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Algebra I Module 1

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Eureka Math: A Story of Functions Contributors
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 A STORY OF FUNCTIONS

Mathematics Curriculum
ALGEBRA I • MODULE 1

Table of Contents 1
Relationships Between Quantities and
Reasoning with Equations and Their Graphs
Module Overview............................................................................................................................... 3
Topic A: Introduction to Functions Studied this Year—Graphing Stories (N-Q.A.1, N-Q.A.2, N-Q.A.3,
A-CED.A.2) .......................................................................................................................... 15
Lesson 1: Graphs of Piecewise Linear Functions......................................................................... 17
Lesson 2: Graphs of Quadratic Functions .................................................................................. 24
Lesson 3: Graphs of Exponential Functions ............................................................................... 35
Lesson 4: Analyzing Graphs—Water Usage During a Typical Day at School .................................... 45
Lesson 5: Two Graphing Stories .............................................................................................. 53
Topic B: The Structure of Expressions (A-SSE.A.2, A-APR.A.1) ................................................................. 63
Lesson 6: Algebraic Expressions—The Distributive Property ........................................................ 65
Lesson 7: Algebraic Expressions—The Commutative and Associative Properties............................. 76
Lesson 8: Adding and Subtracting Polynomials .......................................................................... 89
Lesson 9: Multiplying Polynomials ........................................................................................... 98
Mid-Module Assessment and Rubric..................................................................................................106
Topics A through B (assessment 2 days, return and remediation or further applications ϰ days)
Topic C: Solving Equations and Inequalities (A-CED.A.3, A-CED.A.4, A-REI.A.1, A-REI.B.3, A-REI.C.5,
A-REI.C.6, A-REI.D.10, A-REI.D.12).........................................................................................133
Lesson 10: True and False Equations .......................................................................................135
Lesson 11: Solution Sets for Equations and Inequalities .............................................................145
Lesson 12: Solving Equations .................................................................................................160
Lesson 13: Some Potential Dangers when Solving Equations ......................................................170
Lesson 14: Solving Inequalities...............................................................................................179
Lesson 15: Solution Sets of Two or More Equations (or Inequalities) Joined by “And” or “Or” .........188
Lesson 16: Solving and Graphing Inequalities Joined by “And” or “Or” .........................................198

1Each lesson is ONE day, and ONE day is considered a 45-minute period.

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Lesson 17: Equations Involving Factored Expressions ................................................................206

Lesson 18: Equations Involving a Variable Expression in the Denominator ....................................214
Lesson 19: Rearranging Formulas ...........................................................................................222
Lesson 20: Solution Sets to Equations with Two Variables ..........................................................230
Lesson 21: Solution Sets to Inequalities with Two Variables .......................................................238
Lessons 22–23: Solution Sets to Simultaneous Equations ...........................................................248
Lesson 24: Applications of Systems of Equations and Inequalities ...............................................266
Topic D: Creating Equations to Solve Problems (N-Q.A.1, A-SSE.A.1, A-CED.A.1, A-CED.A.2, A-REI.B.3) .......273
Lesson 25: Solving Problems in Two Ways—Rates and Algebra...................................................275
Lessons 26–27: Recursive Challenge Problem—The Double and Add 5 Game................................288
Lesson 28: Federal Income Tax ..............................................................................................304
End-of-Module Assessment and Rubric..............................................................................................312
Topics A through D (assessment 2 days, return and remediation or further applications ϰ days)

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Algebra I • Module 1
Relationships Between Quantities and
Reasoning with Equations and Their Graphs

OVERVIEW
By the end of Grade 8, students have learned to solve linear equations in one variable and have applied
graphical and algebraic methods to analyze and solve systems of linear equations in two variables. Now,
students are introduced to nonlinear equations and their graphs. Students formalize their understanding of
equivalent algebraic expressions and begin their study of polynomial expressions. Further, they learn that
there are some actions that, when applied to the expressions on both sides of an equal sign, will not result in
an equation with the same solution set as the original equation. Finally, they encounter problems that induce
the full modeling cycle, as it is described in the Common Core Learning Standards for Mathematics.
In Topic A, students explore the main functions that they will work with in Algebra I: linear, quadratic, and
exponential. The goal is to introduce students to these functions by having them make graphs of situations
(usually based upon time) in which the functions naturally arise (A-CED.A.2). As they graph, they reason
abstractly and quantitatively as well as choose and interpret units to solve problems related to the graphs
they create (N-Q.A.1, N-Q.A.2, N-Q.A.3).
In middle school, students applied the properties of operations to add, subtract, factor, and expand
expressions (6.EE.A.3, 6.EE.A.4, 7.EE.A.1, 8.EE.A.1). Now, in Topic B, students use the structure of
expressions to define what it means for two algebraic expressions to be equivalent. In doing so, they discern
that the commutative, associative, and distributive properties help link each of the expressions in the
collection together, even if the expressions look very different themselves (A-SSE.A.2). They learn the
definition of a polynomial expression and build fluency in identifying and generating polynomial expressions
as well as adding, subtracting, and multiplying polynomial expressions (A-APR.A.1). The Mid-Module
Assessment follows Topic B.
Throughout middle school, students practice the process of solving linear equations (6.EE.B.5, 6.EE.B.7,
7.EE.B.4, 8.EE.C.7) and systems of linear equations (8.EE.C.8). Now, in Topic C, instead of just solving
equations, they formalize descriptions of what they learned before (variable, solution sets, etc.) and are able
to explain, justify, and evaluate their reasoning as they strategize methods for solving linear and nonlinear
equations (A-REI.A.1, A-REI.B.3, A-CED.A.4). Students take their experience solving systems of linear
equations further as they prove the validity of the addition method, learn a formal definition for the graph of
an equation and use it to explain the reasoning of solving systems graphically, and represent the solution to
systems of linear inequalities graphically (A-CED.A.3, A-REI.C.5, A-REI.C.6, A-REI.D.10, A-REI.D.12).
In Topic D, students are formally introduced to the modeling cycle (see page 61 of the CCLS) through
problems that can be solved by creating equations and inequalities in one variable, systems of equations, and
graphing (N-Q.A.1, A-SSE.A.1, A-CED.A.1, A-CED.A.2, A-REI.B.3). The End-of-Module Assessment follows
Topic D.

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Focus Standards
Reason quantitatively and use units to solve problems.
N-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the
scale and the origin in graphs and data displays. ƾ
ƾ
N-Q.A.2 2 Define appropriate quantities for the purpose of descriptive modeling.
N-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities. ƾ

Interpret the structure of expressions.

A-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. ƾ
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single
entity. For example, interpret ܲ(1 + ‫ ݊)ݎ‬as the product of ܲ and a factor not
depending on ܲ.
A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it. For example, see ‫ ݔ‬ସ െ ‫ ݕ‬ସ
as (‫ ݔ‬ଶ )ଶ െ (‫ ݕ‬ଶ )ଶ, thus recognizing it as a difference of squares that can be factored as
(‫ ݔ‬ଶ െ ‫ ݕ‬ଶ)(‫ ݔ‬ଶ + ‫ ݕ‬ଶ).

Perform arithmetic operations on polynomials.

A-APR.A.1 Understand that polynomials form a system analogous to the integers, namely, they are
closed under the operations of addition, subtraction, and multiplication; add, subtract, and
multiply polynomials.

Create equations that describe numbers or relationships.

A-CED.A.1 3 Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions. ƾ
A-CED.A.2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales. ƾ
A-CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or non-viable options in a modeling context.
For example, represent inequalities describing nutritional and cost constraints on
combinations of different foods. ƾ

2This standard will be assessed in Algebra I by ensuring that some modeling tasks (involving Algebra I content or securely held content
from Grades 6-8) require the student to create a quantity of interest in the situation being described.
3In Algebra I, tasks are limited to linear, quadratic, or exponential equations with integer exponents.

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A-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations. For example, rearrange Ohm’s law ܸ = ‫ ܴܫ‬to highlight resistance ܴ. ƾ

Understand solving equations as a process of reasoning and explain the reasoning.

A-REI.A.1 Explain each step in solving a simple equation as following from the equality of numbers
asserted at the previous step, starting from the assumption that the original equation has a
solution. Construct a viable argument to justify a solution method.

Solve equations and inequalities in one variable.

A-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.

Solve systems of equations.

