MATHEMATICS

Expressions, Equations,
and Inequalities
Student Workbook

Tape Diagram Make a Koch snowflake

Calculating Height
Which Cupon to use?
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 Expressions, Equations,
and Inequalities
Table of Contents
Lesson 1 Relationships between Quantities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 2 Reasoning about Contexts with Tape Diagrams . . . . . . . . . . . 5
Lesson 3 Reasoning about Equations with Tape Diagrams . . . . . . . . . 11
Lesson 4 Reasoning about Equations and Tape Diagrams (Part 1) 17
Lesson 5 Reasoning about Equations and Tape Diagrams (Part 2) 23
Lesson 6 Distinguishing between Two Types of Situations . . . . . . . . . 28
Lesson 7 Reasoning about Solving Equations (Part 1) . . . . . . . . . . . . . . . 33
Lesson 8 Reasoning about Solving Equations (Part 2) . . . . . . . . . . . . . . . 40
Lesson 9 Dealing with Negative Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson 10 Different Options for Solving One Equation . . . . . . . . . . . . . . . 53
Lesson 11 Using Equations to Solve Problems . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lesson 12 Solving Problems about Percent Increase or Decrease . . 65
Lesson 13 Reintroducing Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Lesson 14 Finding Solutions to Inequalities in Context . . . . . . . . . . . . . . . 76
Lesson 15 Efficiently Solving Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 16 Interpreting Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Lesson 17 Modeling with Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 18 Subtraction in Equivalent Expressions. . . . . . . . . . . . . . . . . . . . . . 99
Lesson 19 Expanding and Factoring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Lesson 20 Combining Like Terms (Part 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Lesson 21 Combining Like Terms (Part 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Lesson 22 Combining Like Terms (Part 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Lesson 23 Applications of Expressions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Expressions, Equations, and Inequalities
Student Workbook
Core Knowledge Mathematics™
 Lesson 1: Relationships between Quantities
Let’s try to solve some new kinds of problems.

1.1: Pricing Theater Popcorn

A movie theater sells popcorn in bags of different sizes. The table shows the volume of
popcorn and the price of the bag.

Complete one column of the table with prices where popcorn is priced at a constant rate.
That is, the amount of popcorn is proportional to the price of the bag. Then complete the
other column with realistic example prices where the amount of popcorn and price of the
bag are not in proportion.

volume of popcorn price of bag, proportional price of bag, not

(ounces) ($) proportional ($)

10 6 6

20

35

48

1.2: Entrance Fees

A state park charges an entrance fee based on the number of people in a vehicle. A car
containing 2 people is charged $14, a car containing 4 people is charged $20, and a van
containing 8 people is charged $32.

1. How much do you think a bus containing 30 people would be charged?

2. If a bus is charged $122, how many people do you think it contains?

3. What rule do you think the state park uses to decide the entrance fee for a vehicle?

Grade 7 Unit 6
Lesson 1 1
 1. : a ing Toast
A toaster has 4 slots for bread. nce the toaster is warmed up, it takes 35 seconds to
make 4 slices of toast, 0 seconds to make 8 slices, and 105 seconds to make 12 slices.

1. How long do you think it will take to make 20 slices?

2. If someone makes as many slices of toast as possible in 4 minutes and 40 seconds,

how many slices do think they can make?

re ou rea or ore
What is the smallest number that has a remainder of 1, 2, and 3 when divided by 2, 3, and
4, respectively? Are there more numbers that have this property?

Lesson 1 u ar
In much of our previous work that involved relationships
between two uantities, we were often able to describe number of total cost in
amounts as being so much more than another, or so many pies dollars
times as much as another. We wrote e uations like
and and solved for unknown amounts. 1 13

In this unit, we will see situations where relationships 2 23

between amounts involve more operations. or example, a
pizza store might charge the amounts shown in the table for 3 33
delivering pies.
5 53

We can see that each additional pie adds $10 to the total cost, and that each total includes
a $3 additional cost, maybe representing a delivery fee. In this situation, 8 pies will cost
and a total cost of $63 means 6 pies were ordered.

In this unit, we will see many situations like this one, and will learn how to use diagrams
and e uations to answer uestions about unknown amounts.

Grade 7 Unit 6
Lesson 1 2
 Lesson
Unit 1 Practice
6 Lesson Problems Practice Problems
1 Cumulative
1. Lin and Tyler are drawing circles. Tyler's circle has twice the diameter of Lin’s circle.
Tyler thinks that his circle will have twice the area of Lin’s circle as well. Do you agree
with Tyler?

(From Unit 3, Lesson 7.)

2. Jada and Priya are trying to solve the equation .

◦ Jada says, “I think we should multiply each side by because that is the
reciprocal of .”

◦ Priya says, “I think we should add to each side because that is the opposite of
.”

a. Which person’s strategy should they use? Why?

b. Write an equation that can be solved using the other person’s strategy.

(From Unit 5, Lesson 15.)

3. What are the missing operations?

a. 48 ? (-8) = (-6)

b. (-40) ? 8 =( -5)

c. 12 ? (-2) = 14

d. 18 ? (-12) = 6

e. 18 ? (-20) = -2

f. 22 ? (-0.5) = -11

(From Unit 5, Lesson 13.)

Grade 7 Unit 6
Lesson 1 3
 4. In football, the team that has the ball has four chances to gain at least ten yards. If
they don't gain at least ten yards, the other team gets the ball. Positive numbers
represent a gain and negative numbers represent a loss. elect a of the sequences
of four plays that result in the team getting to keep the ball.

. 8, -3, 4, 21

. 30, -7, -8, -12

. 2, 16, -5, -3

D. 5, -2, 20, -1

. 20, -3, -13, 2

(From Unit 5, Lesson 14.)

5. sandwich store charges 20 to have 3 turkey subs delivered and 26 to have 4

delivered.

a. Is the relationship between number of turkey subs delivered and amount

charged proportional? plain how you know.

b. ow much does the store charge for 1 additional turkey sub?

c. Describe a rule for determining how much the store charges based on the
number of turkey subs delivered.

6. Which question cannot be answered by the solution to the equation ?

. lena read three times as many pages as oah. he read 27 pages. ow many
pages did oah read?

. Lin has 27 stickers. he gives 3 stickers to each of her friends. With how many
friends did Lin share her stickers?

. Diego paid 27 to have 3 pi as delivered and 35 to have 4 pi as delivered.

What is the price of one pi a?

D. The coach splits a team of 27 students into 3 groups to practice skills. ow

many students are in each group?

Grade 7 Unit 6
Lesson 1 4
 Lesson 2: Reasoning about Contexts with Tape
Diagrams
Let’s use tape diagrams to make sense of different kinds of stories.

2.1: Notice and Wonder: Remembering Tape Diagrams

1. What do you notice? What do you wonder?

2. What are some possible values for , , and in the first diagram?

For , , and in the second diagram? How did you decide on those values?

Grade 7 Unit 6
Lesson 2 5
 2.2: er icture Te s a tor
Here are three stories with a diagram that represents it. With your group, decide who will
go first. hat person e plains why the diagram represents the story. Work together to find
any unknown amounts in the story. hen, switch roles for the second diagram and switch
again for the third.

1. ai made yers for five volunteers in her club to hang up around school. he gave
yers to the first volunteer, 1 yers to the second volunteer, and divided the
remaining yers e ually among the three remaining volunteers.

2. o thank her five volunteers, ai gave each of them the same number of stickers.
hen she gave them each two more stickers. ltogether, she gave them a total of
stickers.

. ai distributed another group of yers e ually among the five volunteers. hen she
remembered that she needed some yers to give to teachers, so she took 2 yers
from each volunteer. hen, the volunteers had a total of yers to hang up.

Grade 7 Unit 6
Lesson 2 6
 2. : er tor Needs a icture
Here are three more stories. raw a tape diagram to represent each story. hen describe
how you would find any unknown amounts in the stories.

1. oah and his sister are making gift bags for a birthday party. oah puts pencil
erasers in each bag. His sister puts stickers in each bag. fter filling bags, they
have used a total of items.

2. oah’s family also wants to blow up a total of balloons for the party. esterday
they blew up 2 balloons. oday they want to split the remaining balloons e ually
between four family members.

. oah’s family bought some fruit bars to put in the gift bags. hey bought one bo
each of four avors apple, strawberry, blueberry, and peach. he bo es all had the
same number of bars. oah wanted to taste the avors and ate one bar from each
bo . here were 2 bars left for the gift bags.

Grade 7 Unit 6
Lesson 2 7
 re ou read or more
esign a tiling that uses a repeating pattern consisting of 2 kinds of shapes e.g., 1
he agon with triangles forming a triangle . How many times did you repeat the pattern in
your picture? How many individual shapes did you use?

Lesson 2 ummar
ape diagrams are useful for representing how uantities are related and can help us
answer uestions about a situation.

uppose a school receives copies of a popular book. he library takes 2 copies and the
remainder are split evenly among teachers. How many books does each teacher receive?
his situation involves e ual parts and one other part. We can represent the
situation with a rectangle labeled 2 books given to the library along with e ual si ed
parts books split among teachers . We label the total, , to show how many the
rectangle represents in all. We use a letter to show the unknown amount, which
represents the number of books each teacher receives. sing the same letter, , means
that the same number is represented four times.

ome situations have parts that are all e ual, but each part has been increased from an
original amount

company manufactures a special type of sensor, and packs them in bo es of for

shipment. hen a new design increases the weight of each sensor by grams. he new
package of sensors weighs grams. How much did each sensor weigh originally?

We can describe this situation with a rectangle representing a total of split into e ual
parts. ach part shows that the new weight, , is more than the original weight, .

Grade 7 Unit 6
Lesson 2 8
 Lesson
Unit 2 Practice
6 Lesson Problems Practice Problems
2 Cumulative
1. The table shows the number of apples and the total weight of the apples.

number of apples weight of apples (grams)

2 511

5 1200

8 2016

Estimate the weight of 6 apples.

(From Unit 3, Lesson 1.)

2. Select all stories that the tape diagram can represent.

A. There are 87 children and 39 adults at a show. The seating in the theater is split
into 4 equal sections.

B. There are 87 first graders in after-care. After 39 students are picked up, the
teacher put the remaining students into 4 groups for an activity.

C. Lin buys a pack of 87 pencils. She gives 39 to her teacher and shared the
remaining pencils between herself and 3 friends.

D. Andre buys 4 packs of paper clips with 39 paper clips in each. Then he gives 87
paper clips to his teacher.

E. Diego’s family spends $87 on 4 tickets to the fair and a $39 dinner.

Grade 7 Unit 6
Lesson 2 9
 3. Andre wants to save $40 to buy a gift for his dad. Andre’s neighbor will pay him
weekly to mow the lawn, but Andre always gives a $2 donation to the food bank
in weeks when he earns money. Andre calculates that it will take him 5 weeks to earn
the money for his dad’s gift. e draws a tape diagram to represent the situation.

a. E plain how the parts of the tape diagram represent the story.

b. ow much does Andre’s neighbor pay him each week to mow the lawn

4. ithout evaluating each e pression, determine which value is the greatest. E plain
how you know.

a.

b.

c.

d.

(From Unit 5, Lesson 13.)

5. Solve each equation.

a.

b.

c.

d.

(From Unit 5, Lesson 15.)

