Into the 2

Unknown MATERIALS
Scissors
Expression Explosion
Introduction to Algebraic Expressions
cards
Notecards

Lesson Overview
Students write algebraic expressions and evaluate numeric expressions. They practice writing
algebraic expressions for mathematical word sentences, and then reverse the process. Students
decompose given algebraic expressions by stating the number of terms in each algebraic expression
and listing the terms. Students conclude the lesson by evaluating algebraic expressions individually
and in table form. Finally, they practice composing algebraic expressions from verbal phrases written
with mathematical terminology.

Grade 6 Expressions and Equations

Apply and extend previous understandings of arithmetic to algebraic expressions.
2. Write, read, and evaluate expressions in which letters stand for numbers.
a. Write expressions that record operations with numbers and with letters standing for numbers.
b. 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.
c. Evaluate expressions at specific values of their variables. Include expressions that arise from
formulas used in real-world problems. Perform arithmetic operations, including those involving
whole-number exponents, in the conventional order when there are no parentheses to specify
a particular order (Order of Operations).

Essential Ideas
• A variable is a letter or symbol used to represent quantities.
• An algebraic expression is a mathematical phrase involving at least one variable and sometimes
numbers and operation symbols.
• Situations can be expressed using algebraic expressions.
• A numerical coefficient is a number, or quantity, that is multiplied by a variable in an algebraic
expression.
• If a variable does not have a coefficient, then it is understood to be 1.
• A constant is a number, or quantity, that does not change its value.
• To evaluate an algebraic expression, substitute the given values for the variables and then apply
the order of operation rules to the numerical expression.
LESSON 2: Into the Unknown • M3-23A
 Lesson Structure and Pacing: 2 Days
Day 1
Engage
Getting Started: Do You Speak Math?
Students write expressions that record calculations with numbers. They use prior informal
knowledge of properties of arithmetic to decide which expressions can be written in different ways.
Develop
Activity 2.1: Writing Expressions with Variables
Students calculate the amount of money generated by the sale of school lunches. They generalize
by writing a sentence to describe how much money is generated by the sale of any number of
school lunches. The terms variables, algebraic expression, and coefficient are defined. Students
then rewrite their sentence as an algebraic expression containing multiplication. Students write
additional algebraic expressions and identify coefficients directly from problem situations. Finally,
the context is removed and students write algebraic expressions for mathematical word sentences.

Activity 2.2: Matching Algebraic and Verbal Expressions

Students play Expression Explosion to practice matching verbal and algebraic expressions. The
goal of the game is to create the most correct matches.

Day 2
Activity 2.3: Parts of Algebraic Expressions
Algebraic expressions are viewed as a series of terms linked together by operation signs.
Students decompose given algebraic expressions by stating the number of terms in each
algebraic expressions and listing the terms.

Activity 2.4: Evaluating Algebraic Expressions

Students substitute the value for the given variable to create a numerical expression, and then
follow the Order of Operation Rules as practiced in the previous lesson. They evaluate algebraic
expressions written individually and in table form, most of which contain two steps, such as
multiplication and addition.
Demonstrate
Talk the Talk: Expression Construction
Students construct algebraic expressions given a variety of descriptions. They then create their
own descriptions and challenge their classmates to construct the expressions.

M3-23B • TOPIC 1: Expressions

 Getting Started: Do You Speak Math? ENGAGE

Facilitation Notes
In this activity, students write expressions that record calculations with
numbers. They use prior informal knowledge of properties of arithmetic to
decide which expressions can be written in different ways.

Have students work in pairs or groups to answer Questions 1 through 11. Share
responses as a class. Students are not expected to evaluate the expressions.
Questions to ask
• What is the difference between the expressions 6 1 14 and 14 1 6?
• What is the difference between the expressions 13 2 7 and 7 2 13?
• What is the difference between 172 and 217?
12 4
• What is the difference between ___4
and ___
12
?
Misconception
Students often want to write the expressions in the order they are written.
This causes errors when they are faced with the phrases “less than” and
“subtract from”. Address how order is implied in these phrases. There are
parallel phrases implying addition, but because addition is commutative,
either order is acceptable.

Summary
Mathematical expressions can be written using words or symbols in a variety
of ways.

