Algebra 1-Unit 2 Test TGA (50 points) NO OUTSIDE RESOURCES ALLOWED such as websites, apps, etc.

You may use

the Desmos Lessons/recordings, practice tests, YOUR notes, note sheets I gave you, and a basic calculator.

Show all work. Complete digitally or print and complete by hand. Submit to course for grading.

Resources to help with this practice test:

Practice Test Video This video has examples extremely similar to the real test https://docs.google.com/presentation/d/e/2PACX-
1vT_JZoDkRp_NkVK4GbeeWM4ZqnqAkF6Z3UPwM5w6907T_rRkNHvhq

(Like Test Questions) problems below. QS3elbWq9wZiritlskxYKRwGLH/pub?start=false&loop=false&delayms=6

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Need more help understanding the topics from the practice

More Help on test test? Click on this link to get even more help understanding https://docs.google.com/document/d/11_maaicCWKbRyzEZSKu8DfPT6

questions the skills needed for the test (from Desmos Lessons you byfxFKAFkQ8nB-JC4c/edit?usp=sharingg

should have already completed).

Kami Resources for • Info on correct tools to use https://docs.google.com/document/d/1fZ80JoT2Qoh0E2vafi5OTW2I6fl

Students • Keyboard Shortcuts and math symbols MylxqcVTubGdk0HI/edit?usp=sharing

1. Melissa and Kristina are solving the same equation: 2(𝑥 − 4) + 4 = 16.
The table below shows their FIRST step in solving the equation.
Melissa says: Kristina says:
In Step 1 of solving this problem, I will divide In Step 1 of solving this problem, I will multiply 2 by
everything in the equation by 2 to get: each term inside the parenthesis to get:
(𝑥 − 4) + 2 = 8 2𝑥 − 8 + 4 = 16

1a) Mrs. Chow gives them both full credit for completing the problem correctly. How is this possible?
*We already know they arrive at the same correct answer. How else can you explain why both methods work?
Both methods work, since each of them follow the rules correctly in solving equations. Melissa correctly
uses the Division Property of Equality by dividing every part on both sides of the equation by 2, which
when dividing on part by 2 all parts must be divided by 2. Kristina's method works since she correctly
uses the Distributive Property to simplify both sides of the equation first, before using any of the
Properties of Equality to isolate the variable.
1b) Solve the equation. Justify each step using the word bank provided. *Properties may be used more than once!
Addition Property Subtraction Property Multiplication Property Division Property Distributive Combine
Given
of Equality of Equality of Equality of Equality Property Like Terms
Justifications for each step:
𝟐(𝒙 − 𝟒) − 𝟗 = 𝟑(𝟐𝒙 + 𝟏) + 𝟒 Given

2x -8 -9 = 6x + 3 + 4 Distributive Property

2x -17 = 6x +7 Combine Like Terms

-6x -6x Subtraction Property Of Equality

4x -17 = 7
+17 +17 Addition Property Of Equality

4x = 24
Division Property Of Equality
4 4

Unit 2 Test Page 1 of 3

Algebra 1-Unit 2 Test TGA (50 points) NO OUTSIDE RESOURCES ALLOWED such as websites, apps, etc. You may use
the Desmos Lessons/recordings, practice tests, YOUR notes, note sheets I gave you, and a basic calculator.

Show all work. Complete digitally or print and complete by hand. Submit to course for grading.

2. Complete the questions in the tables below:

2a) 𝟑𝒙 ≥ 𝟏𝟖 2b) −𝟑𝒙 ≥ −𝟏𝟖 2c) 𝟑𝒙 = 𝟏𝟖

2a) Show work here to solve: 2b) Show work here to solve: 2c) Show work here to solve:
3x ÷ 3 ≥ 18 ÷ 3 -3x ÷ (-3) ≤ - 18 ÷ (-3) 3x ÷ 3 = 18 ÷ 3
x ≥ 18 ÷ 3 x = 18 ÷ 3
x ≤ -18 ÷ (-3)
x≥6 x= 6
x ≤18 ÷ 3
x≤6
2a) Final answer: x ≥ 6 2b) Final answer: 2c) Final answer:
x≤6 x=6

2d) The solutions to 2a, 2b, and 2c

are similar because… They all have a solution of 6.

2e) The solutions to 2a and 2b are

2a has solutions that are greater than 6 and 2b which has solutions
different because…
that are less than 6.

2f) The solution to 2c is different 2c only has one solution because it's an equation, 2a and 2b are
from 2a and 2b because…
inequalities, so they have an infinite number of solutions.

Unit 2 Test Page 2 of 3

Algebra 1-Unit 2 Test TGA (50 points) NO OUTSIDE RESOURCES ALLOWED such as websites, apps, etc. You may use
the Desmos Lessons/recordings, practice tests, YOUR notes, note sheets I gave you, and a basic calculator.

Show all work. Complete digitally or print and complete by hand. Submit to course for grading.

3. You want to buy a newest gaming system, which costs $500. In addition, you want to be able to buy the accessories
that go with it (e.g., controllers, games, headset, etc.). You already have $150 saved up from your birthday but decide to
ask your neighbors if you could wash their dogs to earn more money. You charge $10 per dog.

How many dogs must you wash before you have enough money to buy the gaming system and additional accessories?

3a) You need a variable to represent the unknown amount. 3b) Write a mathematical expression to represent the
Define the variable you will use to represent this situation. sentence: “You charge $10 per dog.”
x = The number of dogs that need to be washed.
10x

3c) Would an equation or inequality be best for this situation? Explain your reasoning.
Do not create your equation or inequality yet!

I would need more than $500 to buy everything I wanted, the system and accessories. An inequality
would be best in this situations since an equation would imply that I need exactly $500, which is
not what my goal is in this scenario.

3d) Write an equation or inequality to represent the 3e) Write a complete sentence that explains what
situation. Then solve for your variable. your solution means in terms of the situation.
x represents the number of dogs washed. x > 35
indicates that I have to wash more than 35 dogs
to be able to afford the gaming system and
10x + 150 > 500
-150 -150 accessories.

10x >
10 10
x > 35
3f) Assuming the system costs exactly $500 (ignoring taxes), how much extra money would you be able to spend on
accessories if you washed 60 dogs? Explain and show your work to justify your answer.

By substituting 60 for x, I would earn $800. The gaming system

10x + 150 > 500
costs $500, which leaves me with $300 to spend on accessories.
10(60) + 150 > 500
600 + 200 > 500
800 > 500

Unit 2 Test Page 3 of 3