Grade 7 Unit 6
Lesson 2 10
 Lesson 3: Reasoning about Equations with
Tape Diagrams
Let’s see how equations can describe tape diagrams.

3.1: Find Equivalent Expressions

Select all the expressions that are equivalent to . Explain how you know each
expression you select is equivalent.

1.

2.

3.

4.

5.

3.2: Matching Equations to Tape Diagrams

Grade 7 Unit 6
Lesson 3 11
 1. atch each equation to •
one o the tape
diagrams. e prepared •
to explain how the
equation matches the
•
diagram. •
•
2. Sort the equations into
categories o your •
choosing. Explain the
criteria or each •
category.
•
•

3.3: Drawing Tape Diagrams to Represent Equations

•
•
1. raw a tape diagram to match each equation.

2. se any method to nd values or and that make the equations true.

Grade 7 Unit 6
Lesson 3 12
 re ou read or more
o make a och snow ake

• Start with an equilateral triangle that has side lengths o 1. his is step 1.

• eplace the middle third o each line segment with a small equilateral triangle with
the middle third o the segment orming the base. his is step 2.

• o the same to each o the line segments. his is step 3.

• eep repeating this process.

1. hat is the perimeter a ter step 2 Step 3

2. hat happens to the perimeter or the length o line traced along the outside o the
gure as the process continues

Grade 7 Unit 6
Lesson 3 13
 Lesson 3 ummar
e have seen how tape diagrams represent relationships between quantities. ecause o
the meaning and properties o addition and multiplication more than one equation can
o ten be used to represent a single tape diagram.

Let’s take a look at two tape diagrams.

e can describe this diagram with several di erent equations. ere are some o them

• because the parts add up to the whole.

• because addition is commutative.

• because i two quantities are equal it doesn’t matter how we arrange

them around the equal sign.

• because one part the part made up o 4 ’s is the di erence between

the whole and the other part.

or this diagram

• because multiplication means having multiple groups o the same

si e.

• because multiplication is commutative.

• because division tells us the si e o each equal part.

Grade 7 Unit 6
Lesson 3 14
 Lesson
Unit 3 Practice
6 Lesson Problems Practice Problems
3 Cumulative
1. Solve each equation mentally.

a.

b.

c.

d.

(From Unit 5, Lesson 15.)

2. Complete the magic squares so that the sum of each row, each column, and each
diagonal in a grid are all equal.

(From Unit 5, Lesson 3.)

3. Draw a tape diagram to match each equation.

a.

b.

Grade 7 Unit 6
Lesson 3 15
 . Select a the equations that match the tape diagram.

C.

D.

F.

5. ach car is traveling at a constant speed. Find the number of miles each car travels in
1 hour at the given rate.

a. 135 miles in 3 hours

b. 22 miles in hour

c. .5 miles in hour

d. miles in hour

e. miles in hour

(From Unit , Lesson 2.)

Grade 7 Unit 6
Lesson 3 16
 Lesson 4: Reasoning about Equations and Tape
Diagrams (Part 1)
Let’s see how tape diagrams can help us answer questions about unknown amounts in
stories.

4.1: Algebra Talk: Seeing Structure

Find a solution to each equation without writing anything down.

4.2: Situations and Diagrams

Draw a tape diagram to represent each situation. For some of the situations, you need to
decide what to represent with a variable.

1. Diego has 7 packs of markers. Each pack has markers in it. After Lin gives him 9
more markers, he has a total of 30 markers.

2. Elena is cutting a 30-foot piece of ribbon for a craft project. She cuts off 7 feet, and
then cuts the remaining piece into 9 equal lengths of feet each.

Grade 7 Unit 6
Lesson 4 17
 3. A construction manager weighs a bundle of 9 identical bricks and a 7-pound concrete
block. he bundle weighs 30 pounds.

4. A skating rink charges a group rate of 9 plus a fee to rent each pair of skates. A
family rents 7 pairs of skates and pays a total of 30.

. Andre bakes 9 pans of brownies. e donates 7 pans to the school bake sale and
keeps the rest to divide equally among his class of 30 students.

4. : Situations Diagrams and Equations

Each situation in the previous activity is represented by one of the equations.

• 1. atch each situation to an equation.

• 2. Find the solution to each equation. se your diagrams
• to help you reason.
3. hat does each solution tell you about its situation

Grade 7 Unit 6
Lesson 4 18
 Are ou read or more
hile in ew ork ity, is it a better deal for a group of friends to take a ta i or the subway
to get from the Empire State uilding to the etropolitan useum of Art E plain your
reasoning.

Lesson 4 Summar
any situations can be represented by equations. riting an equation to represent a
situation can help us e press how quantities in the situation are related to each other, and
can help us reason about unknown quantities whose value we want to know. ere are
three situations

1. An architect is drafting plans for a new supermarket. here will be a space 144 inches
long for rows of nested shopping carts. he rst cart is 34 inches long and each
nested cart adds another 10 inches. he architect wants to know how many shopping
carts will t in each row.

2. A bakery buys a large bag of sugar that has 34 cups. hey use 10 cups to make some
cookies. hen they use the rest of the bag to make 144 giant mu ns. heir
customers want to know how much sugar is in each mu n.

3. iran is trying to save 144 to buy a new guitar. e has 34 and is going to save 10 a
week from money he earns mowing lawns. e wants to know how many weeks it will
take him to have enough money to buy the guitar.

e see the same three numbers in the situations 10, 34, and 144. ow could we
represent each situation with an equation

n the rst situation, there is one shopping cart with length 34 and then an unknown
number of carts with length 10. Similarly, iran has 34 dollars saved and then will save 10
each week for an unknown number of weeks. oth situations have one part of 34 and then
equal parts of si e 10 that all add together to 144. heir equation is .

Since it takes 11 groups of 10 to get from 34 to 144, the value of in these two
situations is or 11. here will be 11 nested shopping carts in each row, and
it will take iran 11 weeks to raise the money for the guitar.

n the bakery situation, there is one part of 10 and then 144 equal parts of unknown si e
that all add together to 34. he equation is . Since 24 is needed to get from
10 to 34, the value of is or . here is cup of sugar in each giant
mu n.

Grade 7 Unit 6
Lesson 4 19
 Lesson 4 Practice
Unit 6 Lesson Problems Practice Problems
4 Cumulative
1. Draw a square with side length 7 cm.

a. Predict the perimeter and the length of the diagonal of the square.

b. Measure the perimeter and the length of the diagonal of the square.

c. Describe how close the predictions and measurements are.

(From Unit 3, Lesson 1.)

2. Find the products.

a.

b.

c.

d.

(From Unit 5, Lesson 9.)

Grade 7 Unit 6
Lesson 4 20
 3. ere are three stories

◦ famil bu s tic ets to a show. he also pa a 3 par ing fee. he spend

27 to see the show.

◦ Diego has 27 ounces of uice. e pours equal amounts for each of his 3 friends
and has ounces left for himself.

◦ ada wor s for hours preparing for the art fair. he spends 3 hours on a
sculpture and then paints 27 picture frames.

ere are three equations a. Decide which equation represents each stor . hat
does represent in each equation
◦ b. Find the solution to each equation. plain or show
◦ our reasoning.
◦ c. hat does each solution tell ou about its
situation

Grade 7 Unit 6
Lesson 4 21
 4. ere is a diagram and its corresponding equation. Find the solution to the equation
and e plain our reasoning.

5. a. Plot these points on the coordinate plane

b. hat is the ertical di erence between and

c. rite an e pression that represents the ertical distance between and .

(From Unit 5, Lesson 7.)

Grade 7 Unit 6
Lesson 4 22
 Lesson 5: Reasoning about Equations and Tape
Diagrams (Part 2)
Let’s use tape diagrams to help answer questions about situations where the equation has
parentheses.

5.1: Algebra Talk: Seeing Structure

Solve each equation mentally.

5.2: More Situations and Diagrams

Draw a tape diagram to represent each situation. For some of the situations, you need to
decide what to represent with a variable.

1. Each of 5 gift bags contains pencils. Tyler adds 3 more pencils to each bag.
Altogether, the gift bags contain 20 pencils.

2. Noah drew an equilateral triangle with sides of length 5 inches. He wants to increase
the length of each side by inches so the triangle is still equilateral and has a
perimeter of 20 inches.

Grade 7 Unit 6
Lesson 5 23
 3. An art class charges each student 3 to attend plus a fee for supplies. Today, 20 was
collected for the 5 students attending the class.

. Elena ran 20 miles this wee , which was three times as far as lare ran this
wee . lare ran 5 more miles this wee than she did last wee .

5. : More Situations Diagrams and Equations

Each situation in the previous activity is represented by one of the equations.

1. atch each situation to an equation.

2. Find the solution to each equation. se your diagrams to help you reason.
3. hat does each solution tell you about its situation

Grade 7 Unit 6
Lesson 5 24
 Are ou read or more
Han, his sister, his dad, and his grandmother step onto a crowded bus with only 3 open
seats for a 2 minute ride. They decide Han’s grandmother should sit for the entire ride.
Han, his sister, and his dad ta e turns sitting in the remaining two seats, and Han’s dad sits
1.5 times as long as both Han and his sister. How many minutes did each one spend
sitting

Lesson 5 Summar
Equations with parentheses can represent a variety of situations.

1. Lin volunteers at a hospital and is preparing toy bas ets for children who are
patients. She adds 2 items to each bas et, after which the supervisor’s list shows that
1 0 toys have been pac ed into a group of 10 bas ets. Lin wants to now how many
toys were in each bas et before she added the items.

2. A large store has the same number of wor ers on each of 2 teams to handle di erent
shifts. They decide to add 10 wor ers to each team, bringing the total number of
wor ers to 1 0. An e ecutive at the company that runs this chain of stores wants to
now how many employees were in each team before the increase.

Each bag in the rst story has an un nown number of toys, , that is increased by 2. Then
ten groups of give a total of 1 0 toys. An equation representing this situation is
. Since 10 times a number is 1 0, that number is 1 , which is the total
number of items in each bag. efore Lin added the 2 items there were or 12 toys in
each bag.

The e ecutive in the second story nows that the si e of each team of employees has
been increased by 10. There are now 2 teams of each. An equation representing
this situation is . Since 2 times an amount is 1 0, that amount is 0, which
is the new si e of each team. The value of is or 0. There were 0 employees on
each team before the increase.

Grade 7 Unit 6
Lesson 5 25
 Lesson 5 Practice
Unit 6 Lesson Problems Practice Problems
5 Cumulative
1. Here are some prices customers paid for different items at a farmer’s market. Find
the cost for 1 pound of each item.

a. $5 for 4 pounds of apples

b. $3.50 for pound of cheese

c. $8.25 for pounds of coffee beans

d. $6.75 for pounds of fudge

e. $5.50 for a pound pumpkin

(From Unit 4, Lesson 2.)

2. Find the products.

a.

b.

c.

d.

(From Unit 5, Lesson 9.)

Grade 7 Unit 6
Lesson 5 26
 3. Here are t o stories

◦ famil bu s 6 tickets to a sho .

he also each spend $3 on a snack.
he spend $24 on the sho .

◦ iego has 24 ounces of uice. He

pours e ual amounts for each of his
3 friends, and then adds 6 more
ounces for each.