A-REI.C.5 Prove that, given a system of two equations in two variables, replacing one equation by the
sum of that equation and a multiple of the other produces a system with the same
solutions.
A-REI.C.6 4 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on
pairs of linear equations in two variables.

Represent and solve equations and inequalities graphically.

A-REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line).
A-REI.D.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the
boundary in the case of a strict inequality), and graph the solution set to a system of linear
inequalities in two variables as the intersection of the corresponding half-planes.

4Tasks have a real-world context. In Algebra I, tasks have hallmarks of modeling as a mathematical practice (less defined tasks, more
of the modeling cycle, etc.).

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Foundational Standards
Apply and extend previous understandings of numbers to the system of rational numbers.
6.NS.C.7 Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative position of two
numbers on a number line diagram. For example, interpret െ3 > െ7 as a statement
that െ3 is located to the right of െ7 on a number line oriented from left to right.
b. Write, interpret, and explain statements of order for rational numbers in real-world
contexts. For example, write െ3°‫ > ܥ‬െ7°‫ ܥ‬to express the fact that െ3°‫ ܥ‬is warmer
than െ7°‫ܥ‬.

Apply and extend previous understandings of arithmetic to algebraic expressions.

6.EE.A.3 Apply the properties of operations to generate equivalent expressions. For example, apply
the distributive property to the expression 3(2 + ‫ )ݔ‬to produce the equivalent
expression 6 + 3‫ ;ݔ‬apply the distributive property to the expression 24‫ ݔ‬+ 18‫ ݕ‬to produce
the equivalent expression 6(4‫ ݔ‬+ 3‫ ;)ݕ‬apply properties of operations to ‫ ݕ‬+ ‫ ݕ‬+ ‫ ݕ‬to
produce the equivalent expression 3‫ݕ‬.
6.EE.A.4 Identify when two expressions are equivalent (i.e., when the two expressions name the
same number regardless of which value is substituted into them). For example, the
expressions ‫ ݕ‬+ ‫ ݕ‬+ ‫ ݕ‬and 3‫ ݕ‬are equivalent because they name the same number
regardless of which number ‫ ݕ‬stands for.

Reason about and solve one-variable equations and inequalities.

6.EE.B.5 Understand solving an equation or inequality as a process of answering a question: which
values from a specified set, if any, make the equation or inequality true? Use substitution to
determine whether a given number in a specified set makes an equation or inequality true.
6.EE.B.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.
6.EE.B.7 Solve real-world and mathematical problems by writing and solving equations of the form
‫ ݔ‬+ ‫ ݍ = ݌‬and ‫ ݍ = ݔ݌‬for cases in which ‫݌‬, ‫ ݍ‬and ‫ ݔ‬are all nonnegative rational numbers.
6.EE.B.8 Write an inequality of the form ‫ ܿ > ݔ‬or ‫ ܿ < ݔ‬to represent a constraint or condition in a
real-world or mathematical problem. Recognize that inequalities of the form ‫ ܿ > ݔ‬or
‫ ܿ < ݔ‬have infinitely many solutions; represent solutions of such inequalities on number line
diagrams.

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Use properties of operations to generate equivalent expressions.

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients.
7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed
light on the problem and how the quantities in it are related. For example,
ܽ + 0.05ܽ = 1.05ܽ means that “increase by 5%” is the same as “multiply by 1.05.”

Solve real-life and mathematical problems using numerical and algebraic expressions and
equations.
7.EE.B.3 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.
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and
construct simple equations and inequalities to solve problems by reasoning about the
quantities.
a. Solve word problems leading to equations of the form ‫ ݔ݌‬+ ‫ ݎ = ݍ‬and ‫ ݔ(݌‬+ ‫ݎ = )ݍ‬,
where ‫݌‬, ‫ݍ‬, and ‫ ݎ‬are specific rational numbers. Solve equations of these forms
fluently. Compare an algebraic solution to an arithmetic solution, identifying the
sequence of the operations used in each approach. For example, the perimeter of a
rectangle is 54 cm. Its length is 6 cm. What is its width?
b. Solve word problems leading to inequalities of the form ‫ ݔ݌‬+ ‫ ݎ > ݍ‬or ‫ ݔ݌‬+ ‫ݎ < ݍ‬,
where ‫݌‬, ‫ݍ‬, and ‫ ݎ‬are specific rational numbers. Graph the solution set of the
inequality and interpret it in the context of the problem. For example: As a
salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay
to be at least $100. Write an inequality for the number of sales you need to make, and
describe the solutions.

Work with radicals and integer exponents.

8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical
expressions. For example, 3ଶ × 3–ହ = 3–ଷ = 1/3ଷ = 1/2଻.
8.EE.A.2 Use square root and cube root symbols to represent solutions to equations of the form
‫ ݔ‬ଶ = ‫ ݌‬and ‫ ݔ‬ଷ = ‫݌‬, where ‫ ݌‬is a positive rational number. Evaluate square roots of small
perfect squares and cube roots of small perfect cubes. Know that ξ2 is irrational.

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Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.C.7 Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many
solutions, or no solutions. Show which of these possibilities is the case by successively
transforming the given equation into simpler forms, until an equivalent equation of the
form ‫ܽ = ݔ‬, ܽ = ܽ, or ܽ = ܾ results (where ܽ and ܾ are different numbers).
b. Solve linear equations with rational number coefficients, including equations whose
solutions require expanding expressions using the distributive property and collecting
like terms.
8.EE.C.8 Analyze and solve pairs of simultaneous linear equations.
a. Understand that solutions to a system of two linear equations in two variables
correspond to points of intersection of their graphs, because points of intersection
satisfy both equations simultaneously.
b. Solve systems of two linear equations in two variables algebraically, and estimate
solutions by graphing the equations. Solve simple cases by inspection. For example,
3‫ ݔ‬+ 2‫ = ݕ‬5 and 3‫ ݔ‬+ 2‫ = ݕ‬6 have no solution because 3‫ ݔ‬+ 2‫ ݕ‬cannot
simultaneously be 5 and 6.
c. Solve real-world and mathematical problems leading to two linear equations in two
variables. For example, given coordinates for two pairs of points, determine whether
the line through the first pair of points intersects the line through the second pair.

Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them. Students are presented with
problems that require them to try special cases and simpler forms of the original problem to
gain better understanding of the problem.
MP.2 Reason abstractly and quantitatively. Students analyze graphs of non-constant rate
measurements and reason from the shape of the graphs to infer what quantities are being
displayed and consider possible units to represent those quantities.
MP.3 Construct viable arguments and critique the reasoning of others. Students reason about
solving equations using if-then moves based on equivalent expressions and properties of
equality and inequality. They analyze when an if-then move is not reversible.
MP.4 Model with mathematics. Students have numerous opportunities in this module to solve
problems arising in everyday life, society, and the workplace from modeling bacteria growth
to understanding the federal progressive income tax system.
MP.6 Attend to precision. Students formalize descriptions of what they learned before (variables,
solution sets, numerical expressions, algebraic expressions, etc.) as they build equivalent
expressions and solve equations. Students analyze solution sets of equations to determine
processes (e.g., squaring both sides of an equation) that might lead to a solution set that
differs from that of the original equation.

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MP.7 Look for and make use of structure. Students reason with and about collections of
equivalent expressions to see how all the expressions in the collection are linked together
through the properties of operations. They discern patterns in sequences of solving
equation problems that reveal structures in the equations themselves: 2‫ ݔ‬+ 4 = 10,
2(‫ ݔ‬െ 3) + 4 = 10, 2(3‫ ݔ‬െ 4) + 4 = 10, etc.
MP.8 Look for and express regularity in repeated reasoning. After solving many linear equations
in one variable (e.g., 3‫ ݔ‬+ 5 = 8‫ ݔ‬െ 17), students look for general methods for solving a
generic linear equation in one variable by replacing the numbers with letters: ܽ‫ ݔ‬+ ܾ =
ܿ‫ ݔ‬+ ݀. They have opportunities to pay close attention to calculations involving the
properties of operations, properties of equality, and properties of inequality as they find
equivalent expressions and solve equations, noting common ways to solve different types of
equations.

