# Expressions and Equations

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1 Expressions and Equations Standard: CC.6.EE.2 Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5 as 5 y. Standard: CC.6.EE.2A Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5 as 5 y. Students write expressions from verbal descriptions using letters and numbers, understanding order is important in writing subtraction and division problems. Students understand that the expression 5 times any number, n could be represented with 5n and that a number and letter written together means to multiply. All rational numbers may be used in writing expressions when operations are not expected. Students use appropriate mathematical language to write verbal expressions from algebraic expressions. It is important for students to read algebraic expressions in a manner that reinforces that the variable represents a number. Example Set 1: Students read algebraic expressions: as some number plus 21 as well as r plus 21 as some number times 6 as well as n times 6 and s 6 as as some number divided by 6 as well as s divided by 6 Example Set 2: Students write algebraic expressions: 7 less than 3 times a number 3 times the sum of a number and 5 7 less than the product of 2 and a number Twice the difference between a number and 5 The quotient of the sum of x plus 4 and 2

2 Standard: CC.6.EE.2B Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. Students can describe expressions such as 3 (2 + 6) as the product of two factors: 3 and (2 + 6). The quantity (2 + 6) is viewed as one factor consisting of two terms. Terms are the parts of a sum. When the term is an explicit number, it is called a constant. When the term is a product of a number and a variable, the number is called the coefficient of the variable. Students should identify the parts of an algebraic expression including variables, coefficients, constants, and the names of operations (sum, difference, product, and quotient). Variables are letters that represent numbers. There are various possibilities for the number they can represent. Example 1: Consider the following expression: The variables are x and y. There are 4 terms,, 5y, 3x, and 6. There are 3 variable terms,, 5y, and 3x. They have coefficients of 1, 5, and 3 respectively. The coefficient of is 1, since = 1. The term 5y represent 5y s or 5 y. There is one constant term, 6. The expression represents a sum of all four terms.

3 Standard: CC.6.EE.2C Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in realworld problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas and to find the volume and surface area of a cube with sides of length. Students evaluate algebraic expressions, using order of operations as needed. Problems such as example 1 below require students to understand that multiplication is understood when numbers and variables are written together and to use the order of operations to evaluate. Order of operations is introduced throughout elementary grades, including the use of grouping symbols, ( ), { }, and [ ] in 5th grade. Order of operations with exponents is the focus in 6th grade. Example 1: Evaluate the expression when is equal to and is equal to Example 2: Evaluate, when. ( ) ( ) ( ) Note: ( ) ( ) Students may also reason that 5 groups of take away 1 group of would give you 4 groups of. Multiply 4 times to get 14. Example 3: Evaluate when and. Students recognize that two or more terms written together indicates multiplication. )(9) Example 4: Evaluate the following expression when and. substitute the values for x and y raise the numbers to the powers divide 24 by 3 8 Given a context and the formula arising from the context, students could write an expression and then evaluate for any number. Example 5: It costs \$100 to rent the skating rink plus \$5 per person. Write an expression to find the cost for any number (n) of people. What is the cost for 25 people?

4 The cost for any number of people could be found by the expression,. To find the cost of 25 people substitute 25 in for and solve to get. Example 6: The expression can be used to find the total cost of an item with 7% sales tax, where c is the pre-tax cost of the item. Use the expression to find the total cost of an item that cost \$25. Substitute 25 in for c and use order of operations to simplify.

5 Standard: CC.6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. Students use the distributive property to write equivalent expressions. Using their understanding of area models from elementary students illustrate the distributive property with variables. Properties are introduced throughout elementary grades (3.OA.5); however, there has not been an emphasis on recognizing and naming the property. In 6th grade students are able to use the properties and identify by name as used when justifying solution methods (see example 4). Example 1: Given that the width is units and the length can be represented by, the area of the flowers below can be expressed as When given an expression representing area, students need to find the factors. Example 2: The expression can represent the area of the figure below. Students find the greatest common factor (5) to represent the width and then use the distributive property to find the length The factors (dimensions) of this figure would be. Example 3: Students use their understanding of multiplication to interpret as 3 groups of. They use a model to represent x, and make an array to show the meaning of. They can explain why it makes sense that is equal to. An array with 3 columns and x + 2 in each column: Students interpret as referring to one. Thus, they can reason that one plus one plus one must be. They also use the distributive property, the multiplicative identity property of 1, and the commutative property for multiplication to prove that : Example 4: Prove that

