standard_description: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
problem_activity: Activity
In this activity, students get a chance to practice solving equations with a single variable. The equations resemble the types of equations students see in the associated Algebra 1 lesson after they substitute for a variable. Students will work in pairs and each partner is responsible for answering the questions in either column A or column B. Although each row has two different problems, they share the same answer. Ensure that students work their problems out independently and collaborate with one another when they do not arrive to the same answers. Students construct viable arguments and critique the reasoning of others (MP3) when they resolve errors by critiquing their partner's work or explaining their reasoning.
Launch
Arrange students in groups of 2.
Student Facing
Solve each equation.
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Student Response
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Activity Synthesis
The purpose of the discussion is to recall strategies for solving equations with one variable. Select students to share their solutions including their reasoning for the steps they take.
Some questions for discussion:
"When there is a variable inside parentheses, how did you approach the problem?" (I distributed the value multiplying the parentheses to remove the parentheses then solved the equation as usual.)
"How could you check that your answer works using the original equation?" (I could substitute the value for
\(x\)
into the original equation and determine if the equation is true.)


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