Terminology
New or Recently Introduced Terms
ƒ Algebraic Expression (An algebraic expression is either: (1) a numerical symbol or a variable symbol
or (2) the result of placing previously generated algebraic expressions into the two blanks of one of
the four operators ((__) + (__), (__) െ (__), (__) × (__), (__) ÷ (__)) or into the base blank of an
exponentiation with an exponent that is a rational number.)
ƒ Constant Term of a Polynomial in Standard Form (The constant term is the value of the numerical
expression found by substituting 0 into all the variable symbols of the polynomial, namely ܽ଴.)
ƒ Degree of a Monomial (The degree of a nonzero monomial is the sum of the exponents of the
variable symbols that appear in the monomial.)
ƒ Degree of a Polynomial in Standard Form (The degree of a polynomial in standard form is the
highest degree of the terms in the polynomial, namely ݊.)
ƒ Equivalent Algebraic Expressions (Two algebraic expressions are equivalent if we can convert one
expression into the other by repeatedly applying the commutative, associative, and distributive
properties and the properties of rational exponents to components of the first expression.)
ƒ Equivalent Numerical Expressions (Two numerical expressions are equivalent if they evaluate to the
same number.)
ƒ Graph of an Equation in Two Variables (The set of all points in the coordinate plane that are
solutions to an equation in two variables is called the graph of the equation.)
ƒ Leading Term and Leading Coefficient of a Polynomial in Standard Form (The term ܽ௡ ‫ ݔ‬௡ is called
the leading term, and ܽ௡ is called the leading coefficient.)
ƒ Monomial (A monomial is a polynomial expression generated using only the multiplication operator
(__ × __). Monomials are products whose factors are numerical expressions or variable symbols.)
ƒ Numerical Expression (A numerical expression is an algebraic expression that contains only
numerical symbols (no variable symbols) and that evaluates to a single number.)
ƒ Numerical Symbol (A numerical symbol is a symbol that represents a specific number.)

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ƒ Piecewise Linear Function (Given a finite number of non-overlapping intervals on the real number
line, a (real) piecewise linear function is a function from the union of the intervals to the set of real
numbers such that the function is defined by (possibly different) linear functions on each interval.)
ƒ Polynomial Expression (A polynomial expression is either: (1) a numerical expression or a variable
symbol or (2) the result of placing two previously generated polynomial expressions into the blanks
of the addition operator (__ + __) or the multiplication operator (__ × __).)
ƒ Solution (A solution to an equation with one variable is a number in the domain of the variable that,
when substituted for all instances of the variable in both expressions, makes the equation a true
number sentence.)
ƒ Solution Set (The set of solutions of an equation is called its solution set.)
ƒ Standard Form of a Polynomial Expression in One Variable (A polynomial expression with one
variable symbol ‫ ݔ‬is in standard form if it is expressed as ܽ௡ ‫ ݔ‬௡ + ܽ௡ିଵ ‫ ݔ‬௡ିଵ + ‫ ڮ‬+ ܽଵ ‫ ݔ‬+ ܽ଴ , where
݊ is a nonnegative integer, and ܽ଴ ,ܽଵ ,ܽଶ ,… , ܽ௡ are constant coefficients with ܽ௡ ് 0. A polynomial
expression in ‫ ݔ‬that is in standard form is often called a polynomial in ‫ݔ‬.)
ƒ Variable Symbol (A variable symbol is a symbol that is a placeholder for a number. It is possible that
a question may restrict the type of number that a placeholder might permit, maybe integers only or
a positive real number, for instance.)
ƒ Zero Product Property (The Zero Product Property states that given real numbers, ܽ and ܾ, if
ܽ ή ܾ = 0 then either ܽ = 0 or ܾ = 0, or both ܽ and ܾ = 0 .)

Familiar Terms and Symbols 5

ƒ Equation
ƒ Formula
ƒ Identity
ƒ Inequality
ƒ Linear Function
ƒ Properties of Equality
ƒ Properties of Inequality
ƒ Solve
ƒ System of Equations
ƒ Term

Suggested Tools and Representations

ƒ Coordinate Plane
ƒ Equations and Inequalities

5
These are terms and symbols students have seen previously.

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Preparing to Teach a Module

Preparation of lessons will be more effective and efficient if there has been an adequate analysis of the
module first. Each module in A Story of Functions can be compared to a chapter in a book. How is the
module moving the plot, the mathematics, forward? What new learning is taking place? How are the topics
and objectives building on one another? The following is a suggested process for preparing to teach a
module.

Step 1: Get a preview of the plot.

A: Read the Table of Contents. At a high level, what is the plot of the module? How does the story
develop across the topics?
B: Preview the module’s Exit Tickets to see the trajectory of the module’s mathematics and the nature
of the work students are expected to be able to do.
Note: When studying a PDF file, enter “Exit Ticket” into the search feature to navigate from one Exit
Ticket to the next.

Step 2: Dig into the details.

A: Dig into a careful reading of the Module Overview. While reading the narrative, liberally reference
the lessons and Topic Overviews to clarify the meaning of the text—the lessons demonstrate the
strategies, show how to use the models, clarify vocabulary, and build understanding of concepts.
B: Having thoroughly investigated the Module Overview, read through the Student Outcomes of each
lesson (in order) to further discern the plot of the module. How do the topics flow and tell a
coherent story? How do the outcomes move students to new understandings?

Step 3: Summarize the story.

Complete the Mid- and End-of-Module Assessments. Use the strategies and models presented in the
module to explain the thinking involved. Again, liberally reference the lessons to anticipate how students
who are learning with the curriculum might respond.

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Preparing to Teach a Lesson

A three-step process is suggested to prepare a lesson. It is understood that at times teachers may need to
make adjustments (customizations) to lessons to fit the time constraints and unique needs of their students.
The recommended planning process is outlined below. Note: The ladder of Step 2 is a metaphor for the
teaching sequence. The sequence can be seen not only at the macro level in the role that this lesson plays in
the overall story, but also at the lesson level, where each rung in the ladder represents the next step in
understanding or the next skill needed to reach the objective. To reach the objective, or the top of the
ladder, all students must be able to access the first rung and each successive rung.

Step 1: Discern the plot.

A: Briefly review the module’s Table of Contents, recalling the overall story of the module and analyzing
the role of this lesson in the module.
B: Read the Topic Overview related to the lesson, and then review the Student Outcome(s) and Exit
Ticket of each lesson in the topic.
C: Review the assessment following the topic, keeping in mind that assessments can be found midway
through the module and at the end of the module.

Step 2: Find the ladder.

A: Work through the lesson, answering and completing
each question, example, exercise, and challenge.
B: Analyze and write notes on the new complexities or
new concepts introduced with each question or
problem posed; these notes on the sequence of new
complexities and concepts are the rungs of the ladder.
C: Anticipate where students might struggle, and write a
note about the potential cause of the struggle.
D: Answer the Closing questions, always anticipating how
students will respond.

Step 3: Hone the lesson.

Lessons may need to be customized if the class period is not long enough to do all of what is presented
and/or if students lack prerequisite skills and understanding to move through the entire lesson in the
time allotted. A suggestion for customizing the lesson is to first decide upon and designate each
question, example, exercise, or challenge as either “Must Do” or “Could Do.”
A: Select “Must Do” dialogue, questions, and problems that meet the Student Outcome(s) while still
providing a coherent experience for students; reference the ladder. The expectation should be that
the majority of the class will be able to complete the “Must Do” portions of the lesson within the
allocated time. While choosing the “Must Do” portions of the lesson, keep in mind the need for a
balance of dialogue and conceptual questioning, application problems, and abstract problems, and a
balance between students using pictorial/graphical representations and abstract representations.
Highlight dialogue to be included in the delivery of instruction so that students have a chance to
articulate and consolidate understanding as they move through the lesson.

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B: “Must Do” portions might also include remedial work as necessary for the whole class, a small group,
or individual students. Depending on the anticipated difficulties, the remedial work might take on
different forms as suggested in the chart below.

Anticipated Difficulty “Must Do” Remedial Problem Suggestion

The first problem of the lesson is too Write a short sequence of problems on the board that
challenging. provides a ladder to Problem 1. Direct students to
complete those first problems to empower them to begin
the lesson.

There is too big of a jump in Provide a problem or set of problems that bridge student
complexity between two problems. understanding from one problem to the next.

Students lack fluency or foundational Before beginning the lesson, do a quick, engaging fluency
skills necessary for the lesson. exercise. 6 Before beginning any fluency activity for the
first time, assess that students have conceptual
understanding of the problems in the set and that they
are poised for success with the easiest problem in the set.

More work is needed at the concrete Provide manipulatives or the opportunity to draw
or pictorial level. solution strategies.