Activity 2.1 DEVELOP

Writing Expressions with Variables

Facilitation Notes
In this activity, students calculate the amount of money generated by the
sale of school lunches. They generalize by writing a sentence to describe
how much money is generated by the sale of any number of school lunches.
The terms variables, algebraic expression, and coefficient are defined.
Students then rewrite their sentence as an algebraic expression containing
multiplication. Students write additional algebraic expressions and identify
coefficients directly from problem situations. Finally, the context is removed
and students write algebraic expressions for mathematical word sentences.

LESSON 2: Into the Unknown • M3-23C

 Have students work with a partner or in groups to complete Questions 1
through 4. Share responses and discuss new key terms as a class.
Misconception
Variables are defined as letters that represent quantities that vary. Some
students may be confused because when they solved equations with
a letter, it represented one unknown. If the issue arises, explain in the
context of expressions and equations.
Questions to ask
• Why is it easier to use multiplication as opposed to addition to solve
this problem?
• What is the difference between 1.85s and s1.85? Does it matter in
which order this is written? Are they both correct?
• What is the difference between an algebraic expression and an
algebraic equation?
• Do all algebraic expressions have both a numerical coefficient and
a constant?
• If you cannot see the numerical coefficient, what does this mean?
• If you cannot see the constant, what does this mean?
• A coefficient’s value stays the same just like a constant’s value does.
How can you tell the difference between a coefficient and a constant?

Have students work with a partner or in groups to complete Questions 5

through 7. Share responses as a class.
Questions to ask
• What operation did you use to determine how much each person will
pay? Why did you use that operation?
• How did you determine what to place in the numerator? How did you
determine what to place in the denominator?
215 p
• What is the difference between ____ ____
p and 215 ?
• In Question 5, does it make more sense to round up or down?
• How did you know what operation to use when calculating the
number of minutes?
• What is the difference between the expression 300 − m and the
expression m − 300?
• How did you know to use subtraction to get the number of
remaining tickets?
• Why does multiplication make sense to get the descending altitude?
• What formula did you use for volume? for surface area?
• What are other expressions that represent the volume? surface area?

Complete Question 8 as a class activity. Have students complete one

question at a time and check the results immediately; this will allow students
to correct their thinking as they move through the activity. If available, have
students use individual whiteboards where they can hold up their answers.

M3-23D • TOPIC 1: Expressions

 Questions to ask
• What in the wording of the problem helped you know what operation
to use?
• When using what operations do you have to be careful of order?
• Could you write another algebraic expression for this
word expression?
• Are parentheses required for this expression?
Differentiation strategies
For students who struggle,
• Have them generate a list of terms related to addition, subtraction,
multiplication, division, and powers.
• Help them dissect more complicated word expressions by circling
the operation and underlining the terms that go on each side of the
operation sign.

Summary
Algebraic expressions contain one or more variables and can be written to
represent relationships in situations.

Activity 2.2
Matching Algebraic and Verbal Expressions

Facilitation Notes
In this activity, students play Expression Explosion to practice matching
verbal and algebraic expressions. The goal of the game is to create the
most correct matches. The cutouts for the activity are in the TIG at the end
of this lesson's Facilitation Notes.
Distribute the cards, 1 to each student. Have the class get up and search for
their matching card. When a pair identifies a potential match, they should
explain why they think they are a match. Once everyone has found their
matches, have the class discuss the strategies that they used to locate
their match.
Alternate implementation suggestions
Play Expression Explosion as a card game.
• Game Prep: Each small group of 2-3 students cuts out a set of cards
to play Expression Explosion. Each player is dealt 5 cards.
• Game Play: Players determine if they have any matches in their hands
and defend the matches, removing the cards from their hands and
placing in front of them. Then the first player draws a card from the

LESSON 2: Into the Unknown • M3-23E

 deck. If it is a match for one of their cards, the player defends the
match and places the set in front of them. If not, the player must
discard one of their cards and play moves to the next player.
• Winning the game: The player with the most matches at the end of
the game wins.

Match Memory Game. Each pair or group cuts out a set of cards. All cards
are placed face down on the table. Students take turns flipping over two
cards. If they have a match and can defend the match, they continue their
turn until they fail to make a match. If they do not have a match, the next
player gets a turn. Play continues until all of the matches are made
and defended.
Students can individually or with a partner match the verbal and algebraic
expressions. They then write the algebraic expressions on the appropriate
verbal expression cards.