Here are t o e uations a. hich e uation represents hich stor

b. hat does represent in each e uation
◦
c. Find the solution to each e uation. plain or sho
◦ our reasoning.
d. hat does each solution tell ou about its
situation

4. Here is a diagram and its corresponding e uation. Find the solution to the e uation
and e plain our reasoning.

5. elo is a set of data about temperatures. he range of a set of data is the distance
bet een the lo est and highest alue in the set. hat is the range of these
temperatures

(From Unit 5, Lesson 7.)

6. store is ha ing a 25 off sale on all shirts. ho t o different a s to calculate the

sale price for a shirt that normall costs $24.

(From Unit 4, Lesson 11.)

Grade 7 Unit 6
Lesson 5 27
 Lesson 6: Distinguishing between Two Types
of Situations
Let’s think about equations with and without parentheses and the kinds of situations they
describe.

6.1: Which One Doesn’t Belong: Seeing Structure

Which equation doesn’t belong?

6.2: Card Sort: Categories of Equations

Your teacher will give you a set of cards that show equations. Sort the cards into 2
categories of your choosing. Be prepared to explain the meaning of your categories. Then,
sort the cards into 2 categories in a different way. Be prepared to explain the meaning of
your new categories.

6.3: Even More Situations, Diagrams, and Equations

Story 1: Lin had 90 flyers to hang up around the school. She gave 12 flyers to each of three
volunteers. Then she took the remaining flyers and divided them up equally between the
three volunteers.

Story 2: Lin had 90 flyers to hang up around the school. After giving the same number of
flyers to each of three volunteers, she had 12 left to hang up by herself.

1. Which diagram goes with which story? Be prepared to explain your reasoning.

2. In each diagram, what part of the story does the variable represent?

Grade 7 Unit 6
Lesson 6 28
 . Write an equation corresponding to each story. If you get stuck, use the diagram.

. ind the value of the variable in the story.

re you ready for more

A tutor is starting a business. In the rst year, they start with clients and charge 10 per
week for an hour of tutoring with each client. or each year following, they double the
number of clients and the number of hours each week. ach new client will be charged
1 0 of the charges of the clients from the previous year.

1. rgani e the weekly earnings for each year in a table.

2. Assuming a full time week is 0 hours per week, how many years will it take to reach
full time and how many new clients will be taken on that year?

. After reaching full time, what is the tutor’s annual salary if they take 2 weeks of
vacation?

. Is there another business model you’d recommend for the tutor? xplain your
reasoning.

Grade 7 Unit 6
Lesson 6 29
 Lesson 6 Summary
In this unit, we encounter two main types of situations that can be represented with an
equation. ere is an example of each type:

1. After adding students to each of 6 same si ed teams, there were 2 students

altogether.

2. After adding an pound box of tennis rackets to a crate with 6 identical boxes of ping
pong paddles, the crate weighed 2 pounds.

The rst situation has all equal parts, since additions are made to each team. An equation
that represents this situation is , where represents the original number of
students on each team. ight students were added to each group, there are 6 groups, and
there are a total of 2 students.

In the second situation, there are 6 equal parts added to one other part. An equation that
represents this situation is , where represents the weight of a box of ping
pong paddles, there are 6 boxes of ping pong paddles, there is an additional box that
weighs pounds, and the crate weighs 2 pounds altogether.

In the rst situation, there were 6 equal groups, and students added to each group.
.

In the second situation, there were 6 equal groups, but more pounds in addition to that.
.

Grade 7 Unit 6
Lesson 6 30
 Lesson
Unit 6 Practice
6 Lesson Problems Practice Problems
6 Cumulative
1. A school ordered 3 large boxes of board markers. After giving 15 markers to each of 3
teachers, there were 90 markers left. The diagram represents the situation. How
many markers were originally in each box?

(From Unit 6, Lesson 2.)

2. The diagram can be represented by the equation . Explain where you can
see the 6 in the diagram.

(From Unit 6, Lesson 3.)

Grade 7 Unit 6
Lesson 6 31
 3. atch each equation to a story. (Two of the stories match the same equation.)

a. a. ada s teacher lls a travel bag with 5 copies of a

textbook. The weight of the bag and books is 1
b. pounds. The empty travel bag weighs 3 pounds.
How much does each book weigh?
c.
b. A piece of scenery for the school play is in the
d.
shape of a 5 foot long rectangle. The designer
decides to increase the length. There will be 3
identical rectangles with a total length of 1 feet. y
how much did the designer increase the length of
each rectangle?

c. Elena spends 1 and buys a 3 book and a

bookmark for each of her 5 cousins. How much
does each bookmark cost?

d. oah packs up bags at the food pantry to deliver to

families. He packs 5 bags that weigh a total of 1
pounds. Each bag contains 3 pounds of groceries
and a packet of papers with health related
information. How much does each packet of papers
weigh?

e. Andre has 3 times as many pencils as oah and 5

pens. He has 1 pens and pencils all together. How
many pencils does oah have?

. Elena walked 20 minutes more than Lin. ada walked twice as long as Elena. ada
walked for 90 minutes. The equation describes this situation. atch
each expression with the statement in the story with the expression it represents.

A. 1. The number of minutes that ada

walked
.
2. The number of minutes that Elena
. walked

. 90 3. The number of minutes that Lin

walked

Grade 7 Unit 6
Lesson 6 32
 Lesson 7: Reasoning about Solving Equations
(Part 1)
Let’s see how a balanced hanger is like an equation and how moving its weights is like
solving the equation.

7.1: Hanger Diagrams

In the two diagrams, all the triangles weigh the same and all the squares weigh the same.

For each diagram, come up with . . .

1. One thing that must be true

2. One thing that could be true

3. One thing that cannot possibly be true

Grade 7 Unit 6
Lesson 7 33
 7. : Hanger an Equation at ing
On each balanced hanger, gures with the same letter have the same weight.

1. atch each hanger to an equation. omplete the equation b writing , , , or in

the empt bo .

◦
◦
◦
◦

2. Find the solution to each equation. se the hanger to e plain what the solution
means.

Grade 7 Unit 6
Lesson 7 34
 7. : se Hangers to n erstan Equation Solving
ere are some balanced hangers where each piece is labeled with its weight. For each
diagram

1. rite an equation.

2. plain how to gure out the weight o a piece labeled with a letter b reasoning
about the diagram.

3. plain how to gure out the weight o a piece labeled with a letter b reasoning
about the equation.

Grade 7 Unit 6
Lesson 7 35
 Lesson 7 Summar
In this lesson, we worked with two wa s to show that two amounts are equal a balanced
hanger and an equation. e can use a balanced hanger to think about steps to nding an
unknown amount in an associated equation.

he hanger shows a total weight o 7 units on

one side that is balanced with 3 equal,
unknown weights and a 1 unit weight on the
other. n equation that represents the
relationship is .

e can remove a weight o 1 unit rom each

side and the hanger will sta balanced. his
is the same as subtracting 1 rom each side
o the equation.

n equation or the new balanced hanger is

.

Grade 7 Unit 6
Lesson 7 36
 o the hanger will balance with o the
weight on each side .

he two sides o the hanger balance with

these weights 1 unit weights on one side
and 3 weights o unknown si e on the other
side.

ere is a concise wa to write the steps above

Grade 7 Unit 6
Lesson 7 37
 Lesson 7 Practice
Unit 6 Lesson Problems Practice Problems
7 Cumulative
1. There is a proportional relationship between the volume of a sample of helium in
liters and the mass of that sample in grams. If the mass of a sample is 5 grams, its
volume is 28 liters. (5, 28) is shown on the graph below.

a. What is the constant of proportionality in this relationship?

b. In this situation, what is the meaning of the number you found in part a?

c. Add at least three more points to the graph above, and label with their
coordinates.

d. Write an equation that shows the relationship between the mass of a sample of
helium and its volume. Use for mass and for volume.

(From Unit 2, Lesson 11.)

Grade 7 Unit 6
Lesson 7 38
 2. plain how the parts of the balanced hanger compare to the parts of the equation.

. For the hanger below

a. Write an equation to represent the hanger.

b. raw more hangers to show each step you would ta e to nd . plain your
reasoning.

c. Write an equation to describe each hanger you drew. escribe how each
equation matches its hanger.

Grade 7 Unit 6
Lesson 7 39
 Lesson 8: Reasoning about Solving Equations
(Part 2)
Let’s use hangers to understand two different ways of solving equations with parentheses.

8.1: Equivalent to
Select a the expressions equivalent to .

1.

2.

3.

4.

5.

6.

8.2: Either Or
1. Explain why either of these equations could represent this hanger:

or

2. Find the weight of one circle. Be prepared to explain your reasoning.

Grade 7 Unit 6
Lesson 8 40
 8. : se angers to n erstan Equation Solving gain
ere are so e alanced hangers. Each piece is la eled with its weight.

For each diagra :

1. ssign one of these equations to each hanger:

2. Explain how to gure out the weight of a piece la eled with a letter y reasoning
a out the diagra .

3. Explain how to gure out the weight of a piece la eled with a letter y reasoning
a out the equation.

Grade 7 Unit 6
Lesson 8 41
 Lesson 8 Su ar
he alanced hanger shows 3 equal
un nown weights and 3 2 unit weights on
the left and an 18 unit weight on the right.

here are 3 un nown weights plus 6 units of

weight on the left. e could represent this
alanced hanger with an equation and solve
the equation the sa e way we did efore.

Since there are 3 groups of on the left

we could represent this hanger with a
different equation: .

Grade 7 Unit 6
Lesson 8 42
 he two sides of the hanger alance with
these weights: 3 groups of on one side
and 18 or 3 groups of 6 on the other side.

he two sides of the hanger will alance with

of the weight on each side:
.

e can re ove 2 units of weight fro each

side and the hanger will stay alanced. his
is the sa e as su tracting 2 fro each side
of the equation.

n equation for the new alanced hanger is

. his gives the solution to the original
equation.

ere is a concise way to write the steps a ove:

Grade 7 Unit 6
Lesson 8 43
 Lesson 8 Practice
Unit 6 Lesson Problems Practice Problems
8 Cumulative
1. Here is a hanger:

a. Write an equation to represent the hanger.

b. Solve the equation by reasoning about the

equation or the hanger. Explain your reasoning.

2. Explain how each part of the equation is represented in the hanger.

◦9

◦3

◦ the equal sign

Grade 7 Unit 6
Lesson 8 44
 3. Select the word fro the following list that best describes each situation.

. ou deposit oney in a savings 1. ax

account and every year the a ount
of oney in the account increases by 2. o ission
2. .
3. iscount
. or every car sold a car sales an is
. ar up
paid of the car s price.
. ip or gratuity
. So eone who eats at a restaurant
pays an extra 2 of the food price. . nterest
his extra oney is ept by the
person who served the food.

. n antique furniture store pays 2

for a chair adds of that a ount
and sells the chair for 3 .

E. he nor al price of a attress is

but it is on sale for 1 o .

. or any ite you purchase in exas

you pay an additional .2 of the
ite s price to the state govern ent.

ro nit Lesson 11.

Grade 7 Unit 6
Lesson 8 45
 . lare drew this diagra to atch the equation but she got the wrong
solution as a result of using this diagra .

a. What value for can be found using the diagra

b. Show how to x lare s diagra to correctly atch the equation.

c. se the new diagra to nd a correct value for .

d. Explain the ista e lare ade when she drew her diagra .

ro nit Lesson 3.