More work is needed at the abstract Add a set of abstract problems to be completed toward
level. the end of the lesson.

C: “Could Do” problems are for students who work with greater fluency and understanding and can,
therefore, complete more work within a given time frame.
D: At times, a particularly complex problem might be designated as a “Challenge!” problem to provide
to advanced students. Consider creating the opportunity for students to share their “Challenge!”
solutions with the class at a weekly session or on video.
E: If the lesson is customized, be sure to carefully select Closing questions that reflect such decisions,
and adjust the Exit Ticket if necessary.

6Look for fluency suggestions at www.eureka-math.org.

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Assessment Summary
Assessment Type Administered Format Standards Addressed
N-Q.A.1, N-Q.A.2,
Mid-Module
After Topic B Constructed response with rubric N-Q.A.3, A-APR.A.1,
Assessment Task
A-SSE.A.2
N-Q.A.1, A-SSE.A.1,
A-SSE.A.2, A-APR.A.1,
A-CED.A.1, A-CED.A.2,
End-of-Module
After Topic D Constructed response with rubric A-CED.A.3, A-CED.A.4,
Assessment Task
A-REI.A.1, A-REI.C.5,
A-REI.C.6, A-REI.D.10,
A-REI.D.12

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 A STORY OF FUNCTIONS

Mathematics Curriculum
ALGEBRA I • MODULE 1

Topic A
Introduction to Functions Studied This Year—
Graphing Stories
N-Q.A.1, N-Q.A.2, N-Q.A.3, A-CED.A.2

Focus Standards: N-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-
step problems; choose and interpret units consistently in formulas; and choose
and interpret the scale and the origin in graphs and data displays.˔
N-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.˔
N-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when
reporting quantities.˔
A-CED.A.2 Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.˔
Instructional Days: 5
Lesson 1: Graphs of Piecewise Linear Functions (E) 1
Lesson 2: Graphs of Quadratic Functions (E)
Lesson 3: Graphs of Exponential Functions (E)
Lesson 4: Analyzing Graphs—Water Usage During a Typical Day at School (E)
Lesson 5: Two Graphing Stories (E)

1Lesson Structure Key: P-Problem Set Lesson, M-Modeling Cycle Lesson, E-Exploration Lesson, S-Socratic Lesson

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Students explore the main functions that they will work with in Algebra I: linear, quadratic, and exponential.
The goal is to introduce students to these functions by having them make graphs of a situation (usually based
upon time) in which these functions naturally arise. As they graph, they reason quantitatively and use units
to solve problems related to the graphs they create.
For example, in Lesson 3 they watch a 20-second video that shows bacteria subdividing every few seconds.
The narrator of the video states these bacteria are actually subdividing every 20 minutes. After counting the
initial number of bacteria and analyzing the video, students are asked to create the graph to describe the
number of bacteria with respect to actual time (not the sped-up time in the video) and to use the graph to
approximate the number of bacteria shown at the end of the video.
Another example of quantitative reasoning occurs in Lesson 4. Students are shown a graph (without labels)
of the water usage rate of a high school. The rate remains consistent most of the day but jumps every hour
for five minutes, supposedly during the bell breaks between classes. As students interpret the graph, they are
asked to choose and interpret the scale and decide on the level of accuracy of the measurements needed to
capture the behavior in the graph.
The topic ends with a lesson that introduces the next two topics on expressions and equations. Students are
asked to graph two stories that intersect in one point on the same coordinate plane. After students and
teachers form linear equations to represent both graphs and use those equations to find the intersection
point (8.EE.C.8), the question is posed to students: How can we use algebra, in general, to solve problems
like this one but for nonlinear equations? Topics B and C set the stage for students’ understanding of the
general procedure for solving equations.

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Lesson 1: Graphs of Piecewise Linear Functions

Student Outcomes
ƒ Students define appropriate quantities from a situation (a graphing story), choose and interpret the scale and
the origin for the graph, and graph the piecewise linear function described in the video. They understand the
relationship between physical measurements and their representation on a graph.

Classwork
Exploratory Challenge (20 minutes)
Show the first 1:08 minutes of the video below, telling the class that the goal is simply to describe in words the motion of
the man. (Note: Be sure to stop the video at 1:08 because after that the answers to the graphing questions are given.)
Elevation vs. Time #2 [http://www.mrmeyer.com/graphingstories1/graphingstories2.mov. This is the second
video under “Download Options” at the site http://blog.mrmeyer.com/?p=213 called “Elevation vs. Time #2.”]
After viewing the video, have students share out loud their ideas on describing the motion. Some might speak in terms
MP.1 of speed, distance traveled over time, or change of elevation. All approaches are valid. Help students begin to shape
their ideas with precise language.
Direct the class to focus on the change of elevation of the man over time and begin to put into words specific details
linking elevation with time.
ƒ How high do you think he was at the top of the stairs? How did you estimate that elevation?
ƒ Were there intervals of time when his elevation wasn’t changing? Was he still moving?
ƒ Did his elevation ever increase? When?
Help students discern statements relevant to the chosen variable of elevation.
If students do not naturally do so, suggest representing this information on a graph. As per the discussion that follows,
display a set of axes on the board with vertical axis labeled in units relevant to the elevation.
Ask these types of questions:
ƒ How should we label the vertical axis? What unit of measurement
should we choose (feet or meters)?
ƒ How should we label the horizontal axis? What unit of measurement
should we choose?
ƒ Should we measure the man’s elevation to his feet or to his head on
the graph?
ƒ The man starts at the top of the stairs. Where would that be located
on the graph?
ƒ Show me with your hand what the general shape of the graph should
look like.

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Give time for students to draw the graph of the story (alone or in pairs). Lead a discussion through the issues of
MP.6 formalizing the diagram: The labels and units of the axes, a title for the graph, the meaning of a point plotted on the
graph, a method for finding points to plot on the graph, and so on.

MP.3 Note: The graph shown at the end of the video is incorrect! The man starts at 30 ft. above the ground, which is clearly
false. Possibly ask students, “Can you find the error made in the video?”

Example 1 (15 minutes)

Present the following graph and question.

Example 1

Here is an elevation-versus-time graph of a person’s motion. Can we describe what the person might have been doing?

Have students discuss this question in pairs or in small groups. It will take some imagination to create a context that
matches the shape of the graph, and there will likely be debate.
Additional questions to ask:
ƒ What is happening in the story when the graph is increasing, decreasing, constant over time?
à Answers will vary depending on the story: a person is walking up a hill, etc.
ƒ What does it mean for one part of the graph to be steeper than another?
à The person is climbing or descending faster than in the other part.
ƒ How does the slope of each line segment relate to the context of the person’s elevation?
à The slope gives the average change in elevation per minute.
ƒ Is it reasonable that a person moving up and down a vertical ladder could have produced this elevation versus
time graph?
୤୲
à It is unlikely because the speed is too slow: 2.5 . If the same graph had units in seconds then it
୫୧୬
would be reasonable.

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ƒ Is it possible for someone walking on a hill to produce this elevation-versus-time graph and return to her
starting point at the 10 min. mark? If it is, describe what the hill might look like.
à Yes, the hill could have a long path with a gentle slope that would zigzag back up to the top and then a
shorter, slightly steeper path back down to the beginning position.
ƒ What was the average rate of change of the person’s elevation between time 0 min. and time 4 min.?
ଵ଴ ୤୲ ୤୲
à , or 2.5 .
ସ ୫୧୬ ୫୧୬
These types of questions help students understand that the graph represents only elevation, not speed or horizontal
distance from the starting point. This is an important observation.

Closing (5 minutes)
Ask the following:
ƒ How would you describe the graph of Example 1 to a friend?
ƒ What type of equation(s) would be required to create this graph?
Introduce the following definition to students and discuss briefly. (We will return to this definition later in the year.)

PIECEWISE-DEFINED LINEAR FUNCTION: Given non-overlapping intervals on the real number line, a (real) piecewise linear
function is a function from the union of the intervals on the real number line that is defined by (possibly different) linear
functions on each interval.

Point out that all graphs we studied today are graphs of piecewise linear functions. Remind students (see Standard
8.F.A.3) that the graphs of linear functions are straight lines, and show how each segment in one of the graphs studied
today is part of a straight line as in:

or

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Also show students the intervals on which each linear function is defined. One may wish to point out there might be
ambiguity as to whether or not the endpoints of a given interval belong to that interval. For example, in the first
diagram, we could argue that three linear functions are defined on the intervals [ 0,2), [ 2,5), and [ 5, λ), or perhaps on
the intervals [ 0,2], (2,5), and [ 5, λ) instead. (Warning: Students have not been formally introduced to interval
notation.) There is no ambiguity in the second example. This point about the interval endpoints is subtle and is not an
issue to focus on in a concerted way in this particular lesson.