Summary
Two or more algebraic expressions written in words or symbols can
represent the same relationship.

Activity 2.3
Parts of Algebraic Expressions

Facilitation Notes
In this activity, students substitute the value for the given variable to create
a numeric expression, and then follow the Order of Operation Rules as
practiced in the previous lesson. They evaluate algebraic expressions
written individually and in table form, most of which contain two steps, such
as multiplication and addition.

Note
As students are first learning the terminology associated with algebraic
expressions, we are simplifying the language around terms. Students will
later learn that 4x 2 2y can be written as 4x 1(22y), at which time they can
state that there are 2 terms: 4x and 22y. For now, all terms are considered
positive but the operation between terms can be addition or subtraction.

As a class, read through and discuss the introductory paragraph and

the worked example. Have students work with a partner or in groups to
complete Questions 1 and 2. Share responses as a class.

M3-23F • TOPIC 1: Expressions

 Questions to ask
• Compare the definition of “term” when used with a sequence and
when used with an algebraic expression.
• How can you tell how many terms are in an algebraic expression?
• Rewrite the expression with the constant 7 written first. How can
you tell what operation signs to use in front of each term?
Differentiation Strategy
To extend the activity, create questions where you provide students a
list of constraints, and have them write an algebraic expression that fits
those constraints. For example, write an expression with 3 terms, at least
one subtraction sign, a power and a coefficient that is 1.

Summary
Algebraic expressions can have one or more terms.

Activity 2.4
Evaluating Algebraic Expressions

Facilitation Notes
In this activity, students substitute the value for the given variable to
create a numerical expression, and then follow the Order of Operation
Rules as practiced in the previous lesson. They evaluate algebraic
expressions written individually and in table form, most of which contain
two steps, such as multiplication and addition.

Discuss what it means to evaluate an algebraic expression. Have students

work with a partner or in groups to complete Questions 1 and 2. Share
responses as a class.
Questions to ask
• What extra step is required in evaluating an algebraic expression
that is not required when evaluating a numeric expression? (Require
students to show this substitution step.)
• Explain why you decided to use parentheses or not use parentheses
when substituting the value for the variable.
• What Order of Operations Rules did you use to evaluate these
expressions?
• How are Question 1 and Question 2 alike? Different?
• What is another operation equivalent to multiplying by 0.5 in
Question 2 part (d)?

LESSON 2: Into the Unknown • M3-23G

 Differentiation strategy
For students who struggle, you may want to provide a template with
boxes to help them stay organized while calculating each table entry.

Summary
An algebraic expression can be evaluated by substituting a value for the
variable and simplifying.

DEMONSTRATE Talk the Talk: Expression Construction

Facilitation Notes
In this activity, students construct algebraic expressions given a variety of
descriptions. Then they create their own descriptions and challenge their
classmates to construct the expressions.

Have students work individually to answer Question 1. Encourage students

to use a variety of positive rational numbers in their expressions.

Prior to Question 2, conduct a class brainstorming session of all of the

different parts of expressions they know about. Possibilities include term,
coefficient, operation symbol, exponent, power, sum, difference, quotient,
product. Students should use these terms as they create their descriptions.

Have students complete Question 2 on notecards so that they can easily

swap problems. Have the authors write their names or class ID number on
the back of the card. Collect the cards, shuffle them and deal them back
out to the class. Allow students time to construct the expressions and then
return the cards to the authors so that they can reflect on the solution.
Questions to ask
• How did you decide what operation to use in your
algebraic expression?
• Could the algebraic expression be written another way and still be
correct? If so, provide another solution.
• For the questions involving subtraction, how did you determine what
value should have the minus sign in front of it?
• Explain how you constructed your algebraic expression.
• What mathematical terms did you need to know to construct
your expression?

M3-23H • TOPIC 1: Expressions

 • What are the coefficients in your algebraic expression?
• What part(s) of your description might have made it easier or harder for
your classmate to create an expression that fit your description?

Summary
Algebraic expressions can be constructed to represent real-world and
mathematical situations.

LESSON 2: Into the Unknown • M3-23I

 Expression Explosion Algebraic Expressions Cards


n
__ m−7 x ? x2
4

5(m 1 4) 4
__ 7−a
k

1
c 1 __ m14
______ 1j
__
2 5 2

y
_ g
__
y 7d 1 4
5

5d 1 4 b
__ 2z
5

LESSON 2: Into the Unknown • M3-23K

 Expression Explosion Written Expressions Cards

Add 4 to any
Multiply any Divide 4 by any
number and then
number by 2. number.
divide by 5.