Grade 7 Unit 6
Lesson 8 46
 Lesson 9: Dealing with Negative Numbers
Let’s show that doing the same to each side works for negative numbers too.

9.1: Which One Doesn’t Belong: Rational Number

Arithmetic
Which equation doesn’t belong?

9.2: Old and New Ways to Solve

Solve each equation. Be prepared to explain your reasoning.

1.

2.

3.

4.

Grade 7 Unit 6
Lesson 9 47
 9. : ee ing t rue
ere are some equations that all have the same solution.

1. xplain how you know that each equation has the same solution as the previous
equation. ause for discussion before moving to the next question.

2. eep your work secret from your partner. Start with the equation . o the
same thing to each side at least three times to create an equation that has the same
solution as the starting equation. Write the equation you ended up with on a slip of
paper and trade equations with your partner.

3. See if you can gure out what steps they used to transform into their
equation. When you think you know check with them to see if you are right.

Grade 7 Unit 6
Lesson 9 48
 Lesson 9 Summary
When we want to nd a solution to an equation sometimes we ust think about what value
in place of the variable would make the equation true. Sometimes we perform the same
operation on each side for example subtract the same amount from each side . he
balanced hangers helped us to understand that doing the same thing to each side of an
equation keeps the equation true.

Since negative numbers are ust numbers then doing the same thing to each side of an
equation works for negative numbers as well. ere are some examples of equations that
have negative numbers and steps you could take to solve them.

xample

xample

oing the same thing to each side maintains equality even if it is not helpful to solving for
the unknown amount. or example we could take the equation and add to
each side

f is true then is also true but we are no closer to a solution

than we were before adding 2. We can use moves that maintain equality to make new
equations that all have the same solution. elpful combinations of moves will eventually
lead to an equation like which gives the solution to the original equation and every
equation we wrote in the process of solving .

Grade 7 Unit 6
Lesson 9 49
 Lesson 9 Practice
Unit 6 Lesson Problems Practice Problems
9 Cumulative
1. Solve each equation.

a.

b.

c.

d.

e.

2. Here is an equation . Write three different equations that have the same
solution as . Show or explain how you found them.

Grade 7 Unit 6
Lesson 9 50
 . Select a the equations that match the dia ram.

rom nit Lesson .

. here are seats in a theater. he seatin in the theater is split into identical
sections. ach section has 1 red seats and some blue seats.

a. raw a tape dia ram to represent the situation.

b. What un nown amounts can be found by by usin the dia ram or reasonin
about the situation

rom nit Lesson 2.

Grade 7 Unit 6
Lesson 9 51
 . atch each story to an equation.

. stac of nested paper cups is 1.

inches tall. he rst cup is inches
tall and each of the rest of the cups 2.
in the stac adds inch to the hei ht
of the stac . .

. ba er uses cups of our. She

uses cup to our the counters and
the rest to ma e identical mu ns.

. lena has an foot piece of ribbon.

She cuts off a piece that is of a foot
lon and cuts the remainder into
four pieces of equal len th.

rom nit Lesson .

Grade 7 Unit 6
Lesson 9 52
 Lesson 10: Different Options for Solving One
Equation
Let’s think about which way is easier when we solve equations with parentheses.

10.1: Algebra Talk: Solve Each Equation

Grade 7 Unit 6
Lesson 10 53
 10. : Anal ing Solution etho s
hree stu ents each atte pte to solve the equation but ot i erent
solutions. ere are their etho s. o you a ree with any o their etho s an why

oah’s etho

lena’s etho

n re’s etho

Grade 7 Unit 6
Lesson 10 54
 10. : Solution ath a s
or each equation try to solve the equation usin each etho ivi in each si e rst or
applyin the istributive property rst . o e equations are easier to solve by one etho
than the other. hen that is the case stop oin the har er etho an write own the
reason you stoppe .

1.

Grade 7 Unit 6
Lesson 10 55
 Lesson 10 Su ar
quations can be solve in any ways. n this lesson we ocuse on equations with a
speci c structure an two speci c ways to solve the .

uppose we are tryin to solve the equation . wo use ul approaches are

• ivi e each si e by

• apply the istributive property

n or er to eci e which approach is better we can look at the nu bers an think about
which woul be easier to co pute. e notice that will be har because isn t
ivisible by . ut ives us an 1 is ivisible by . ivi in each si e by
ives

o eti es the calculations are si pler i we rst use the istributive property. Let s look
at the equation . we rst ivi e each si e by 100 we et or 0. 1
on the ri ht si e o the equation. ut i we use the istributive property rst we et an
equation that only contains whole nu bers.

Grade 7 Unit 6
Lesson 10 56
 Lesson
Unit 10 Practice
6 Lesson Problems Practice Problems
10 Cumulative
1. Andre wants to buy a backpack. The normal price of the backpack is $40. He notices
that a store that sells the backpack is having a 30% off sale. What is the sale price of
the backpack?

(From Unit 4, Lesson 11.)

2. On the first math exam, 16 students received an A grade. On the second math exam,
12 students received an A grade. What percentage decrease is that?

(From Unit 4, Lesson 12.)

3. Solve each equation.

a.

b.

c.

d.

e.

Grade 7 Unit 6
Lesson 10 57
 4. Select a expressions that represent a correct solution to the equation .

A.

F.

. Lin and oah are solving the equation .

Lin starts by using the distributive property. oah starts by dividing each side by .

a. Show what Lin s and oah s full solution methods might look like.

b. What is the same and what is different about their methods?

Grade 7 Unit 6
Lesson 10 58
 Lesson 11: Using Equations to Solve Problems
Let’s use tape diagrams, equations, and reasoning to solve problems.

11.1: Remember Tape Diagrams

1. Write a story that could be represented by this tape diagram.

2. Write an equation that could be represented by this tape diagram.

11.2: At the Fair

1. Tyler is making invitations to the fair. He has already made some of the invitations,
and he wants to finish the rest of them within a week. He is trying to spread out the
remaining work, to make the same number of invitations each day. Tyler draws a
diagram to represent the situation.

a. Explain how each part of the situation is represented in Tyler’s diagram:

How many total invitations Tyler is trying to make.

How many invitations he has made already.

How many days he has to finish the invitations.

Grade 7 Unit 6
Lesson 11 59
 b. How many invitations should Tyler make each day to finish his goal within a
week Explain or show your reasoning.

c. se Tyler’s diagram to write an equation that represents the situation. Explain

how each part of the situation is represented in your equation.

d. how how to solve your equation.

2. oah and his sister are making pri e bags for a game at the fair. oah is putting
pencil erasers in each bag. His sister is putting in some number of stickers. fter
filling of the bags, they have used a total of items.

a. Explain how the diagram represents the situation.

b. oah writes the equation to represent the situation. o you

agree with him Explain your reasoning.

c. How many stickers is oah s sister putting in each pri e bag Explain or show
your reasoning.

Grade 7 Unit 6
Lesson 11 60
 . family of is going to the fair. They have a coupon for 1. o each ticket. f they
pay . for all their tickets, how much does a ticket cost without the coupon
Explain or show your reasoning. f you get stuck, consider drawing a diagram or
writing an equation.

11. : Running Aroun

riya, Han, and Elena, are members of the running club at school.

1. riya was busy studying this week and ran fewer miles than last week. he ran
times as far as Elena ran this week. Elena only had time to run miles this week.

a. How many miles did riya run last week

b. Elena wrote the equation to describe the situation. he solved the

equation by multiplying each side by and then adding to each side. How
does her solution compare to the way you found riya s miles

2. ne day last week, teachers oined of the members of the running club in an
after school run. riya counted a total of 1 people running that day. How many
members does the running club have

Grade 7 Unit 6
Lesson 11 61
 . riya and Han plan a fundraiser for the running club. They begin with a balance of
because of expenses. n the first hour of the fundraiser they collect equal
donations from family members, which brings their balance to . How much did
each parent give

. The running club uses the money they raised to pay for a trip to a canyon. t one
point during a run in the canyon, the students are at an elevation of 12 feet. fter
descending at a rate of feet per minute, they reach an elevation of 2 feet. How
long did the descent take

Are ou rea or more

musician performed at three local fairs. t the first he doubled his money and spent .
t the second he tripled his money and spent . t the third, he quadrupled his money
and spent 2. n the end he had left. How much did he have before performing at the
fairs

Lesson 11 Summar
any problems can be solved by writing and solving an equation. Here is an example:

lare ran miles on onday. Then for the next six days, she ran the same distance each
day. he ran a total of 22 miles during the week. How many miles did she run on each of
the days

ne way to solve the problem is to represent the situation with an equation, ,

where represents the distance, in miles, she ran on each of the days. olving the
equation gives the solution to this problem.

Grade 7 Unit 6
Lesson 11 62
 Lesson
Unit 11 Practice
6 Lesson Problems Practice Problems
11 Cumulative
1. Find the value of each variable.

a.

b.

c.

d.

(From Unit 5, Lesson 9.)

2. Match each equation to its solution and to the story it describes.

Equations: Solutions:

a. a. -4

b. b.

c. c. 2

d. d. 8

Stories:

◦ The temperature is . Since midnight the temperature tripled and then rose 5
degrees. What was temperature at midnight?

◦ Jada has 7 pink roses and some white roses. She gives all of them away: 5 roses
to each of her 3 favorite teachers. How many white roses did she give away?

◦ A musical instrument company reduced the time it takes for a worker to build a
guitar. Before the reduction it took 5 hours. Now in 7 hours they can build 3
guitars. By how much did they reduce the time it takes to build each guitar?

◦ A club puts its members into 5 groups for an activity. After 7 students have to
leave early, there are only 3 students left to finish the activity. How many
students were in each group?

Grade 7 Unit 6
Lesson 11 63
 3. The baby gira e weighed 132 pounds at birth. He gained weight at a steady rate for
the first 7 months until his weight reached 538 pounds. How much did he gain each
month?

4. Si teams are out on the field playing soccer. The teams all have the same number of
players. The head coach asks for 2 players from each team to come help him move
some equipment. Now there are 78 players on the field. Write and solve an equation
whose solution is the number of players on each team.

5. A small town had a population of 9 people last year. The population grew to 12
people this year. By what percentage did the population grow?

(From Unit 4, Lesson 7.)

. The gas tank of a truck holds 3 gallons. The gas tank of a passenger car holds 5
less. How many gallons does it hold?

(From Unit 4, Lesson 7.)

Grade 7 Unit 6
Lesson 11 64
 Lesson 12: Solving Problems about Percent
Increase or Decrease
Let’s use tape diagrams, equations, and reasoning to solve problems with negatives and
percents.

12.1: 20% Off

An item costs dollars and then a 20% discount is applied. Select a the expressions that
could represent the price of the item after the discount.

1.

2.

3.

4.

5.

6.

12.2: Walking More Each Day

1. Mai started a new exercise program. On the second day, she walked 5 minutes more
than on the first day. On the third day, she increased her walking time from day 2 by
20% and walked for 42 minutes. Mai drew a diagram to show her progress.

Explain how the diagram represents the situation.

Grade 7 Unit 6
Lesson 12 65
 2. oah said the equation also represents the situation. o you agree
with oah Explain your reasoning.