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 1: Graphs of Piecewise Linear Functions

Exit Ticket

The graph in the Exploratory Challenge is made by combining pieces of nine linear functions (it is a piecewise linear
function). Each linear function is defined over an interval of time, represented on the horizontal axis. List those nine
time intervals.

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Exit Ticket Sample Solutions

Students may describe the intervals in words. Do not worry about the endpoints of the intervals in this lesson.

The graph in the Exploratory Challenge is made by combining pieces of nine linear functions (it is a piecewise linear
function). Each linear function is defined over an interval of time, represented on the horizontal axis. List those nine time
intervals.

Between ૙ and ૜ ‫܋܍ܛ‬.;

between ૜ and ૞.૞ ‫܋܍ܛ‬.;

between ૞. ૞ and ૠ ‫܋܍ܛ‬.;

between ૠ and ૡ.૞ ‫܋܍ܛ‬.;

between ૡ. ૞ and ૢ ‫܋܍ܛ‬.;

between ૢ and ૚૚ ‫܋܍ܛ‬.;

between ૚૚ and ૚૛.ૠ ‫܋܍ܛ‬.;

between ૚૛. ૠ and ૚૜ ‫܋܍ܛ‬.;

and ૚૜ ‫܋܍ܛ‬. onward.

Problem Set Sample Solutions

1. Watch the video, “Elevation vs. Time #3” (below).

http://www.mrmeyer.com/graphingstories1/graphings tories3.mov. (This is the third video under “Download
Options” at the site http://blog.mrmeyer.com/?p=213 called “Elevation vs. Time #3.”)
It shows a man climbing down a ladder that is ૚૙ ܎‫ܜ‬. high. At time ૙ ‫܋܍ܛ‬., his shoes are at ૚૙ ܎‫ܜ‬. above the floor, and
at time ૟ ‫܋܍ܛ‬., his shoes are at ૜ ܎‫ܜ‬. From time ૟ ‫܋܍ܛ‬. to the ૡ.૞ ‫܋܍ܛ‬. mark, he drinks some water on the step ૜ ܎‫ܜ‬.
off the ground. After drinking the water, he takes ૚. ૞ ‫܋܍ܛ‬. to descend to the ground, and then he walks into the
kitchen. The video ends at the ૚૞ ‫܋܍ܛ‬. mark.
a. Draw your own graph for this graphing story. Use straight line segments in your graph to model the elevation
of the man over different time intervals. Label your ࢞-axis and ࢟-axis appropriately, and give a title for your
graph.

[See video for one example of a graph of this story.]

b. Your picture is an example of a graph of a piecewise linear function. Each linear function is defined over an
interval of time, represented on the horizontal axis. List those time intervals.

The intervals are [૙,૟], (૟,ૡ. ૞], (ૡ.૞, ૚૙], and (૚૙, ૚૞], with the understanding that the inclusion of the
endpoints may vary. Students may use any notation they want to describe the intervals.

c. In your graph in part (a), what does a horizontal line segment represent in the graphing story?

It is a period of time when he is neither going up nor down.

d. If you measured from the top of the man’s head instead (he is ૟. ૛ ܎‫ܜ‬. tall), how would your graph change?

The whole graph would be shifted up ૟. ૛ ܎‫ܜ‬.

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e. Suppose the ladder descends into the basement of the apartment. The top of the ladder is at ground level
(૙ ܎‫ܜ‬.) and the base of the ladder is ૚૙ ܎‫ܜ‬. below ground level. How would your graph change in observing the
man following the same motion descending the ladder?

The whole graph would be shifted downward ૚૙ ܎‫ܜ‬.

f. What is his average rate of descent between time ૙ ‫܋܍ܛ‬. and time ૟ ‫܋܍ܛ‬.? What was his average rate of
descent between time ૡ. ૞ ‫܋܍ܛ‬. and time ૚૙ ‫܋܍ܛ‬.? Over which interval does he descend faster? Describe how
your graph in part (a) can also be used to find the interval during which he is descending fastest.
ૠ ܎‫ܜ‬
His average rate of descent between ૙ and ૟ ‫܋܍ܛ‬. was .
૟ ‫܋܍ܛ‬
܎‫ܜ‬
His average rate of descent between ૡ. ૞ and ૚૙ ‫܋܍ܛ‬. was ૛ ‫ ܋܍ܛ‬.

He was descending faster from ૡ.૞ to ૚૙ ‫܋܍ܛ‬.

The interval during which he is descending the fastest corresponds to the line segment with the steepest
negative slope.

2. Create an elevation-versus-time graphing story for the following graph:

Answers will vary. A story such as the following fits the graph:

A swimmer climbs a ladder to a waterslide, sits for two seconds at the top of the slide, and then slides down the slide
into water. She stays steady at the same position underwater for two seconds before rising to the surface.

Teachers should also accept other contexts, such as interpreting “૙ elevation” as the height of a deck ૜ ܎‫ܜ‬. above
ground.

3. Draw an elevation-versus-time graphing story of your own, and then create a story for it.

Answers will vary. Do not be too critical of their graphs and stories.

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Lesson 2: Graphs of Quadratic Functions

Student Outcomes
ƒ Students represent graphically a nonlinear relationship between two quantities and interpret features of the
graph. They understand the relationship between physical quantities via the graph.

Lesson Notes
Distinctions between ࢎ(࢞) and ࢎ(࢚):
݄(‫ ݐܽ = )ݐ‬ଶ + ܾ‫ ݐ‬+ ܿ is the height ݄ as function of time ‫ ;ݐ‬it is not the actual physical trajectory. It has a parabolic shape
or trajectory in the conceptual ‫ݐ‬-݄ plane. The ‫݄ݐ‬-parabolic trajectory is not directly visible to the human eye.
݄(‫ ݔܽ = )ݔ‬ଶ + ܾ‫ ݔ‬+ ܿ is the actual parabolic trajectory in the physical ‫݄ݔ‬-plane. The parabolic trajectory is directly
visible to the human eye. This parabolic trajectory is easily confused with the ݄(‫ )ݐ‬if we are not careful.
In the special case of projectiles with straight up-and-down vertical motions; e.g., zero horizontal speed,
݄(‫ )ݐ‬is still parabolic when the motion is pure up and down.
݄(‫ )ݔ‬is a delta function (only poorly defined at ‫ = ݔ‬0), not a parabola.
In the special case of projectiles with a finite horizontal speed component ܸ௫ (throwing a ball at an angle), ‫ ݐ‬and ‫ ݔ‬are
directly proportional because physics dictates ‫ܸ = ݔ‬௫ ή ‫ݐ‬. The two graphs ݄(‫ )ݐ‬and ݄(‫ )ݔ‬may, therefore, look similar to
the eyes, but they involve very different concepts.

Physics of projectiles:
In ݄(‫ ݐܽ = )ݐ‬ଶ + ܾ‫ ݐ‬+ ܿ, the constants ܽ, ܾ, and ܿ have definite meanings in physics.
ଵ m ft
ƒ ܽ is of the local gravitational constant. Since ݃ on Earth is 9.8 , or 32 2 , the constant ܽ is, numerically,
ଶ sec2 sec
always െ4.9 or െ16 near Earth’s surface, depending on the choice of units for the height. One does not have
the freedom to randomly choose friendly numbers in projectile word problems.
ƒ ܾ is the initial upward speed.
ƒ ܿ is the initial height above ground.
In ݄(‫ ݔܽ = )ݔ‬ଶ + ܾ‫ ݔ‬+ ܿ, the constants ܽ, ܾ, and ܿ also have definite meanings in physics.
ଵ
ƒ ܽ is of the local gravitational constant divided by the square of the initial horizontal speed.
ଶ
ƒ ܾ is the initial slope in the ‫݄ݔ‬-plane, or tan(ߠ) .
ƒ ܿ is the initial height above ground.