7 By substituting 25 in for s and then multiplying, I get (25) = 11 Example 3: Twelve is less than 3 times another number can be shown by the inequality. What numbers could possibly make this a true statement? Since 3 4 is equal to 12 I know the value must be greater than 4. Any value greater than 4 will make the inequality true. Possibilities are, and 200. Given a set of values, students identify the values that make the inequality true. Standard: CC.6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Students write expressions to represent various real-world situations. Example Set 1: a. Write an expression to represent Susan s age in three years, when a represents her present age. b. Write an expression to represent the number of wheels, w, on any number of bicycles. c. Write an expression to represent the value of any number of quarters, q. Solutions: a. b. c. Given a contextual situation, students define variables and write an expression to represent the situation. Example 2: The skating rink charges \$100 to reserve the place and then \$5 per person. Write an expression to represent the cost for any number of people. n = the number of people No solving is expected with this standard; however, 6.EE.2c does address the evaluating of the expressions. Students understand the inverse relationships that can exist between two variables. For example, if Sally has 3 times as many bracelets as Jane, then Jane has the amount of Sally. If S represents the number of bracelets Sally has, the or represents the amount Jane has.

8 Connecting writing expressions with story problems and/or drawing pictures will give students a context for this work. It is important for students to read algebraic expressions in a manner that reinforces that the variable represents a number. Example Set 3: Maria has three more than twice as many crayons as Elizabeth. Write an algebraic expression to represent the number of crayons that Maria has. 2c + 3 where c represents the number of crayons that Elizabeth has An amusement park charges \$28 to enter and \$0.35 per ticket. Write an algebraic expression to represent the total amount spent t where t represents the number of tickets purchased Andrew has a summer job doing yard work. He is paid \$15 per hour and a \$20 bonus when he completes the yard. He was paid \$85 for completing one yard. Write an equation to represent the amount of money he earned. 15h + 20 = 85 where h is the number of hours worked. Describe a problem situation that can be solved using the equation 2c + 3 = 15; where c represents the cost of an item Possible Sarah spent \$15 at a craft store. o She bought one notebook for \$3. o She bought 2 paintbrushes for x dollars. If each paintbrush cost the same amount, what was the cost of one brush? Bill earned \$5.00 mowing the lawn on Saturday. He earned more money on Sunday. Write an expression that shows the amount of money Bill has earned. Solution

9 Standard: CC.6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form for cases in which and x are all nonnegative rational numbers. and Students have used algebraic expressions to generate answers given values for the variable. This understanding is now expanded to equations where the value of the variable is unknown but the outcome is known. For example, in the expression, x + 4, any value can be substituted for the x to generate a numerical answer; however, in the equation x + 4 = 6, there is only one value that can be used to get a 6. Problems should be in context when possible and use only one variable. Students write equations from real-world problems and then use inverse operations to solve one-step equations based on real world situations. Equations may include fractions and decimals with non-negative solutions. Students recognize that dividing by 6 and multiplying by produces the same result. For example, and will produce the same result. Beginning experiences in solving equations require students to understand the meaning of the equation and the solution in the context of the problem. Example 1: Meagan spent \$56.58 on three pairs of jeans. If each pair of jeans costs the same amount, write an algebraic equation that represents this situation and solve to determine how much one pair of jeans cost. Sample Students might say: I created the bar model to show the cost of the three pairs of jeans. Each bar labeled is the same size because each pair of jeans costs the same amount of money. The bar model represents the equation. To solve the problem, I need to divide the total cost of between the three pairs of jeans. I know that it will be more than \$10 each because is only 30 but less than \$20 each because is. If I start with \$15 each, I am up to \$45. I have \$11.58 left. I then give each pair of jeans \$3. That s \$9 more dollars. I only have \$2.58 left. I continue until all the money is divided. I ended up giving each pair of jeans another \$0.86. Each pair of jeans costs \$18.86 ( ). I double check that the jeans cost \$18.86 each because \$18.86 x 3 is \$ Example 2: Julie gets paid \$20 for babysitting. He spends \$1.99 on a package of trading cards and \$6.50 on lunch. Write and solve an equation to show how much money Julie has left., Money left over (m)