3. ind the number of minutes Mai walked on the first day. id you use the diagram, the
equation, or another strategy Explain or show your reasoning.

4. Mai has been walking indoors because of cold temperatures. On ay 4 at noon, Mai
hears a report that the temperature is only degrees ahrenheit. She remembers
the morning news reporting that the temperature had doubled since midnight and
was expected to rise 15 degrees by noon. Mai is pretty sure she can draw a diagram
to represent this situation but isn t sure if the equation is
or . hat would you tell Mai about the diagram and the equation and
how they might be useful to find the temperature, , at midnight

Grade 7 Unit 6
Lesson 12 66
 12. : Sale on Shoes
1. A store is having a sale where all shoes are discounted by 20%. iego has a coupon
for 3 o of the regular price for one pair of shoes. he store first applies the coupon
and then takes 20% o of the reduced price. f iego pays 1 .40 for a pair of shoes,
what was their original price before the sale and without the coupon

2. efore the sale, the store had 100 pairs of ip ops in stock. After selling some, they
notice that of the ip ops they have left are blue. f the store has 3 pairs of blue
ip ops, how many pairs of ip ops any color have they sold

3. hen the store had sold of the boots that were on display, they brought out
another 34 pairs from the stock room. f that gave them 1 4 pairs of boots out, how
many pairs were on display originally

4. On the morning of the sale, the store donated 50 pairs of shoes to a homeless
shelter. hen they sold 64% of their remaining inventory during the sale. f the store
had 2 pairs after the donation and the sale, how many pairs of shoes did they have
at the start

Grade 7 Unit 6
Lesson 12 67
 re you rea y or more
A co ee shop o ers a special 33% extra free or 33% o the regular price. hich o er is a
better deal Explain your reasoning.

Lesson 12 Summary
e can solve problems where there is a percent increase or decrease by using what we
know about equations. or example, a camping store increases the price of a tent by 25%.
A customer then uses a 10 coupon for the tent and pays 152.50. e can draw a diagram
that shows first the 25% increase and then the 10 coupon.

he price after the 25% increase is or . An equation that represents the

situation could be . o find the original price before the increase and
discount, we can add 10 to each side and divide each side by 1.25, resulting in .
he original price of the tent was 130.

Grade 7 Unit 6
Lesson 12 68
 Lesson
Unit 12 Practice
6 Lesson Problems Practice Problems
12 Cumulative
1. A backpack normally costs $25 but it is on sale for $21. What percentage is the
discount?

(From Unit 4, Lesson 12.)

2. Find each product.

a.

b.

c.

d.

(From Unit 5, Lesson 9.)

3. Select a expressions that show increased by 35%.

A.

B.

C.

D.

E.

F.

Grade 7 Unit 6
Lesson 12 69
 4. Complete each sentence with the word discount, deposit, or withdrawal.

a. Clare took $2 out of her bank account. She made a .

b. iran used a coupon when he bought a pair of shoes. e got a .

c. riya put $2 into her bank account. She made a .

d. Lin paid less than usual for a pack of gum because it was on sale. She got a
.

(From Unit 4, Lesson 11.)

5. ere are two stories

◦ he initial freshman class at a college is 1 % smaller than last year s class. But
then during the rst week of classes, 2 more students enroll. here are then
3 students in the freshman class.

◦ A store reduces the price of a computer by $2 . hen during a 1 % o sale, a

customer pays $ 3 .

ere are two e uations

◦
◦
a. Decide which e uation represents each story.

b. Explain why one e uation has parentheses and the other doesn t.

c. Sol e each e uation, and explain what the solution means in the situation.

Grade 7 Unit 6
Lesson 12 70
 Lesson 13: Reintroducing Inequalities
Let’s work with inequalities.

13.1: Greater Than One

The number line shows values of that make the inequality true.

1. Select all the values of from this list that make the inequality true.

a. 3

b. -3

c. 1

d. 700

e. 1.05

2. Name two more values of that are solutions to the inequality.

Grade 7 Unit 6
Lesson 13 71
 13. : The Roller oaster
si n ne t to a roller coaster at an
amusement ark says ou must be at least
0 inches tall to ride. Noah is ha y to know
that he is tall enou h to ride.

1. Noah is inches tall. hich of the followin can be true or

lain how you know.

2. Noah’s friend is 2 inches shorter than Noah. an you tell if Noah’s friend is tall
enou h to o on the ride lain or show your reasonin .

3. List one ossible hei ht for Noah that means that his friend is tall enou h to o on
the ride and another that means that his friend is too short for the ride.

. n the number line below show all the ossible hei hts that Noah’s friend could be.

5. Noah s friend is inches tall. se and any of the symbols to e ress this
hei ht.

Grade 7 Unit 6
Lesson 13 72
 13.3: Is the Inequalit True or alse
The table shows four inequalities and four ossible values for . ecide whether each
value makes each inequality true and com lete the table with true or false. iscuss
your thinkin with your artner. f you disa ree work to reach an a reement.

re ou read or ore
ind an e am le of in inequality used in the real world and describe it usin a number line.

Lesson 13 u ar
e use inequalities to describe a ran e of numbers. n many laces you are allowed to et
a driver’s license when you are at least 1 years old. hen checkin if someone is old
enou h to et a license we want to know if their a e is at least 1 . f is the a e of a
erson then we can check if they are allowed to et a driver’s license by checkin if their
a e makes the inequality they are older than 1 or the equation they are
1 true. The symbol ronounced reater than or equal to combines these two cases
and we can ust check if their a e is reater than or equal to 1 . The inequality
can be re resented on a number line

Grade 7 Unit 6
Lesson 13 73
 Lesson 13 Practice
Unit 6 Lesson Problems Practice Problems
13 Cumulative
1. For each inequality, find two values for that make the inequality true and two
values that make it false.

a.

b.

c.

d.

2. Here is an inequality: .

a. List some values for that would make this inequality true.

b. How are the solutions to the inequality different from the solutions to
? Explain your reasoning.

Grade 7 Unit 6
Lesson 13 74
 3. Here are the prices for a. ou had a coupon that made the price of a large
cheese pi a at a certain pi a 13. . For what percent off was the coupon?
pi eria:

ri e in
i a i e
d ar
b. our friend purchased a medium pi a for 1 .31
small 11.
with a 3 off coupon. hat is the price of a
medium medium pi a without a coupon?

large 1 .2

c. our friend has a 1 off coupon and 1 . hat is

the largest pi a that your friend can afford, and
how much money will be left over after the
purchase?

From nit , Lesson 12.

. elect a the stories that can be represented by the diagram.

. ndre studies hours this week for end of year exams. He spends 1 hour on
English and an equal number of hours each on math, science, and history.

. Lin spends 3 on markers and a 1 pen.

. iego spends 1 on stickers and 3 marbles.

. oah shares grapes with 3 friends. He eats 1 and gives each friend the same
number of grapes.

E. Elena spends on 3 notebooks and a 1 pen.

From nit , Lesson .

Grade 7 Unit 6
Lesson 13 75
 Lesson 14: Finding Solutions to Inequalities in
Context
Let’s solve more complicated inequalities.

14.1: Solutions to Equations and Solutions to Inequalities

1. Solve

2. Find 2 solutions to

3. Solve

4. Find 2 solutions to

14.2: Earning Money for Soccer Stuff

1. Andre has a summer job selling magazine subscriptions. He earns $25 per week plus
$3 for every subscription he sells. Andre hopes to make at least enough money this
week to buy a new pair of soccer cleats.

a. Let represent the number of magazine subscriptions Andre sells this week.
Write an expression for the amount of money he makes this week.

b. The least expensive pair of cleats Andre wants costs $68. Write and solve an
equation to find out how many magazine subscriptions Andre needs to sell to
buy the cleats.

Grade 7 Unit 6
Lesson 14 76
 c. f Andre sold 16 magazine subscriptions this week would he reach his goal
xplain your reasoning.

d. What are some other numbers of magazine subscriptions Andre could have sold
and still reached his goal

e. Write an inequality expressing that Andre wants to make at least $68.

f. Write an inequality to describe the number of subscriptions Andre must sell to

reach his goal.

2. iego has budgeted $35 from his summer job earnings to buy shorts and socks for
soccer. He needs 5 pairs of socks and a pair of shorts. The socks cost di erent
amounts in di erent stores. The shorts he wants cost $1 . 5.

a. Let represent the price of one pair of socks. Write an expression for the total
cost of the socks and shorts.

b. Write and solve an equation that says that iego spent exactly $35 on the socks
and shorts.

c. List some other possible prices for the socks that would still allow iego to stay
within his budget.

d. Write an inequality to represent the amount iego can spend on a single pair of
socks.

Grade 7 Unit 6
Lesson 14 77
 14. : ranola ars and Sa ings
1. iran has $1 saved in a bank account. The account doesn’t earn interest. He
asked lare to help him figure out how much he could take out each month if he
needs to have at least $25 in the account a year from now.
a. lare wrote the inequality where represents the amount
iran takes out each month. What does represent

b. Find some values of that would work for iran.

c. We could express all the values that would work using either .
Which one should we use

d. Write the answer to iran’s question using mathematical notation.

2. A teacher wants to buy boxes of granola bars for a school trip. ach box usually
costs $ but many grocery stores are having a sale on granola bars this week.
i erent stores are selling boxes of granola bars at di erent discounts.

a. f represents the dollar amount of the discount then the amount the teacher
will pay can be expressed as . n this expression what does the quantity
represent

b. The teacher has $36 to spend on the granola bars. The equation
represents a situation where she spends all $36. Solve this equation.

c. What does the solution mean in this situation

Grade 7 Unit 6
Lesson 14 78
 d. The teacher does not have to spend all $36. Write an inequality relating 36 and
representing this situation.

e. The solution to this inequality must either look like . Which do

you think it is xplain your reasoning.

re you ready for ore

ada and iego baked a large batch of cookies.

• They selected of the cookies to give to their teachers.

• ext they threw away one burnt cookie.
• They delivered of the remaining cookies to a local nursing home.
• ext they gave 3 cookies to some neighborhood kids.
• They wrapped up of the remaining cookies to save for their friends.
After all this they had 15 cookies left. How many cookies did they bake

Lesson 14 Su ary
Suppose lena has $5 and sells pens for $1.5 each. Her goal is to save $2 . We could
solve the equation to find the number of pens that lena needs to sell in
order to save e a tly $2 . Adding 5 to both sides of the equation gives us and
then dividing both sides by gives the solution pens.

What if lena wants to have some money left over The inequality tells us
that the amount of money lena makes needs to be eate than $2 . The solution to the
previous equation will help us understand what the solutions to the inequality will be. We
know that if she sells 1 pens she will make $2 . Since each pen gives her more money
she needs to sell e than 1 pens to make more than $2 . So the ti n t t e
ine a it is .

Grade 7 Unit 6
Lesson 14 79
 Lesson 14 Practice
Unit 6 Lesson Problems Practice Problems
14 Cumulative
1. The solution to is either or . Which solution is correct?
Explain how you know.

2. The school band director determined from past experience that if they charge
dollars for a ticket to the concert, they can expect attendance of . The
director used this model to figure out that the ticket price needs to be $8 or greater
in order for at least 600 to attend. Do you agree with this claim? Why or why not?