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Classwork
Example 1 (8 minutes)
Show the video of a ball rolling down a ramp given at http://mbc.sandi.net/library/311612, telling the class that our goal
is simply to describe in words the motion of the ball. (If the link does not work, search for “Algebra I, Module 1 Lesson 2
ball rolling down ramp video.”)
After viewing the video, have students share aloud their ideas on describing the motion. Some might speak in terms of
speed, distance rolled over time, or change of elevation. All approaches are valid. Help students begin to shape their
ideas with language that specifies the names of the quantities being observed and how they are changing over time.
Direct the class to focus on the change of elevation of the ball over time and to begin to put into words specific details
linking elevation with time.
ƒ It first started at the top of the ramp.
ƒ It rolled down the ramp for about 2 sec.
ƒ After it hit the bottom of the ramp, it rolled across the floor.
If students do not naturally do so, suggest representing this information on a graph. Display a set of axes on the board.

Begin a discussion that leads students through issues of formalizing the diagram: The labels and units of the axes, a title
for the graph, the meaning of a point plotted on the graph, the height at time 0 sec., the time when it reached the
bottom of the ramp, etc.
Either individually or in groups of two, have students estimate the general shape of the graph of the elevation-versus-
time of the ball rolling down the ramp. At this point, do not worry about engaging students in measuring specific heights
and specific times; right now they are just looking for the general shape. Be sure to have students notice the horizontal
“tail” of the graph, and ask them to interpret its meaning. (The elevation of the ball does not change as it rolls across the
floor.) Some students may draw a curved graph. Others will likely draw a straight line for the graph over the interval 0
to 1.7 sec. Even though this is not correct, allow it at this stage.

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After students have created graphs, have them compare their graphs with each other and share with the class. Ask the
following questions:
ƒ Should the change in elevation be decreasing at a constant rate? That is, do you think this graph should be a
straight line graph, at least between 0 sec. and about 1.7 sec.?
Some specific questions (below) can help lead to the correct conclusion:
ƒ Where does the elevation change more slowly? Explain.
ƒ If it is changing more slowly at the top and more quickly at the bottom, should the graph look the same at
those times?
In Exploratory Challenge, students see an elevation-versus-time graph that is clearly not a straight line.

Exploratory Challenge (25 minutes)

Have students plot a graphical representation of change in elevation over time for the following graphing story. It
is a video of a man jumping from 36 ft. above ground into 1 ft. of water.
MP.4
ŚƚƚƉƐ͗ͬͬǀŝŵĞŽ͘ĐŽŵͬϭϬϱϯϴϮϯϮϱ or http://youtu.be/ZCFBC8aXz-g (If neither link works, search for͞K&&//>
Professor Splash World Record Video!”)

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Exploratory Challenge

 elevation over time for

Plot a graphical representation of change in
the following graphing story. It is a video of a man jumping from
͵͸ˆ–Ǥ ĂďŽǀĞ ŐƌŽƵŶĚ ŝŶƚŽ1 ft. of water.

https://vimeo.com/105382325 or http://youtu.be/ZCFBC8aXz-g

(If neither link works, search for “OFFICIAL Professor Splash World Record
Video!”)

Allow students to analyze the full video, initially giving them as much control as possible (if not full control) in choosing
when to pause the video, play it half speed, and so on. Perhaps conduct this part of a class in a computer lab or display
the video on an interactive white board. Then direct students to investigate one of the two portions of the clip below,
depending on the level of technology you have available:
Portion 1: From time 32 sec. to time 33 sec. Use this to get data for drawing the graph (if they have access to a
powerful movie editor that can show each frame).
Portion 2: From time 48 sec. to time 53 sec. Use this for a slow-motion version that can be analyzed easily via
YouTube.
Note: In this lesson, keep students’ focus on understanding the relationship
between physical measurements and the graph. Students will revisit
scenarios like this one in Modules 4 and 5. We know, from physics, that the
height function for this example can be modeled by ‫ = )ݐ(ݏ‬36 െ 16‫ ݐ‬ଶ and
that in this case, the function models the situation very accurately. For
example, the function predicts that he will hit the water at exactly 1.5 sec.,
which he does. However, quadratic equations and functions are topics for
later modules.
Students should start measuring from the top of the man’s jump, which is
ଵ
about 36 ft. high. (He starts at 35.5 ft. and jumps ft. up before falling.)
ଶ
Solutions are provided below for each portion.
Give students the opportunity to share their work with the class as a whole
or with a partner. Have students articulate and justify any interesting
choices they have made. For example, instead of plotting points for every
MP.1
second of footage, some students may wish to plot the time per distance
markers (36, 30, 25, 20, 15, etc.). Both methods lead to a graph of a
quadratic function.

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Students should produce graphs that look similar to the following, according to which clip they used:

Portion 1 Results: If your students used Portion 1, they should get something that Time (‫܋܍ܛ‬.) Elevation (܎‫ܜ‬.)
0 36
looks similar to the table (right) and graph (on the previous page).
0.33 35
The estimates of the heights in the table are based upon the markers in the video. 0.7 30
Since the video is taken from the ground, reading height directly from the video can 1 24
be hampered by the parallax effect. Ideally, for accurate reading, the camera should 1.125 20
be at the same height as the jumper at all times so the height reading from the ruler 1.25 15
in the background could be accurate. Remind students to make some necessary 1.33 11
corrections or adjustments instead of just reading horizontally across the frozen video 1.5 0
frame. Regardless, you should not expect your students to have perfect graphs, but
their graphs should not be straight lines.

Portion 2 Results: If your students used Portion 2 of the video, they should
get something that looks similar to the table (below) and graph (right).
Have a discussion with them that the results below do not model the actual
situation. By specifically talking about film time versus real time, we lay the
foundation to talk about transformations of functions. Guide students by
asking these questions:
ƒ What would you need to do to this graph to correctly model the
jump with a graph?
à You need to know how long it took for him to complete
the jump.
ƒ It takes the jumper exactly 1.5 sec. from the top of his jump until
he splashes in the water.
ƒ Then we should shrink the graph horizontally until the ‫ݐ‬-intercept
is at 1.5 sec.
ƒ Learning how to shrink graphs in this way will be an important
topic in Modules 3 and 5.
As an extension, encourage students to try adjusting the graph in this way
(shrinking it horizontally such that the ‫ݐ‬-intercept is at 1.5 sec.), using their
intuition to guide them, and compare their results with their peers.

Time (‫܋܍ܛ‬.) Elevation (܎‫ܜ‬.)

0 36
1 35.5
2 32
3 24
4 7
4.3 0

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Example 2 (5 minutes)

Example 2

The table below gives the area of a square with sides of whole number lengths. Have students plot the points in the table
on a graph and draw the curve that goes through the points.

Side
૙ ૚ ૛ ૜ ૝
(‫)ܕ܋‬
Area
૙ ૚ ૝ ૢ ૚૟
(‫ܕ܋‬૛)

On the same graph, reflect the curve across the ࢟-axis. This graph is an example of a graph of a quadratic function.

Bring up or ask:
ƒ On the graph, what do the points between the plotted points from the table represent?
à Areas of squares with non-whole number side lengths.

Closing (3 minutes)
Ask students to use their Grade 8 geometry background to reflect the graph from Example 2 across the ‫ݕ‬-axis on the
same graph they just drew (8.G.A.3). They should get a picture like this:

Mention to them that this is an example of a graph of a quadratic function. Students have seen functions of the form
‫ ݏ = ܣ‬ଶ in their eighth-grade studies of area as an example of a function that is not linear (8.F.A.3). Tell them that they
will be studying these functions throughout the year and that they will learn different ways to recognize and represent
quadratic functions and equations.

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Extension: Show students that the graph in the Exploratory Challenge is also part of a graph of a quadratic function by
plotting the reflection across the ‫ݕ‬-axis (e.g., points with negative ‫ݔ‬-values).

MP.4

Bring up or ask:
ƒ Does this extended graph I have just drawn from the Exploratory Challenge model the elevation of the man
jumping into the shallow pool?
à No, the part of the graph before time 0 was not good. He went up to the platform very slowly
compared to how fast he came down.
If time allows, have students draw a graph of the man’s elevation versus time that incorporates his climbing the ladder.
Bring up or ask:
ƒ Can you imagine an elevation versus time situation where the graph would look like the extended graph?
à Yes, my elevation when I jump up into the air.
If you need to, show them or have a student demonstrate the answer to this question. Finally, ask:
ƒ Does the reflection of the graph along the ‫ݕ‬-axis in Example 2 make sense?
à No, squares cannot have negative side lengths.