Multiply any
Subtract 7 from Divide any
number by 5 and
any number. number by itself.
then add 4.

1
Add __ to any Multiply any Multiply any
2 number by itself
1
number. number by __ . squared.
2

Add 4 to any
Divide any Multiply any
number and then
number by 4. number by 7.
multiply by 5.

Divide any number

Subtract any Divide any
by 5 and then
number from 7. number by 5.
add 4.

LESSON 2: Into the Unknown • M3-23M

 Expression Explosion Answers

Add 4 to any
Multiply any Divide 4 by any
number and then
number by 2. number.
divide by 5. 4
__
m14
2z
______ k
5

Multiply any Divide any

Subtract 7 from
number by 5 and
any number. number by itself.
then add 4. y
_
m2 7 y
5d 1 4

1 Multiply any
Add __ to any Multiply any
2 1 number by itself
number. number by __ .
2 squared.
1
c 1 __ 1
__ j x ? x2
2 2

Add 4 to any
Divide any Multiply any
number and then
number by 4. number by 7.
n
__
multiply by 5.
7d
4 5(m 1 4)

Divide any
Subtract any Divide any
number by 5 and
number from 7. number by 5
then add 4. b
__
g 7−a .
__ 14 5
5

LESSON 2: Into the Unknown • M3-23O

 Warm Up Answers
1. $17.50
2. $43.75

2
3. $62.50

Into the
Unknown
Introduction to Algebraic Expressions

WARM UP LEARNING GOALS

In the school cafeteria, soft pretzels sell for • Write algebraic expressions to represent
$1.25 each. Determine how much money real-world and mathematical situations.
the cafeteria earns in each situation. • Match algebraic and verbal expressions.
1. On Monday, the cafeteria sold 14 soft • Identify parts of an algebraic expression
pretzels. using mathematical terms.
• Evaluate algebraic expressions at specific
2. On Wednesday, the cafeteria sold
values of their variables.
35 soft pretzels.
3. On Thursday, the cafeteria sold 50 soft
KEY TERMS
pretzels.
• variable
• algebraic expression
• coefficient
• term
• evaluate an algebraic expression

You have written and evaluated expressions made up of numbers, but often expressions are
made up of numbers and letters. What situations can be represented by expressions with
letters and how do you evaluate them?

LESSON 2: Into the Unknown • M3-23

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LESSON 2: Into the Unknown • M3-23

Answers
1. 6 1 14
Getting Started
2. 14 1 6
3. 13 2 7
Do You Speak Math?
4. 7 2 13
5. 30 2 23 Rewrite each statement using symbols.

6. 23 − 30 1. fourteen more than six

12
7. ___
4
4
8. ___
12
2. six more than fourteen
1
9. __
4
3 28 or 28 ÷ 4
10. 27 3. seven less than thirteen

11. 72
Which 4. thirteen less than seven
expressions
can be written
in more than 5. twenty-three subtracted from thirty
one way?

6. thirty subtracted from twenty-three

7. the quotient of twelve divided by four

8. the quotient of four divided by twelve

9. one-fourth of twenty-eight

10. two to the seventh power

11. seven squared

M3-24 • TOPIC 1: Expressions

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M3-24 • TOPIC 1: Expressions

 Answers
1a. 55 3 1.85; $101.75
AC T I V I T Y Writing Expressions NOTES 1b. 126 3 1.85; $233.10
2.1 with Variables 1c. 213 3 1.85; $394.05
1d. 1512 3 1.85; $2797.20
2. Multiply the number of
Consider the quantity that changes as you think about the situations
in Question 1.
students buying school
lunches by the cost of
1. A school lunch costs $1.85 for each student. For each situation, each lunch, $1.85.
write a numeric expression to determine how much money is
collected. Then evaluate the expression.
3. s 3 1.85, or 1.85s

a. Fifty-five students purchase a school lunch.

b. One hundred twenty-six students purchase a school lunch.

c. Two hundred thirteen students purchase a school lunch.

d. One thousand five hundred twelve students purchase a

school lunch.

2. Write a sentence to describe how you can determine the

amount of money collected for any number of students buying
school lunches.