10 Standard: CC.6.EE.8 Write an inequality of the form or to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form or have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Many real-world situations are represented by inequalities. Students write inequalities to represent real world and mathematical situations. Students use the number line to represent inequalities from various contextual and mathematical situations. Example 1: The class must raise at least \$100 to go on the field trip. They have collected \$20. Write an inequality to represent the amount of money, m, the class still needs to raise. Represent this inequality on a number line. The inequality represents this situation. Students recognize that possible values can include too many decimal values to name. Therefore, the values are represented on a number line by shading. A number line diagram is drawn with an open circle when an inequality contains a < or > symbol to show solutions that are less than or greater than the number but not equal to the number. The circle is shaded, as in the example above, when the number is to be included. Students recognize that possible values can include fractions and decimals, which are represented on the number line by shading. Shading is extended through the arrow on a number line to show that an inequality has an infinite number of solutions. Example 2: Graph x 4. Example 3: The Flores family spent less than \$ last month on groceries. Write an inequality to represent this amount and graph this inequality on a number line. 200 > x, where x is the amount spent on groceries.

11 Standard: CC.6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. The purpose of this standard is for students to understand the relationship between two variables, which begins with the distinction between dependent and independent variables. The independent variable is the variable that can be changed; the dependent variable is the variable that is affected by the change in the independent variable. Students recognize that the independent variable is graphed on the x-axis; the dependent variable is graphed on the y-axis. Students recognize that not all data should be graphed with a line. Data that is discrete would be graphed with coordinates only. Discrete data is data that would not be represented with fractional parts such as people, tents, records, etc. For example, a graph illustrating the cost per person would be graphed with points since part of a person would not be considered. A line is drawn when both variables could be represented with fractional parts. Students are expected to recognize and explain the impact on the dependent variable when the independent variable changes (As the x variable increases, how does the y variable change?) Relationships should be proportional with the line passing through the origin. Additionally, students should be able to write an equation from a word problem and understand how the coefficient of the dependent variable is related to the graph and /or a table of values. Students can use many forms to represent relationships between quantities. Multiple representations include describing the relationship using language, a table, an equation, or a graph. Translating between multiple representations helps students understand that each form represents the same relationship and provides a different perspective. Example 1: What is the relationship between the two variables? Write an expression that illustrates the relationship Solution

12 Standard: CC.8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form and, where is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. Students recognize perfect squares and cubes, understanding that non-perfect squares and non-perfect cubes are irrational. Students recognize that squaring a number and taking the square root of a number are inverse operations; likewise, cubing a number and taking the cube root are inverse operations. Example 1: and Note: while since the negative is not being squared. This difference is often problematic for students, especially with calculator use. Example 2: ( ) ( result in a negative. ) and Note: There is no negative cube root since multiplying 3 negatives would This understanding is used to solve equations containing square or cube numbers. Rational numbers would have perfect squares or perfect cubes for the numerator and denominator. In the standard, the value of p for square root and cube root equations must be positive. Example 3: Solve Example 5: Solve Note: There are two solutions because will both equal 25. and Example 4: Solve Example 6: Solve:

13 Students understand that in geometry the square root of the area is the length of the side of a square and a cube root of the volume is the length of the side of a cube. Students use this information to solve problems, such as finding the perimeter. Example 7: What is the side length of a square with an area of? The length of one side is 7 ft.

14 Standard: CC.8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as and the population of the world as 7 109, and determine that the world population is more than 20 times larger. Students use scientific notation to express very large or very small numbers. Students compare and interpret scientific notation quantities in the context of the situation, recognizing that if the exponent increases by one, the value increases 10 times. Likewise, if the exponent decreases by one, the value decreases 10 times. Students solve problems using addition, subtraction or multiplication, expressing the answer in scientific notation. Example 1: Write 75,000,000,000 in scientific notation. Example 2: Write in scientific notation x Example 3: Express 2.45 x 245,000 in standard form. Example 4: How much larger is 6 x compared to 2 x? 300 times larger since 6 is 3 times larger than 2 and is 100 times larger than. Example 5: Which is the larger value: 2 x or 9 x? 2 x because the exponent is larger.

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