3. Which inequality is true when the value of is -3?

A.

B.

C.

D.

(From Unit 6, Lesson 13.)

4. Draw the solution set for each of the following inequalities.

a.

b.

(From Unit 6, Lesson 13.)

Grade 7 Unit 6
Lesson 14 80
 . Write three di erent equations that match the tape diagram.

(From Unit 6, Lesson 3.)

6. A baker wants to reduce the amount of sugar in his cake recipes. e decides to
reduce the amount used in 1 cake by cup. e then uses cups of sugar to bake 6
cakes.

a. Describe how the tape diagram represents the story.

b. ow much sugar was originally in each cake recipe?

(From Unit 6, Lesson 2.)

. ne year ago, Clare was 4 feet 6 inches tall. ow Clare is 4 feet 10 inches tall. By what
percentage did Clare s height increase in the last year?

(From Unit 4, Lesson 12.)

Grade 7 Unit 6
Lesson 14 81
 Lesson 15: Efficiently Solving Inequalities
Let’s solve more complicated inequalities.

15.1: Lots of Negatives

Here is an inequality: .

1. Predict what you think the solutions on the number line will look like.

2. Select a the values that are solutions to :

a. 3
b. -3
c. 4
d. -4
e. 4.001
f. -4.001

3. Graph the solutions to the inequality on the number line:

15.2: Inequalities with Tables

1. Let's investigate the inequality .

-4 -3 -2 -1 0 1 2 3 4

-7 -5 -1 1

a. Complete the table.

b. For which values of is it true that ?
c. For which values of is it true that ?
d. Graph the solutions to on the number line:

2. Here is an inequality: .

Grade 7 Unit 6
Lesson 15 82
 a. Predict which values of will make the inequality true.

b. Complete the table. oes it match your prediction?

-4 -3 -2 -1 0 1 2 3 4

c. Graph the solutions to on the number line:

3. Here is an inequality: .

a. Predict which values of will make the inequality true.

b. Complete the table. oes it match your prediction?

-4 -3 -2 -1 0 1 2 3 4

c. Graph the solutions to on the number line:

d. How are the solutions to di erent from the solutions to ?

Grade 7 Unit 6
Lesson 15 83
 15. : hich Si e a e the Solutions
1. Let’s investigate .
a. Solve .

b. s true when is 0? hat about when is 7? hat about when

is -7?

c. Graph the solutions to on the number line.

2. Let's investigate .
a. Solve .

b. s true when is 0?

c. Graph the solutions to on the number line.

3. Solve the inequality and graph the solutions on the number line.

Grade 7 Unit 6
Lesson 15 84
 4. Solve the inequality and graph the solutions on the number line.

e you ea y fo o e
rite at least three di erent inequalities whose solution is . Find one with on the
left side that uses a .

Lesson 15 Su a y
Here is an inequality: . he solution to this inequality is all the values you
could use in place of to make the inequality true.

n order to solve this we can rst solve the related equation to get the
solution . hat means 2 is the boundary between values of that make the
inequality true and values that make the inequality false.

o solve the inequality we can check numbers greater than 2 and less than 2 and see
which ones make the inequality true.

Let’s check a number that is greater than 2: . eplacing with 5 in the inequality we
get or ust . his is true so is a solution. his means that all
values greater than 2 make the inequality true. e can write the solutions as and
also represent the solutions on a number line:

otice that 2 itself is not a solution because it's the value of that makes equal
to 1 and so it does not make true.

For con rmation that we found the correct solution we can also test a value that is less
than 2. f we test we get or ust . his is false so
and all values of that are less than 2 are not solutions.

Grade 7 Unit 6
Lesson 15 85
 Lesson 15 Practice
Unit 6 Lesson Problems Practice Problems
15 Cumulative
1. a. Consider the inequality .
i. Predict which values of will make the inequality true.

ii. Complete the table to check your prediction.

-4 -3 -2 -1 0 1 2 3 4

b. Consider the inequality .

i. Predict which values of will make it true.

ii. Complete the table to check your prediction.

-4 -3 -2 -1 0 1 2 3 4

2. Diego is solving the inequality . He solves the equation

and gets . What is the solution to the inequality?

A.

B.

C.

D.

3. Solve the inequality , and graph the solution on a number line.

Grade 7 Unit 6
Lesson 15 86
 4. Select a values of that make the inequality true.

A. -3.

B. 4

C. -4.01

D. -4

. 4.01

. 3.

.0

H. -

rom nit , Lesson 13.

5. Draw the solution set for each of the following inequalities.

a.

b.

rom nit , Lesson 13.

. he price of a pair of earrings is 22 but Priya buys them on sale for 13.20.

a. By how much was the price discounted?

b. What was the percentage of the discount?

rom nit 4, Lesson 12.

Grade 7 Unit 6
Lesson 15 87
 Lesson 16: Interpreting Inequalities
Let’s write inequalities.

16.1: Solve Some Inequalities!

For each inequality, find the value or values of that make it true.

1.

2.

16.2: Club Activities Matching

Choose the inequality that best matches each given situation. Explain your reasoning.

1. The Garden Club is planting fruit trees in their school’s garden. There is one large tree
that needs 5 pounds of fertilizer. The rest are newly planted trees that need pound
fertilizer each.
a.

b.

c.

d.

Grade 7 Unit 6
Lesson 16 88
 2. The Chemistry Club is experimenting with di erent mixtures of water with a certain
chemical sodium polyacrylate to make fake snow.
To make each mixture, the students start with some amount of water, and then add
of that amount of the chemical, and then more grams of the chemical. The
chemical is expensive, so there can’t be more than a certain number of grams of the
chemical in any one mixture.
a.

b.

c.

d.

. The iking Club is on a hike down a cli . They begin at an elevation of 12 feet and
descend at the rate of feet per minute.
a.

b.

c.

d.

. The cience Club is researching boiling points. They learn that at high altitudes, water
boils at lower temperatures. t sea level, water boils at . ith each increase of
5 feet in elevation, the boiling point of water is lowered by about .
a.

b.

c.

d.

Grade 7 Unit 6
Lesson 16 89
 16. : Club Activities ispla
our teacher will assign your group one of the situations from the last task. Create a visual
display about your situation. n your display

• Explain what the variable and each part of the inequality represent
• rite a question that can be answered by the solution to the inequality
• how how you solved the inequality
• Explain what the solution means in terms of the situation
Are ou rea or more
is a set of four consecutive integers whose sum is 1 .

1. ow many sets of three consecutive integers are there whose sum is between 51 and
6 Can you be sure you’ve found them all Explain or show your reasoning.

2. ow many sets of four consecutive integers are there whose sum is between 5 and
2 Can you be sure you’ve found them all Explain or show your reasoning.

Lesson 16 Summar
e can represent and solve many real world problems with inequalities. riting the
inequalities is very similar to writing equations to represent a situation. The expressions
that make up the inequalities are the same as the ones we have seen in earlier lessons for
equations. For inequalities, we also have to think about how expressions compare to each
other, which one is bigger, and which one is smaller. Can they also be equal

For example, a school fundraiser has a minimum target of 5 . Faculty have donated
1 and there are 12 student clubs that are participating with di erent activities. ow
much money should each club raise to meet the fundraising goal f is the amount of
money that each club raises, then the solution to is the minimum
amount each club has to raise to meet the goal. t is more realistic, though, to use the
inequality since the more money we raise, the more successful the
fundraiser will be. There are many solutions because there are many di erent amounts of
money the clubs could raise that would get us above our minimum goal of 5 .

Grade 7 Unit 6
Lesson 16 90
 Lesson
Unit 16 Practice
6 Lesson Problems Practice Problems
16 Cumulative
1. Priya looks at the inequality and says “I subtract a number from 12 and
want a result that is bigger than 5. That means that the solutions should be values of
that are smaller than something.”

Do you agree with Priya? Explain your reasoning and include solutions to the
inequality in your explanation.

2. When a store had sold of the shirts that were on display, they brought out another
30 from the stockroom. The store likes to keep at least 150 shirts on display. The
manager wrote the inequality to describe the situation.

a. Explain what means in the inequality.

b. Solve the inequality.

c. Explain what the solution means in the situation.

3. You know is a number less than 4. Select a the inequalities that must be true.

A.

B.

C.

D.

E.

(From Unit 6, Lesson 13.)

Grade 7 Unit 6
Lesson 16 91
 4. ere is an unbalanced hanger.

a. If you knew each circle weighed 6 grams, what would that tell you about the
weight of each triangle? Explain your reasoning.

b. If you knew each triangle weighed 3 grams, what would that tell you about the
weight of each circle? Explain your reasoning.

(From Unit 6, Lesson 13.)

5. atch each sentence with the inequality that could represent the situation.

A. an got 2 from Clare, but still has 1.

less than 20.
2.
B. ai spent 2 and has less than 20.
3.
C. If Tyler had twice the amount of
money he has, he would have less 4.
than 20.

D. If Priya had half the money she has,

she would have less than 20.

(From Unit 6, Lesson 13.)

Grade 7 Unit 6
Lesson 16 92
 6. At a skateboard shop

a. The price tag on a shirt says 12.5 . Sales tax is .5 of the price. ow much will
you pay for the shirt?

b. The store buys a helmet for 1 .00 and sells it for 31.50. What percentage was
the markup?

c. The shop pays workers 14.25 per hour plus 5.5 commission. If someone
works 1 hours and sells 250 worth of merchandise, what is the total amount
of their paycheck for this pay period? Explain or show your reasoning.

(From Unit 4, Lesson 12.)

Grade 7 Unit 6
Lesson 16 93
 Lesson 17: Modeling with Inequalities
Let's look at solutions to inequalities.

17.1: Possible Values

The stage manager of the school musical is trying to figure out how many sandwiches he
can order with the $83 he collected from the cast and crew. Sandwiches cost $5.99 each,
so he lets represent the number of sandwiches he will order and writes . He
solves this to 2 decimal places, getting .

Which of these are valid statements about this situation? (Select a that apply.)

1. He can call the sandwich shop and order exactly 13.86 sandwiches.

2. He can round up and order 14 sandwiches.

3. He can order 12 sandwiches.

4. He can order 9.5 sandwiches.

5. He can order 2 sandwiches.

6. He can order -4 sandwiches.

17.2: Elevator
A mover is loading an elevator with many identical 48-pound boxes.
The mover weighs 185 pounds. The elevator can carry at most 2000 pounds.

1. Write an inequality that says that the mover will not overload the elevator on a
particular ride. Check your inequality with your partner.

2. Solve your inequality and explain what the solution means.

3. Graph the solution to your inequality on a number line.

Grade 7 Unit 6
Lesson 17 94
 4. f the mover asked, How many boxes can load on this elevator at a time? what
would you tell them?

17. : In o a : iving dvi e

our teacher will give you either a problem card or a data card. o not show or read your
card to your partner.

f your teacher gives you the problem card f your teacher gives you the data card

1. Silently read your card and think about 1. Silently read your card.
what information you need to be able
to answer the question. 2. Ask your partner “What specific
information do you need?” and wait for
2. Ask your partner for the specific them to ask for information.
information that you need.
f your partner asks for information that
3. xplain how you are using the is not on the card, do not do the
information to solve the problem. calculations for them. Tell them you
don t have that information.
Continue to ask questions until you
have enough information to solve the 3. efore sharing the information, ask
problem. Why do you need that information?