In Question 1 there is one quantity that changes or varies—the

number of students who bought school lunches. In mathematics,
letters are often used to represent quantities that vary. These letters
are called variables, and they help you write algebraic expressions to
represent situations. An algebraic expression is an expression that
has at least one variable.

3. Write an algebraic expression to represent the total amount

of money collected for any number of students buying school
lunches.

LESSON 2: Into the Unknown • M3-25

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LESSON 2: Into the Unknown • M3-25

Answers
4. 1.85 A number that is multiplied by a variable in an algebraic expression is
$215 called a coefficient.
5a. ____
25
; $8.60 If a coefficient
is not shown, it 4. Identify a coefficient in the expression you wrote in Question 3.
$215
5b. ____
81
; $2.66 is understood
$215
____ to be 1. So, the
5c. 108 ; $2.00 coefficient of
$215 x is 1.
5d. ____
p 5. The cost to rent a skating rink is $215 for a two-hour party.
6a. The cost will be shared equally among all the people who
attend the party. For each number of attendees, write a
Minutes Left on Card numeric expression to determine how much each person will
pay. Then evaluate the expression.

267 min a. 25 attendees b. 81 attendees

243 min
c. 108 attendees
223 min

6b. 300 2 m
d. Write an algebraic expression to represent how much each
person will pay to attend the skate party.

6. Jimmy has three 300-minute international calling cards.

a. Complete the table to determine how many minutes are left

on each card after each call.

Minutes on Card Duration of Call Minutes Left on Card

300 33 min
300 57 min
300 1 h 17 min

b. Write an algebraic expression that represents the number of

minutes remaining after each call on each card.

M3-26 • TOPIC 1: Expressions

C01_SE_M03_T01_L02.indd 26 3/29/17 11:07 AM

M3-26 • TOPIC 1: Expressions

 Answers
7. Write an algebraic expression to represent each situation. 7a. t 2 125; coefficient: 1
5 5
Identify the coefficient(s). 7b. __
6
a; coefficient: __
6
a. Ben is selling tickets to the school play. How many will he 7c.i. s3; coefficient: 1
have left if he starts with t tickets and sells 125 tickets?
7c.ii. 6s2; coefficient: 6
7d. 6.25x 1 8.75; coefficient:
6.25
5
b. A plane descends to __ of its cruising altitude, a. What is its
new altitude?
6 7e. 35x 1 75y; coefficients: 35
and 75
n
8a. __
7
c. A cube has an edge length of s. 8b. c 1 5

i. What is the volume of the cube?

ii. What is the surface area of the cube?

d. Used paperback books cost $6.25 each with an additional

shipping and handling cost of $8.75. What is the cost of
x books?

e. Chairs cost $35, and sofas cost $75. How much does it cost
to purchase x chairs and y sofas?

8. Write an algebraic expression to represent each

word expression.

a. the quotient of a number n divided by 7

b. 5 more than c

LESSON 2: Into the Unknown • M3-27

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LESSON 2: Into the Unknown • M3-27

Answers
8c. 9 2 m c. m less than 9
1 1
8d. n 3 __
4
or __
4
n NOTES
8e. 3n 2 14 d. one-fourth of a number n
8f. 21 2 6n
1
8g. __
4
n26 e. fourteen less than three times a number n
2
10w
8h. ____
12
f. six times a number n subtracted from 21

g. one-fourth of a number n minus 6

h. ten times the square of a number w divided by 12

AC T I V I T Y Matching Algebraic and

2.2 Verbal Expressions

Let’s play Expression Explosion! You teacher is going to hand out

cards. Your goal is to identify the written or algebraic expression that
corresponds to your card.

Record your pair of matching algebraic and written expressions.

Answers 1. How can you be sure that you have found the correct match?
1. Answers will vary.

M3-28 • TOPIC 1: Expressions

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M3-28 • TOPIC 1: Expressions

 Answers
1a. The terms are the same in
AC T I V I T Y
Parts of Algebraic NOTES both expressions. The first
2.3 Expressions term is 8 and the second
term is 5x.
1b. The first expression
As you learned previously, an algebraic expression contains at least
contains addition, and
one variable and sometimes numbers and operations. A term of an the second expression
algebraic expression is a number, variable, or product of numbers contains subtraction.
and variables. 1c. The number of terms and
the terms themselves are
WORKED EXAMPLE
the same.
Consider the expression 3x 1 4y 2 7.
1d. The operations are
different.
The expression has three terms: 3x, 4y, and 7. The operation
between the first two terms is addition, and the operation between
the second and third term is subtraction.

