Embedded Files
Learning Targets
I understand the similarities and differences between the two main types of equations we are studying in this unit.
When I have a situation or a tape diagram, I can represent it with an equation.
Notes
Notes
In this unit, we encounter two main types of situations that can be represented with an equation. Here is an example of each type:
After adding 8 students to each of 6 same-sized teams, there were 72 students altogether.
After adding an 8-pound box of tennis rackets to a crate with 6 identical boxes of ping pong paddles, the crate weighed 72 pounds.
The first situation has all equal parts, since additions are made to each team. An equation that represents this situation is 6( x + 8 ) = 72, where x represents the original number of students on each team. Eight students were added to each group, there are 6 groups, and there are a total of 72 students.
In the second situation, there are 6 equal parts added to one other part. An equation that represents this situation is 6x + 8 = 72, where x 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 8 pounds, and the crate weighs 72 pounds altogether.
In the first situation, there were 6 equal groups, and 8 students added to each group. 6( x + 8 ) = 72.
In the second situation, there were 6 equal groups, but 8 more pounds in addition to that. 6x + 8 = 72.
Activities
Activities
6.1 Which One Doesn’t Belong: Seeing Structure
6.1 Which One Doesn’t Belong: Seeing Structure
Which equation doesn’t belong? Come up with a reason for each equation.
6.2 Categories of Equations Card Sort
6.2 Categories of Equations Card Sort
Open and/or print PDF → → →
Sort the cards into 2 categories of your choosing. Then, sort the cards into 2 categories in a different way.
Math 7 Unit 6 Leeson 6 Activity Categories of Equations Card Sort.pdf6.3 Even More Situations, Diagrams, and Equations
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.
Which diagram goes with which story? Be prepared to explain your reasoning.
In each diagram, what part of the story does the variable represent?
Write an equation corresponding to each story. If you get stuck, use the diagram.
Find the value of the variable in the story.
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.
Which diagram goes with which story? Be prepared to explain your reasoning.
In each diagram, what part of the story does the variable represent?
Write an equation corresponding to each story. If you get stuck, use the diagram.
Find the value of the variable in the story.
Summary
Summary
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