4. Share the problem card and solve the Listen to your partner s reasoning and
problem independently. ask clarifying questions.

5. ead the data card and discuss your 4. ead the problem card and solve the
reasoning. problem independently.

5. Share the data card and discuss your

reasoning.

ause here so your teacher can review your work. Ask your teacher for a new set of cards
and repeat the activity, trading roles with your partner.

Grade 7 Unit 6
Lesson 17 95
 re ou read or ore
n a day care group, nine babies are five months old and 12 babies are seven months old.
How many full months from now will the average age of the 21 babies first surpass 20
months old?

Lesson 17 u ar
We can represent and solve many real-world problems with inequalities. Whenever we
write an inequality, it is important to decide what quantity we are representing with a
variable. After we make that decision, we can connect the quantities in the situation to
write an expression, and finally, the whole inequality.

As we are solving the inequality or equation to answer a question, it is important to keep

the meaning of each quantity in mind. This helps us to decide if the final answer makes
sense in the context of the situation.

or example Han has 50 centimeters of wire and wants to make a square picture frame
with a loop to hang it that uses 3 centimeters for the loop. This situation can be
represented by , where is the length of each side (if we want to use all the
wire). We can also use if we want to allow for solutions that don t use all the
wire. n this case, any positive number that is less or equal to 11.75 cm is a solution to the
inequality. ach solution represents a possible side length for the picture frame since Han
can bend the wire at any point. n other situations, the variable may represent a quantity
that increases by whole numbers, such as with numbers of maga ines, loads of laundry, or
students. n those cases, only whole-number solutions make sense.

Grade 7 Unit 6
Lesson 17 96
 Lesson
Unit 17 Practice
6 Lesson Problems Practice Problems
17 Cumulative
1. 28 students travel on a field trip. They bring a van that can seat 12 students. Elena
and Kiran’s teacher asks other adults to drive cars that seat 3 children each to
transport the rest of the students.

Elena wonders if she should use the inequality or to

figure out how many cars are needed. Kiran doesn’t think it matters in this case. Do
you agree with Kiran? Explain your reasoning.

2. a. In the cafeteria, there is one large 10-seat table and many smaller 4-seat tables.
There are enough tables to fit 200 students. Write an inequality whose solution
is the possible number of 4-seat tables in the cafeteria.

b. 5 barrels catch rainwater in the schoolyard. Four barrels are the same size, and
the fifth barrel holds 10 liters of water. Combined, the 5 barrels can hold at least
200 liters of water. Write an inequality whose solution is the possible size of
each of the 4 barrels.

c. How are these two problems similar? How are they different?

Grade 7 Unit 6
Lesson 17 97
 3. olve each equation.

a.

b.

c.

d.

e.

From nit , Lesson .

4. elect a the inequalities that have the same graph as .

C.

D.

E.

From nit , Lesson 13.

5. 200 pound person weighs 33 pounds on the oon.

a. How much did the person’s weight decrease?

b. y what percentage did the person’s weight decrease?

From nit 4, Lesson 12.

Grade 7 Unit 6
Lesson 17 98
 Lesson 18: Subtraction in Equivalent
Expressions
Let's find ways to work with subtraction in expressions.

18.1: Number Talk: Additive Inverses

Find each sum or difference mentally.

18.2: A Helpful Observation

Lin and Kiran are trying to calculate . Here is their conversation:

Lin: “I plan to first add and , so I will have to start by finding equivalent fractions with
a common denominator.”

Kiran: “It would be a lot easier if we could start by working with the and . Can we
rewrite it like ?”

Lin: “You can’t switch the order of numbers in a subtraction problem like you can with
addition; is not equal to .”

Kiran: “That’s true, but do you remember what we learned about rewriting subtraction
expressions using addition? is equal to .”

1. Write an expression that is equivalent to that uses addition instead of

subtraction.

2. If you wrote the terms of your new expression in a different order, would it still be
equivalent? Explain your reasoning.

Grade 7 Unit 6
Lesson 18 99
 18. : Or ani in ork
1. Write two expressions for the area of the big rectangle.

2. se the distributive property to write an expression that is equivalent to

. The boxes can help you organi e your work.

. se the distributive property to write an expression that is equivalent to

.

Are ou read for more

Here is a calendar for pril 2 1 . 1. verage these four numbers. What do
you notice?

2. Choose a different date that is in a

location where it has a date above,
below, and to either side. verage these
four numbers. What do you notice?

Let's choose a date: the 1 th. Look at the

numbers above, below, and to either side of
the 1 th: , 1 , , 11.
. Explain why the same thing will happen
for any date in a location where it has a
date above, below, and to either side.

Grade 7 Unit 6
Lesson 18 100
 Lesson 18 Summar
Working with subtraction and signed numbers can sometimes get tricky. We can apply
what we know about the relationship between addition and subtraction that subtracting
a number gives the same result as adding its opposite to our work with expressions.
Then, we can make use of the properties of addition that allow us to add and group in any
order. This can make calculations simpler. For example:

We can also organi e the work of multiplying signed

numbers in expressions. The product can be
found by drawing a rectangle with the first factor, , on one
side, and the three terms inside the parentheses on the
other side:

ultiply by each term across the top and perform the

multiplications:

eassemble the parts to get the expanded version of the original expression:

Grade 7 Unit 6
Lesson 18 101
 Lesson 18 Practice
Unit 6 Lesson Problems Practice Problems
18 Cumulative
1. For each expression, write an equivalent expression that uses only addition.

a.

b.

c.

2. Use the distributive property to write an expression that is equivalent to each

expression. If you get stuck, consider drawing boxes to help organize your work.

a.

b.

c.

d.

e.

3. Kiran wrote the expression for this number puzzle: “Pick a number, add -2,
and multiply by 5.”

Lin thinks Kiran made a mistake.

a. How can she convince Kiran he made a mistake?

b. What would be a correct expression for this number puzzle?

Grade 7 Unit 6
Lesson 18 102
 . he output from a coal power plant is shown in the table:

ener in e a att n er da

1,2 2.

1,8 3.

, 8

1 , 2

imilarly, the output from a solar power plant is shown in the table:

ener in e a att n er da

1 1

1,2

1, 5 1

ased on the tables, is the energy output in proportion to the number of days for
either plant? If so, write an equation showing the relationship. If not, explain your
reasoning.

From Unit 2, Lesson .

Grade 7 Unit 6
Lesson 18 103
 Lesson 19: Expanding and Factoring
Let's use the distributive property to write expressions in different ways.

19.1: Number Talk: Parentheses

Find the value of each expression mentally.

Grade 7 Unit 6
Lesson 19 104
 19. : Factoring and Expanding ith Negati e Numbers
n each row write the e uivalent expression. f you et stuc use a dia ram to or ani e
your wor . he rst row is provided as an example. ia rams are provided for the rst
three rows.

a t red e anded

Grade 7 Unit 6
Lesson 19 105
 re ou read or more
xpand to create an e uivalent expression that uses the fewest number of
terms . f we wrote a new expression followin the same
pattern so that there were sets of parentheses how could it be expanded into an
e uivalent expression that uses the fewest number of terms

Lesson 19 ummar
e can use properties of operations in different ways to rewrite expressions and create
e uivalent expressions. e have already seen that we can use the distributive property to
e and an expression for example . e can also use the distributive
property in the other direction and a t r an expression for example
.

e can or ani e the wor of usin distributive property to rewrite the expression .
n this case we now the product and need to nd the factors.

he terms of the product o inside

e loo at the expressions and thin about a factor they

have in common. and each have a factor of . e
place the common factor on one side of the lar e rectan le

ow we thin times what is 1 times what is

and write the other factors on the other side of the
rectan le

o is e uivalent to .

Grade 7 Unit 6
Lesson 19 106
 Lesson
Unit 19 Practice
6 Lesson Problems Practice Problems
19 Cumulative
1. a. Expand to write an equivalent expression:

b. Factor to write an equivalent expression:

2. Lin missed math class on the day they worked on expanding and factoring. Kiran is
helping Lin catch up.

a. Lin understands that expanding is using the distributive property, but she
doesn’t understand what factoring is or why it works. How can Kiran explain
factoring to Lin?

b. Lin asks Kiran how the diagrams with boxes help with factoring. What should
Kiran tell Lin about the boxes?

c. Lin asks Kiran to help her factor the expression . How can
Kiran use this example to Lin understand factoring?

3. Complete the equation with numbers that makes the expression on the right side of
the equal sign equivalent to the expression on the left side.

Grade 7 Unit 6
Lesson 19 107
 . Elena makes her favorite shade of purple paint by mixing 3 cups of blue paint,
cups of red paint, and of a cup of white paint. Elena has of a cup of white paint.

a. ssuming she has enough red paint and blue paint, how much purple paint can
Elena make?

b. How much blue paint and red paint will Elena need to use with the of a cup of
white paint?

From nit , Lesson 3.

. olve each equation.

a.

b.

c.

d.

e.

From nit , Lesson 9.

Grade 7 Unit 6
Lesson 19 108
 . elect a the inequalities that have the same solutions as .

C.

E.

F.

From nit , Lesson 13.

Grade 7 Unit 6
Lesson 19 109
 Lesson 20: Combining Like Terms (Part 1)
Let's see how we can tell that expressions are equivalent.

20.1: Why is it True?

Explain why each statement is true.

1.

2. is equivalent to .

3. is equivalent to .

4. is equivalent to 8.

20.2: A’s and B’s

Diego and Jada are both trying to write an expression with fewer terms that is equivalent
to

• Jada thinks is equivalent to the original expression.

• Diego thinks is equivalent to the original expression.

1. We can show expressions are equivalent by writing out all the variables. Explain why
the expression on each row (after the first row) is equivalent to the expression on the
row before it.

Grade 7 Unit 6
Lesson 20 110
 2. ere is another way we can rewrite the expressions. Explain why the expression on
each row (after the first row) is equivalent to the expression on the row before it.

Are you ready or more?

ollow the instructions for a number pu le 1. What is the final number

• ake the number formed by the first 3 2. ow does this number pu le work
digits of your phone number and
multiply it by 40
• dd 1 to the result
• ultiply by 00
• dd the number formed by the last 4 3. an you invent a new number pu le
digits of your phone number and then that gives a surprising result
add it again
• ubtract 00
• ultiply by

20. : aking ides ua

eplace each with an expression that will make the left side of the equation equivalent to
the right side.

et

1.

2.

Grade 7 Unit 6
Lesson 20 111
 3.

4.

heck your results with your partner and resolve any disagreements. ext move on to et
.

et

1.

2.

Grade 7 Unit 6
Lesson 20 112
 3.

4.

Lesson 20 ummary
here are many ways to write equivalent expressions that may look very di erent from
each other. We have several tools to find out if two expressions are equivalent.

• wo expressions are definitely not equivalent if they have di erent values when we
substitute the same number for the variable. or example and
are not equivalent because when is 1 the first expression equals 4 and the second
expression equals .

• f two expressions are equal for many di erent values we substitute for the variable
then the expressions may be equivalent but we don't know for sure. t is impossible
to compare the two expressions for all values. o know for sure we use properties of
operations. or example is equivalent to because

Grade 7 Unit 6
Lesson 20 113
 Lesson 20 Practice
Unit 6 Lesson Problems Practice Problems
20 Cumulative
1. Andre says that and are equivalent because they both equal 16
when is 1. Do you agree with Andre? Explain your reasoning.