Exit Ticket (4 minutes)

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Name ___________________________________________________ Date____________________

Lesson 2: Graphs of Quadratic Functions

Exit Ticket

If you jumped in the air three times, what might the elevation versus time graph of that story look like?
Label the axes appropriately.

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Exit Ticket Sample Solution

If you jumped in the air three times, what might the elevation versus time graph of that story look like?

Label the axes appropriately.

Student answers will vary.

I jump about ૚ ܎‫ܜ‬. high every other second.

Problem Set Sample Solutions

1. Here is an elevation-versus-time graph of a ball rolling down a ramp. The first section of the graph is slightly curved.

a. From the time of about ૚. ૠ ‫܋܍ܛ‬. onward, the graph is a flat horizontal line. If Ken puts his foot on the ball at
time ૛ ‫܋܍ܛ‬. to stop the ball from rolling, how will this graph of elevation versus time change?

Even if the ball is at rest on the floor, its elevation remains ૙ ܑ‫ܖ‬. and does not change. The elevation-versus-
time graph does not change.

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b. Estimate the number of inches of change in elevation of the ball from ૙ ‫܋܍ܛ‬. to ૙. ૞ ‫܋܍ܛ‬. Also estimate the
change in elevation of the ball between ૚. ૙ ‫܋܍ܛ‬. and ૚. ૞ ‫܋܍ܛ‬.

Between ૙ and ૙.૞ ‫܋܍ܛ‬., the change in elevation was about െ૛ ܑ‫ܖ‬. Between ૚. ૙ and ૚. ૞ ‫܋܍ܛ‬., the change in
elevation was about െ૞.૞ ܑ‫ܖ‬.

c. At what point is the speed of the ball the fastest, near the top of the ramp at the beginning of its journey or
near the bottom of the ramp? How does your answer to part (b) support what you say?
૚
The speed of the ball is the fastest near the bottom of the ramp. During the ‫܋܍ܛ‬. from ૚.૙ ‫܋܍ܛ‬. to ૚. ૞ ‫܋܍ܛ‬.,
૛
૚
the ball’s change in elevation is greater than the ‫܋܍ܛ‬. at the beginning of its journey. It must have
૛
૚
traversed a greater length of the ramp during this ‫ ܋܍ܛ‬. and so was traveling faster. Its speed is greater
૛
near the bottom of the ramp.

2. Watch the following graphing story:

Elevation vs. Time #4 [http://www.mrmeyer.com/graphingstories1/graphings tories4.mov. This is the second video
under “Download Options” at the site http://blog.mrmeyer.com/?p=213 called “Elevation vs. Time #4.”]
The video is of a man hopping up and down several times at three different heights (first, five medium-sized jumps
immediately followed by three large jumps, a slight pause, and then ૚૚ very quick small jumps).
a. What object in the video can be used to estimate the height of the man’s jump? What is your estimate of the
object’s height?

The stair step. Answers will vary between ૝ ܑ‫ܖ‬. to ૡ ܑ‫ܖ‬.

b. Draw your own graph for this graphing story. Use parts of graphs of quadratic functions to model each of the
man’s hops. Label your ࢞-axis and ࢟-axis appropriately and give a title for your graph.

Answers will vary but should reflect the estimate made in part (a). See the end of the video for a picture of
the graph.

3. Use the table below to answer the following questions.

a. Plot the points (࢞,࢟) in this table on a graph (except when ࢞ is ૞).

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b. The ࢟-values in the table follow a regular pattern that can be discovered by computing the differences of
consecutive ࢟-values. Find the pattern and use it to find the ࢟-value when ࢞ is ૞.

The ࢟-values have differences that increase by one, suggesting that we next have a ࢟-value of
૚૚ ૜૞
૚૛ + ૛ = ૛ when ࢞ is ૞.

c. Plot the point you found in part (b). Draw a curve through the points in your graph. Does the graph go
through the point you plotted?

Yes.

d. How is this graph similar to the graphs you drew in Examples 1 and 2 and the Exploratory Challenge?
Different?

Answers will vary. This graph is similar to the graphs from Examples 1 and 2 of the Exploratory Challenge in
that the curve has the same basic U-shape. (Students may mention that they are all graphs of quadratic
functions, although at this point that is not necessary.) This graph is different from the graphs from Example
1 and the Exploratory Challenge because this curve is increasing and the graphs in Example 1 and the
Exploratory Challenge are decreasing. This graph is similar to the graph from Example 2 because they are
both increasing. However, this graph increases at a slower rate than the one from Example 2. For example,
this graph has value ૚૛ when ࢞ is ૝ (the Example 2 graph had value ૚૟), and this graph has value ૛૝ when ࢞
is ૟ (the Example 2 graph had value ૜૟).

4. A ramp is made in the shape of a right triangle using the dimensions described in the picture below. The ramp
length is ૚૙ ܎‫ܜ‬. from the top of the ramp to the bottom, and the horizontal width of the ramp is ૢ.૛૞ ܎‫ܜ‬.

A ball is released at the top of the ramp and takes ૚.૟ ‫܋܍ܛ‬. to roll from the top of the ramp to the bottom. Find
܎‫ܜ‬
each answer below to the nearest ૙.૚ ‫ ܋܍ܛ‬.
a. Find the average speed of the ball over the ૚. ૟ ‫܋܍ܛ‬.
૚૙ ܎‫ܜ‬ ܎‫ܜ‬
, or ૟.૜ ‫܋܍ܛ‬
૚.૟ ‫܋܍ܛ‬

b. Find the average rate of horizontal change of the ball over the ૚.૟ ‫܋܍ܛ‬.
ૢ.૛૞ ܎‫ܜ‬ ܎‫ܜ‬
or ૞. ૡ ‫܋܍ܛ‬
૚.૟ ‫܋܍ܛ‬

c. Find the average rate of vertical change of the ball over the ૚. ૟ ‫܋܍ܛ‬.

By the Pythagorean theorem, the vertical length is approximately ξ૚૙૛ െ ૢ. ૛૞૛ ൎ ૜. ૡ ܎‫ܜ‬. Hence, the
૜.ૡ ܎‫ܜ‬ ܎‫ܜ‬
average rate of vertical change is or ૛.૝ ‫ ܋܍ܛ‬.
૚.૟ ‫܋܍ܛ‬

d. What relationship do you think holds for the values of the three average speeds you found in parts (a), (b),
and (c)? (Hint: Use the Pythagorean theorem.)

The sum of the squares of the horizontal and vertical rates of change is equal to the square of the speed of the
ball.

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Lesson 3: Graphs of Exponential Functions

Student Outcomes
ƒ Students choose and interpret the scale on a graph to appropriately represent an exponential function.
Students plot points representing the number of bacteria over time, given that bacteria grow by a constant
factor over evenly spaced time intervals.

Classwork
Example (10 minutes)

Have students sketch a graph that depicts Darryl’s change in elevation over time.

Example

Consider the story:

Darryl lives on the third floor of his apartment building. His bike is locked up outside on the ground floor. At 3:00
p.m., he leaves to go run errands, but as he is walking down the stairs, he realizes he forgot his wallet. He goes
back up the stairs to get it and then leaves again. As he tries to unlock his bike, he realizes that he forgot his
keys. One last time, he goes back up the stairs to get his keys. He then unlocks his bike, and he is on his way at
3:10 p.m.

Sketch a graph that depicts Darryl’s change in elevation over time.

There will be variations in the students’ graphs, but the graph students produce should appear as follows:

Elevation vs. Time

MP.4

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Exploratory Challenge (25 minutes)

In this example, students plot a graph for the following (exponential) graphing story:
https://www.youtube.com/watch?v=gEwzDydciWc
If the link does not work, search for “Bacteria Growth video.” The video shows bacteria doubling every second. Later in
the video, the narrator says, “Just one bacterium, dividing every 20 min.… .” This video is sped up so that 1 sec.
corresponds to 20 min. The goal is for students to initially graph the number of bacteria versus time in seconds (a graph
that corresponds to the time-lapse video) and later graph the number of bacteria versus time in minutes (a graph that
corresponds to how the bacteria grew in real time).

Exploratory Challenge

Watch the following graphing story:

https://www.youtube.com/watch?v=gEwzDydciWc

The video shows bacteria doubling every second.

