Haley and Kierstin have
has. So, the
8j 1 12 DVDs. expression I
k write for Dillan
4a. Haley has __ 2 4 DVDs.
3 has to be less 25 DVDs. 101 DVDs.
k than k.
Dillan has __
3
DVDs.
k
Jaret has __
6
2 2 DVDs.
11 c. Write an algebraic expression to represent the number of
They have ___
6
k 2 6 DVDs DVDs for:
altogether.
Jaret and Dillan Haley and Kierstin

4. Let k represent the number of DVDs Kierstin has.

a. Write an algebraic expression that represents the number of

DVDs for each friend.

Haley Dillan

Jaret All four friends together

M3-70 • TOPIC 1: Expressions

M3-70 • TOPIC 1: Expressions

 Answers
4b. They have 126 DVDs
b. Use your expression from Question 6, part (a), to determine
the number of DVDs they have altogether if Kierstin has:
altogether.
They have 38 DVDs
72 DVDs. 24 DVDs.
altogether.
They have 60 DVDs
altogether.
36 DVDs. 660 DVDs. They have 1204 DVDs
altogether.
4c. Jaret and Dillan have
1
__
2
k 22 DVDs.
c. Write an algebraic expression to represent the number of
DVDs for: Haley and Kierstin have
4
__
3
k 2 4 DVDs.
Jaret and Dillan Haley and Kierstin
h
5a. Jaret has __
2
DVDs.
Dillan has h 1 4 DVDs.
5. Let h represent the number of DVDs Haley has. Kierstin has 3h 1 12 DVDs.
11
a. Write an algebraic expression that represents the number of They have ___
2
h 1 16 DVDs
DVDs for each friend. altogether.
Jaret Dillan 5b. They have 126 DVDs
altogether.
They have 148 DVDs
altogether.
Kierstin All four friends together
They have 291 DVDs
altogether.
They have 203 DVDs
b. Use your expression from Question 9, part (a), to determine altogether.
the number of DVDs they have altogether if Haley has:

20 DVDs. 24 DVDs.

50 DVDs. 34 DVDs.

LESSON 5: DVDs and Songs • M3-71

LESSON 5: DVDs and Songs • M3-71

Answers
3
5c. Jaret and Dillan have __
2 c. Write an algebraic expression to represent the number of
h 1 4 DVDs. DVDs for:
Haley and Kierstin have Jaret and Dillan Haley and Kierstin
4h 1 12 DVDs.
d2 4
6a. Jaret has _____
2
DVDs.
Haley has d − 4 DVDs.
6. Let d represent the number of DVDs Dillan has.
Kierstin has 3d DVDs.
11 a. Write an algebraic expression that represents the number of
They have ___
2
d 2 6 DVDs DVDs for each friend.
altogether.
Jaret Haley
6b. They have 126 DVDs
altogether.
They have 38 DVDs
altogether.
Kierstin All four friends together
They have 104 DVDs
altogether.
They have 324 DVDs
altogether. b. Use your expression from Question 11, part (a), to determine
the number of DVDs they have altogether if Dillan has:
6c. Jaret and Dillan have
3
__
2
d 22 DVDs. 24 DVDs. 8 DVDs.
Haley and Kierstin have
4d 24 DVDs.

20 DVDs. 60 DVDs.

c. Write an algebraic expression to represent the number of

DVDs for:

Jaret and Dillan Haley and Kierstin

M3-72 • TOPIC 1: Expressions

M3-72 • TOPIC 1: Expressions

 Answers
1. Jake has r 1 5 songs.
r1 5
AC T I V I T Y
More Solving Problems Marilyn has _____
2
songs.
5.2 with Expressions Lori has 3 1 2r songs.
r1 5
Cody has 3(_____
2 )
songs.

Five friends have their own MP3 players. They have 6r 1 18 songs
altogether.
Jake has 5 more songs on his MP3 than Rick has on his. 2a. They have 108 songs
altogether.
Marilyn has half as many songs on her MP3 as Jake has on his.
2b. They have 300 songs
Lori has 3 more than twice the number of songs on her MP3 as altogether.
Rick has on his.
3a. Jake, Cody, and Rick
7 25
Cody has 3 times as many songs on his MP3 as Marilyn has have __
2
r 1 ___
2
songs.
on hers.
3b. Marilyn and Lori have
1. Let r represent the number of songs on Rick’s MP3 player. 5
__ 11
Write an algebraic expression that represents the number of 2
r 1 ___
2
songs.
songs on each friend’s MP3 player.

Jake Marilyn

Lori Cody All five friends together

2. Use your expression from Question 1 to calculate the number

of songs they have altogether if Rick has:

a. 15 songs. b. 47 songs.