2. Select a expressions that can be subtracted from to result in the expression

.

A.

B.

C.

D.

E.

3. Select a the statements that are true for any value of .

A.

B.

C.

D.

E.

F.

Grade 7 Unit 6
Lesson 20 114
 . For each situation would you describe it with or ?

a. he library is having a party for any student who read at least 2 boo s over the
summer. riya read boo s and was invited to the party.

b. iran read boo s over the summer but was not invited to the party.

c.

d.

From nit 6 Lesson 13.

. Consider the problem A water buc et is being lled with water from a water faucet at
a constant rate. hen will the buc et be full? hat information would you need to be
able to solve the problem?

From nit 2 Lesson .

Grade 7 Unit 6
Lesson 20 115
 Lesson 21: Combining Like Terms (Part 2)
Let’s see how to use properties correctly to write equivalent expressions.

21.1: True or False?

Select a the statements that are true. Be prepared to explain your reasoning.

1.

2.

3.

4.

21.2: Seeing it Differently

Some students are trying to write an expression with fewer terms that is equivalent to
.

Noah says, “I worked the problem from left Lin says, “I started inside the parentheses
to right and ended up with .” and ended up with .”

Jada says, “I used the distributive property Andre says, “I also used the distributive
and ended up with .” property, but I ended up with .”

Grade 7 Unit 6
Lesson 21 116
 1. o you agree with any of them xplain your reasoning.

2. or each strategy that you disagree with, nd and describe the errors.

re you rea y or more?

1. Jada’s neighbor said, “ y age is the di erence between twice my age in 4 years and
twice my age 4 years ago.” ow old is Jada’s neighbor

2. Another neighbor said, “ y age is the di erence between twice my age in years and
and twice my age years ago.” ow old is this neighbor

3. A third neighbor had the same claim for 1 years from now and 1 years ago, and a
fourth for 21 years. etermine those neighbors’ ages.

Grade 7 Unit 6
Lesson 21 117
 21. : rou ing Differently
iego was taking a math qui . here was a question on the qui that had the expression
. iego’s teacher told the class there was a typo and the expression was
supposed to have one set of parentheses in it.

1. here could you put parentheses in to make a new expression

that is still equivalent to the original expression ow do you know that your new
expression is equivalent

2. here could you put parentheses in to make a new expression

that is not equivalent to the original expression List as many di erent answers as
you can.

Lesson 21 Summary
ombining like terms allows us to write expressions more simply with fewer terms. But it
can sometimes be tricky with long expressions, parentheses, and negatives. It is helpful to
think about some common errors that we can be aware of and try to avoid

• is not equivalent to . hile it might be tempting to think that subtracting

makes the disappear, the expression is really saying take 1 away from s, and
the distributive property tells us that is equivalent to .

• is not equivalent to . he expression tells us to double an unknown

amount and subtract it from . his is not always the same as taking copies of the
unknown.

• is not equivalent to . he expression tells us to subtract 4 copies

of an amount from , not to take copies of the amount.

If we think about the meaning and properties of operations when we take steps to rewrite
expressions, we can be sure we are getting equivalent expressions and are not changing
their value in the process.

Grade 7 Unit 6
Lesson 21 118
 Lesson
Unit 21 Practice
6 Lesson Problems Practice Problems
21 Cumulative
1. ◦ Noah says that is equivalent to , because the subtraction sign
tells us to subtract everything that comes after .

◦ Elena says that is equivalent to , because the subtraction only

applies to .

Do you agree with either of them? Explain your reasoning.

2. Identify the error in generating an expression equivalent to .

Then correct the error.

3. Select a expressions that are equivalent to .

A.

B.

C.

D.

E.

F.

G.

Grade 7 Unit 6
Lesson 21 119
 . The school marching band has a budget of up to to cover 1 new uniforms and
competition fees that total 3 . ow much can they spend for one uniform?

a. rite an inequality to represent this situation.

b. Solve the inequality and describe what it means in the situation.

From nit , Lesson 1 .

. Solve the inequality that represents each story. Then interpret what the solution
means in the story.

a. For every that Elena earns, she gives dollars to charity. This happens
times this month. Elena wants to be sure she eeps at least 2 from this
month s earnings.

b. Lin buys a candle that is inches tall and burns down inches per minute. She
wants to let the candle burn for minutes until it is less than inches
tall.

From nit , Lesson 1 .

. A certain shade of blue paint is made by mixing quarts of blue paint with quarts
of white paint. If you need a total of 1 .2 gallons of this shade of blue paint, how
much of each color should you mix?

From nit , Lesson 3.

Grade 7 Unit 6
Lesson 21 120
 Lesson 22: Combining Like Terms (Part 3)
Let’s see how we can combine terms in an expression to write it with less terms.

22.1: Are They Equal?

Select all expressions that are equal to .

1.

2.

3.

4.

5.

22.2: X’s and Y’s

Match each expression in column A with an equivalent expression from column B. Be
prepared to explain your reasoning.

A B

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

Grade 7 Unit 6
Lesson 22 121
 22.3: eeing tru ture and a toring
rite each expression with fewer terms. Show or explain your reasoning.

1.

2.

3.

4.

Grade 7 Unit 6
Lesson 22 122
 Lesson 22 ummary
ombining li e terms is a useful strategy that we will see again and again in our future
wor with mathematical expressions. t is helpful to review the things we have learned
about this important concept.

• ombining li e terms is an application of the distributive property. or example

• t often also involves the commutative and associative properties to change the order
or grouping of addition. or example

• e can t change order or grouping when subtracting so in order to apply the

commutative or associative properties to expressions with subtraction we need to
rewrite subtraction as addition. or example

• Since combining li e terms uses properties of operations it results in expressions

that are equivalent.

• he li e terms that are combined do not have to be a single number or variable they
may be longer expressions as well. erms can be combined in any sum where there
is a common factor in all the terms. or example each term in the expression
has a factor of . e can rewrite the
expression with fewer terms by using the distributive property

Grade 7 Unit 6
Lesson 22 123
 Lesson 22 Practice
Unit 6 Lesson Problems Practice Problems
22 Cumulative
1. Jada says, “I can tell that equals 0 just by looking at
it.” Is Jada correct? Explain how you know.

2. In each row, decide whether the expression in column A is equivalent to the

expression in column B. If they are not equivalent, show how to change one
expression to make them equivalent.

A B

a. a.

b. b.

c. c.

d. d.

e. e.

3. For each situation, write an expression for the new balance using as few terms as
possible.

a. A checking account has a balance of -$126.89. A customer makes two deposits,

one times the other, and then withdraws $25.

b. A checking account has a balance of $350. A customer makes two withdrawals,

one $50 more than the other. Then he makes a deposit of $75.

(From Unit 6, Lesson 20.)

Grade 7 Unit 6
Lesson 22 124
 . Tyler is using the distributive property on the expression . ere is his
work

ai thinks Tyler s answer is incorrect. he says, “If expressions are equivalent then
they are equal for any value of the variable. hy don t you try to substitute the same
value for in all the equations and see where they are not equal?”

a. Find the step where Tyler made an error.

b. Explain what he did wrong.

c. orrect Tyler s work.

(From Unit 6, Lesson 21.)

5. a. If is positive, but is negative, what is one number that could

be?

b. If is positive, but is negative, what is one number that could

be?

c. If is positive, but is negative, what is one number that could

be?

(From Unit 6, Lesson 13.)

Grade 7 Unit 6
Lesson 22 125
 Lesson 23: Applications of Expressions
• Let’s use expressions to solve problems.
23.1: Algebra Talk: Equivalent to
Decide whether each expression is equivalent to . Be prepared to explain how
you know.

23.2: Two Ways to Calculate

Usually when you want to calculate something, there is more than one way to do it. For
one or more of these situations, show how the two different ways of calculating are
equivalent to each other.

1. Estimating the temperature in Fahrenheit when you know the temperature in Celsius
a. Double the temperature in Celsius, then add 30.

b. Add 15 to the temperature in Celsius, then double the result.

2. Calculating a 15% tip on a restaurant bill

a. Take 10% of the bill amount, take 5% of the bill amount, and add those two
values together.

b. Multiply the bill amount by 3, divide the result by 2, and then take of that
result.

Grade 7 Unit 6
Lesson 23 126
 3. Changing a distance in miles to a distance in kilometers
a. Take the number of miles, double it, then decrease the result by 20%.

b. Divide the number of miles by 5, then multiply the result by .

23.3: W ic Way

ou have two coupons to the same store one for 20% off and one for 30 off. The cashier
will let you use them both, and will let you decide in which order to use them.

• Mai says that it doesn’t matter in which order you use them. ou will get the same
discount either way.

• ada says that you should apply the 20% off coupon rst, and then the 30 off
coupon.

• an says that you should apply the 30 off coupon rst, and then the 20% off
coupon.

• iran says that it depends on how much you are spending.

Do you agree with any of them Explain your reasoning.

Grade 7 Unit 6
Lesson 23 127
Credits
CKMath K–8 was originally developed by Open Up
Resources and authored by Illustrative Mathematics,
https://www.illustrativemathematics.org,
and is copyrighted as 2017–2019 by Open Up Resources. It
is licensed under the Creative Commons Attribution 4.0
International License (CC BY 4.0). The Open Up Resources
K–8 Math Curriculum is available at: https://
www.openupresources.org/math-curriculum/.

Adaptations and updates to the IM K–8 Math English

language learner supports are copyright 2019 by Open Up
Resources and licensed under the Creative Commons
Attribution 4.0 International License (CC BY 4.0),

Adaptations and updates to IM K–8 Math are copyright

2019 by Illustrative Mathematics, including the additional
English assessments marked as "B", and the Spanish
translation of assessments marked as "B". These adaptions
and updates are licensed under the Creative Commons
Attribution 4.0 International License (CC BY 4.0).

This particular work is based on additional work of the

Core Knowledge® Foundation
(www.coreknowledge.org) made available through
licensing under a Creative Commons Attribution-
NonCommercial-ShareAlike 4.0 International License.

Illustration and Photo Credits

Ivan Pesic / Cover Illustrations

Illustrative Math K–8 / Cover Image, all interior illustrations,

diagrams, and pictures / Copyright 2019 / Licensed under
the Creative Commons Attribution 4.0 International
License (CC BY 4.0).

These materials include public domain images or openly

licensed images that are copyrighted by their respective
owners, unless otherwise noted/credited. Openly licensed
images remain under the terms of their respective licenses.
 CK Math™
Core Knowledge MATHEMATICS™
 CK Math™
Core Knowledge MATHEMATICS™
A comprehensive program for mathematical skills and concepts
as specified in the Core Knowledge Sequence
(content and skill guidelines for Grades K–8).

Core Knowledge MATHEMATICS™

units at this level include:

Scale Drawings
Introducing Proportional Relationships
Measuring Circles
Proportional Relationships and Percentges
Rational Number Arithmetic
Expressions, Equations, and Inequalities
Angles, Triangles, and Prisms
Probability and Sampling
Putting It All Together

www.coreknowledge.org
ISBN: 979-8-88970-864-3

Core Knowledge Curriculum Series™