The first term is 3 The second term is 4 The third term is a

multiplied by the variable x. multiplied by the variable y. constant term of 7.

3x 1 4y 2 7

1. Consider two algebraic expressions: 8 1 5x and 8 2 5x

a. Identify the terms in each algebraic expression.

b. Identify the operation between each term in each

algebraic expression.

c. What is the same in both expressions?

d. What is different in the expressions?

LESSON 2: Into the Unknown • M3-29

C01_SE_M03_T01_L02.indd 29 3/29/17 11:07 AM

ELL Tip
In preparation for Question 1, have English Language Learners design
one or more concept maps using the following words: sequence, term,
quantity, algebraic expression, operation, number, variable, and constant.
Invite students to Pair/Share their maps.

LESSON 2: Into the Unknown • M3-29

Answers
2a. 2 terms. The first term is a 2. Identify the number of terms, and then the terms themselves
constant 4 and the second for each algebraic expression.
term is 3x.
a. 4 2 3x
2b. 3 terms. The first term is
4a, the second term is the
constant 9, and the third b. 4a 2 9 1 3a
term is 3a.
2c. 4 terms. The first term is c. 7b 2 9x 1 3a 2 12
7b, the second term is
9x, the third term is 3a,
and the fourth term is the
constant 12.

AC T I V I T Y
Evaluating Algebraic
2.4 Expressions

To evaluate an algebraic expression means to determine the

value of the expression for a given value of each variable. When you
evaluate an algebraic expression, you substitute the given values for
the variables, and then determine the value of the expression.

Answers Don’t forget to

1. Write a sentence to describe the meaning of each algebraic
expression. Then, evaluate the algebraic expression for the
1a. 3 times x minus 4; 26 use the Order of
given value.
Operations when
1b. 11 minus s; 9 evaluating an
a. 3x 2 4, for x 5 10 b. 11 2 s, for s 5 2
1c. 10 minus z; 2 algebraic expression.

1d. 5 minus the quantity y

1
divided by 4; 4__
2

y
c. 10 2 z, for z 5 8 d. 5 2 __ , for y 5 2
4

M3-30 • TOPIC 1: Expressions

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M3-30 • TOPIC 1: Expressions

 Answers
e. 7 1 5a, for a 5 20 b , for b 5 8
f. __ 1e. 7 plus the quantity 5 times
4
a; 107
1f. b divided by 4; 2
1
2a. 4, 5, 13.3, __
2
5
2b. 1, __
3
, 5, 2.7
5 __ 13 ___
2c. __, 7, ___
3 3 3 3
, 25
2d. 0, 0.5, 0.75, 1.25
2. Complete each table.

a. b.
h 3h 2 2 m 11m

2 0

7
__ 2
__
3 3

5.1 4

5
__ 1.7
6

c. d.
z 2z 1 1
___ p 0.5p
3

1 0

2 1

5 1.5

11 2.5

LESSON 2: Into the Unknown • M3-31

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LESSON 2: Into the Unknown • M3-31

Answers
Sample answers are provided
for Question 1.
NOTES
1a. 11 1 3x TALK the TALK
t 3
1b. ___
11
1 3 2 __
4
m1 7
1c. 12 2 x3 1 x2 Expression Construction
3
1d. 45x225.6 x2 __
2
1. Construct an algebraic expression for each description.

2. Answers will vary. a. There are 2 terms. The first term is a constant. It is
added to the second term, which is a product of a
3. Answers will vary. number and a variable.

b. There are 4 terms. The first term is a variable divided

by 11. This is added to a second term, which is a
constant. The third term is a second variable multiplied
by three-fourths. The third term is subtracted from
the first 2 terms. The last term, a different constant, is
added to the other 3 terms.

c. The cube of a variable subtracted from a constant and

then added to the square of the same variable.

d. A number multiplied by the square of a variable minus a

number multiplied by the same variable minus a constant.

It is your turn to challenge your classmates!

2. Create a description for an algebraic expression and

swap descriptions with a classmate. After you receive the
algebraic expression back from your classmate, answer
Question 3.