3. Write an algebraic expression to represent the number of

songs for:

a. Jake, Cody, and Rick b. Marilyn and Lori

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LESSON 5: DVDs and Songs • M3-73

Answers
1.
• x NOTES
• x15 TALK the TALK
• 2(x 1 5) 5 2x 1 10
• 2x 1 10 2 4 5 2x 1 6 Be a Magician!
2x 1 6
______
• 2 5 x13
You started this lesson by looking at a number riddle. Now that
• x2x1353
you have explored algebraic expressions, you can think about how
2. Answers will vary. they work.

1. Write the corresponding algebraic expressions for each

step to show why this number trick works.

• Choose a number.
• Add 5.
• Double the result.
• Subtract 4.
• Divide the result by 2.
• Subtract the number you started with.
• The result is 3.

2. Create your own number trick. Then write the

corresponding algebraic expressions to show why it works.

M3-74 • TOPIC 1: Expressions

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M3-74 • TOPIC 1: Expressions

 Assignment Answers
Write
Assignment Answers will vary.
Practice
Write Remember 1a. Evan has 20 markers.
How can algebraic expressions An algebraic expression is a mathematical phrase involving at least
1b. Evan has 23 highlighters.
help you to solve real-world one variable and sometimes numbers and operation symbols.
problems? 1c. Evan has 46 pens.
1d. Evan has 94 writing
utensils altogether.
Practice
At the end of each school year, Evan cleans out all of the school supplies that have collected in his desk. 2a. Evan has 39 highlighters.
He can’t believe how much stuff is in there this year! He has 4 times as many markers as he has pencils.
2b. Evan has 36 markers.
He has 3 more highlighters than he has markers. He has twice as many pens as he has highlighters.
1. Suppose Evan found 5 pencils in his desk. 2c. Evan has 9 pencils.
a. Determine the number of markers that are in his desk. Explain your reasoning.
2d. Evan has 162 writing
b. Determine the number of highlighters that are in his desk. Explain your reasoning.
utensils altogether.
c. Determine the number of pens that are in his desk. Explain your reasoning.
d. Determine the total number of writing utensils that are in his desk. Explain your reasoning. 3a. Evan has 4p markers.
2. Suppose Evan found 78 pens in his desk.
3b. Evan has 4p + 3
a. Determine the number of highlighters that are in his desk. Explain your reasoning.
b. Determine the number of markers that are in his desk. Explain your reasoning.
highlighters.
c. Determine the number of pencils that are in his desk. Explain your reasoning.
3c. Evan has 8p + 6 pens.
d. Determine the total number of writing utensils that are in his desk. Explain your reasoning.
3. Let p represent the number of pencils that Evan has in his desk. 3d. Evan has 17p + 9 writing
a. Write an algebraic expression that represents the number of markers in Evan’s desk. utensils.
b. Write an algebraic expression that represents the number of highlighters in Evan’s desk.
3e. If there are 8 pencils in
c. Write an algebraic expression that represents the number of pens in Evan’s desk.
d. Write an algebraic expression that represents the total number of writing utensils in Evan’s desk.
Evan’s desk, he has a total
e. Use your expression from part (d) to determine the total number of writing utensils in Evan’s desk if
of 145 writing utensils.
there are 8 pencils. 3f. If there are 12 pencils in
f. Use your expression to determine the total number of writing utensils in Evan’s desk if there are Evan’s desk, he has a total
12 pencils.
of 213 writing utensils.

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LESSON 5: DVDs and Songs • M3-75

Assignment Answers
Stretch
The expression 100a + 10a +
a simplifies to 111a when
you combine like terms. The
coefficient 111 is evenly Stretch
1. A three-digit number with all the same digits can be represented with an algebraic expression:
divisible by 37 (111 ÷ 37 = 3),
100 3 a 1 10 3 a 1 a. Use this fact to explain why any three-digit number with all repeated digits
so the value 111a is also evenly
can be divided evenly by 37.
divisible by 37 when a is a
whole-number value between
0 and 10. Review
Write an algebraic expression to represent each verbal expression.
Review
1. One-third the sum of a number and two and one hundredths.
1
1. __
3
(n 1 2.01) 2. Sixteen and two-tenths subtracted from two times a number.

2. 2n − 16.2
Calculate each percent.
3a. 32 percent of the class 3. In Ms. Romano’s math class of 25 students, 8 of the students play a musical instrument. What percent
plays a musical instrument. of the class plays a musical instrument?
4. In Ms. Sobato’s science class of 20 students, 3 of the students are in the school play. What percent of
4. 15 percent of the class is in
the class is in the school play?
the school play.
5. 212.5 Determine each whole for the percent and part given.
5. 68 is 32% of what number?
6. 20 6. 16 is 80% of what number?

M3-76 • TOPIC 1: Expressions

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M3-76 • TOPIC 1: Expressions