3. Did your classmate write an expression that fits

your description?

M3-32 • TOPIC 1: Expressions

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M3-32 • TOPIC 1: Expressions

 Assignment Answers
Write
Assignment 1. variable
2. coefficient
Write Remember 3. constant
Complete each statement with the correct term: algebraic Whenever you perform the
expression, variable, evaluate an algebraic expression, same mathematical process
4. algebraic expression
constant, coefficient. over and over, you can write 5. evaluate an algebraic
1. A(n) is a letter used to represent a quantity a mathematical phrase, called expression
that varies. an algebraic expression, to
2. A(n) is a number, or quantity, that a variable is represent the situation.
multiplied by in an algebraic expression. Practice
3. A number, or quantity, that does not change its value is called
1a. 5.99x
a(n) .
4. A mathematical phrase involving at least one variable is called 1b. $23.96; $59.90
p
a(n) .
2a. __
7
5. To means to determine the
value of the expression. 2b. 21; 35
3a. b 2 5

Practice 3b. $18.45; $49.83

1
Write an algebraic expression to represent each situation. 4a. h 1 2.5 or h 1 2__
2
1. A T-shirt costs $5.99.
a. How much will you spend if you buy x T-shirts? 4b. 5.5; 8
b. Evaluate your expression to calculate the amount of money you will spend if you buy 4 shirts or
10 shirts.
2. You have 7 folders and you want to put the same number of pages in each folder.
a. If you have a total of p pages, how many pages will be in each folder?
b. Evaluate your expression to calculate the number of pages in each folder if you have 147 pages or
245 pages.
3. You have a coupon for $5 off your total bill at Mama’s Meals on Main.
a. How much will you pay after using the coupon if your bill was b dollars?
b. Evaluate your expression to calculate the amount you will pay if your bill was $23.45 or $54.83.
4. You have already read two and a half hours for the Read-a-Thon.
a. How long will you have read if you read an additional h hours?
1
b. Evaluate your expression to calculate the amount of time you will have read if you read 3 or 5__
2
additional hours.

LESSON 2: Into the Unknown • M3-33

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LESSON 2: Into the Unknown • M3-33

Assignment Answers
5. 6t 1 3
6. 224t
m2
7. 16 1 ___
2 Write an algebraic expression that represents each verbal expression.
8. 8(5 1 x) 5. six times a number plus 3
6. four times a number subtracted from 2
9. 2 terms; 6y and 14
7. a number squared divided by 2 and added to 16
10. 3 terms; 7x, 3y, and 12z 8. five plus a number and then multiplied by 8

11. 2 terms; 104a and 224b

Identify the number of terms and then the terms themselves for each algebraic expression.
12. 9 9. 6y 1 14
10. 7x 2 3y 1 12z
13. 26
11. 104a 1 224b
14. 56
Evaluate each algebraic expression for the given value.
12. 34 2 y2 for y 5 5
Stretch
13. m3 1 18 for m 5 2
1. 2c 1 4g, c 5 number of d 1 42 for d 5 70
14. __
5
chickens and g 5 number
of goats
2. 56 Stretch
Farmer Lyndi raises chickens and goats.
3. Answers will vary but there 1. Write an expression for the total number of animal legs on Lyndi’s farm.
must be at least 1 chicken. 2. How many animal legs are on the farm if Lyndi has 16 chickens and 6 goats?
3. Suppose Lyndi counted 74 animal legs on the farm. How many of each animal might Lyndi have
on the farm?
Review
1. 25
2. 30 Review
Evaluate each numeric expression.
3. $2.99 for 10 ounces is the 1. 56 4 8 1 3 ? 6
better buy. 2. 9 ? 8 2 29 1 30 4 15 2 15

4. $1.50 per pound is the Determine which is the better buy.

better buy. 3. $12.99 for 42 ounces or $2.99 for 10 ounces 4. 3 pounds for $5.00 or $1.50 per pound

5. Sample answers. Determine at least two equivalent ratios for each given ratio.
4 eggs
____________ 2 eggs
and 5. _____________ 20 red
6. _______
10 cups of milk 5 cups of milk 12 blue
6 eggs
____________.
15 cups of milk
6. Sample answers.
10 red
______ 5 red
6 blue
and _____
3 blue
M3-34 • TOPIC 1: Expressions

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M3-34 • TOPIC 1: Expressions