Get students started by creating a table of the first few seconds. Stop the video as close as possible to the 0 sec. mark,
1 sec. mark, 2 sec. mark, 3 sec.mark, and so on. Have students count the bacteria at each of those times. Note that
some of the bacteria have not fully divided, so expect a discussion on how to count them (guide students to make the
choice: approximately the length of a small bacterium). Do not suggest any model just yet as there are some great
number sense problems to explore first. Below is a fairly accurate account of the number of bacteria up to the 3 sec.
mark:

Time (‫܋܍ܛ‬.) 0 1 2 3
Number of bacteria 2 4 8 16

The 4 sec. mark is already tricky to count (approximately 31 or 32), as well as at the 5 sec. mark (approximately 58–62).
Ask students what they might expect to see at time 6 sec. (approximately 116–130). Do not have students count the
bacteria at time 6 sec. but instead estimate the number (e.g., the radius of the circular region of bacteria doubles
roughly every second).
Students might first produce a graph similar to this:

a. Graph the number of bacteria versus time in seconds. Begin by counting the number of bacteria present at
each second and plotting the appropriate points on the set of axes below. Consider how you might handle
estimating these counts as the population of the bacteria grows.

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Ask for, or eventually suggest, the following model to describe the bacteria shown in the video:
ƒ At time 0 sec., there are 2 bacteria, and the number of bacteria in the Petri dish doubles every second. Stress
the point to students that this model does not describe the exact number of bacteria at a given time in the
video but that it does reasonably represent an estimate of the number of bacteria at a given time.
Ask students to create a graph that represents bacterial population growth beyond the 6 sec. mark using this model.
Two challenges will quickly arise for students: Identifying an appropriate scale for the vertical axis and dealing with the
MP.6 extraordinarily large numbers that arise from this mark onward. Suggest that students first describe the shape of the
graph after the 6 sec. mark. To help with larger values, a table can be expanded beyond the 6 sec. mark using scientific
notation.
A good question to ask:
ƒ Will the curve ever be perfectly vertical?
To develop the real-time exponential growth of the bacteria, state:
ƒ Listen to what the narrator says about the situation, “Just one bacterium, dividing every 20 min. … .”
Then ask:
ƒ If one bacterium divides once every 20 min., how much real time has passed in what we watched in the time-
lapse video?
To help students answer this question, return to the beginning of the video, with two bacteria, and notice how many
bacteria there are after 1 sec. There are four. And at the 2 sec. mark, there are eight. Have students conclude that one
second of video time matches about 20 min. of real time.
ƒ We first created a graph with the unit scale for the horizontal axis as seconds. This time scale is according to
the video’s clock. How could we change the scale of the horizontal axis so that it represents the real time of
bacteria growth?
Students may suggest “crossing out the marks 1 sec., 2 sec., 3 sec., …” on the horizontal axis and replacing them with the
numbers “20 min., 40 min., 60 min., … .” While this is acceptable, suggest being careful and deliberate by drawing a
table of values akin to the following:

Original time New time

Number of bacteria
(in seconds) (in minutes)

0 0 2

1 20 4

2 40 8

3 60 16

4 80 32

Use this table as a discussion point for justifying the change of scale for the horizontal axis.

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Have them sketch a graph of the count of bacteria versus (real) time in minutes for the first five-hour period. Lead
students in a discussion to decide on appropriate scales for the vertical and horizontal axes. If needed, encourage the
students to extend their tables to determine the number of bacteria at the end of the five-hour period before they
decide on the scale. The students’ graphs do not need to match exactly the sample provided below but should
accurately depict the points over the first 300 min.
Students may instinctively connect the points with a smooth curve. It is acceptable to use the curve as a model of the
reality of the discrete points on the graph; however, encourage students to recognize the difference between the points
supported by the context and a continuous curve that is a model of the situation.

b. Graph the number of bacteria versus time in minutes.

Now, have students redraw this graph with the unit scale of the horizontal axis as hours.

c. Graph the number of bacteria versus time in hours (for the first five hours).

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Closing (5 minutes)
Tell students that the graph of the count of bacteria is an example of a graph of an exponential function. Have students
share the differences between linear, quadratic, and exponential graphs, first with a partner and then as a class. Ask
students to share any ideas of how to differentiate between the graph of a quadratic function and an exponential
function. Let them brainstorm, and do not expect any well-formed statements about how to differentiate; one of the
goals of the year is to understand these issues. To summarize, tell students the following:
ƒ The three types of graphs (linear, quadratic, and exponential) we have looked at over the past few days are the
pictures of the main types of equations and functions we will be studying throughout this year. One of our
main goals for the year is to be able to recognize linear, quadratic, and exponential relationships in real-life
situations and develop a solid understanding of these functions to model those real-life situations.

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 3: Graphs of Exponential Functions

Exit Ticket

Assume that a bacteria population doubles every hour. Which of the following three tables of data, with ‫ ݔ‬representing
time in hours and ‫ ݕ‬the count of bacteria, could represent the bacteria population with respect to time? For the chosen
table of data, plot the graph of that data. Label the axes appropriately with units.

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Exit Ticket Sample Solution

Assume that a bacteria population doubles every hour. Which of the following three tables of data, with ࢞ representing
time in hours and ࢟ the count of bacteria, could represent the bacteria population with respect to time? For the chosen
table of data, plot the graph of that data. Label the axes appropriately with units.

The answer is (b).

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Problem Set Sample Solutions

1. Below are three stories about the population of a city over a period of time and four population-versus-time graphs.
Two of the stories each correspond to a graph. Match the two graphs and the two stories. Write stories for the
other two graphs, and draw a graph that matches the third story.

Story 1: The population size grows at a constant rate for some time, then doesn’t change for a while, and then
grows at a constant rate once again.

Story 2: The population size grows somewhat fast at first, and then the rate of growth slows.

Story 3: The population size declines to zero.

Story 1 corresponds to (d), and Story 2 corresponds to (b). For Story 3 answers will vary. The graph can begin at any
positive population value and decrease to ૙ in any manner.

Sample story for (a): The population starts out at ૙ and grows at a constant rate.

Sample story for (c): The population size grows at a constant linear rate for some time, then decreases at a constant
linear rate for a while, and then increases at a constant linear rate slower than the original rate of increase.

2. In the video, the narrator says:

“Just one bacterium, dividing every ૛૙ ‫ܖܑܕ‬., could produce nearly ૞,૙૙૙ billion billion bacteria in one day. That is
૞, ૙૙૙, ૙૙૙, ૙૙૙,૙૙૙, ૙૙૙, ૙૙૙,૙૙૙ bacteria.”
This seems WAY too big. Could this be correct, or did she make a mistake? (Feel free to experiment with numbers
using a calculator.)

Yes, this is correct. Do not be too critical of justifications. Accept any explanation that reasonably explains why she
is correct.
࢚
For the teacher: The function ࢌ (࢚) = ૛ቀ૛૙ ቁ models the number of bacteria after ࢚ minutes starting from a single
bacterium. There are ૚, ૝૝૙ ‫ܖܑܕ‬. in a ૛૝ ‫ܚܐ‬. period, which means that since the bacteria divide every ૛૙ ‫ܖܑܕ‬., the
count of the bacteria will double ૠ૛ times during a ૛૝ ‫ܚܐ‬. period. Thus, the answer is ࢌ (૚૝૝૙) = ૛ૠ૛ , which is
approximately ૝. ૠ૛ × ૚૙૛૚. This number is nearly ૞, ૙૙૙ billion billion bacteria.

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3. Bacillus cereus is a soil-dwelling bacterium that sometimes causes food poisoning. Each cell divides to form two
new cells every ૜૙ ‫ܖܑܕ‬. If a culture starts out with exactly ૚૙૙ bacterial cells, how many bacteria will be present
after ૜ ‫ܚܐ‬.?

The result is ૛૟ (૚૙૙) = ૟૝૙૙ bacteria. Students can do this by repeated multiplication, without much knowledge
of exponential functions.

4. Create a story to match each graph below:

Answers will vary.

Sample story for (a): Bill received his paycheck and did not touch it for a few days. Then, he bought groceries and
gas and stopped spending money. After a few more days, he spent almost all of his remaining money on a new jet
ski. A few days later he received his paycheck.

Sample story for (b): Mary is riding a Ferris wheel at a theme park.

5. Consider the following story about skydiving:

Julie gets into an airplane and waits on the tarmac for ૛ ‫ܖܑܕ‬. before it takes off. The airplane climbs to ૚૙, ૙૙૙ ܎‫ܜ‬.
over the next ૚૞ ‫ܖܑܕ‬. After ૛ ‫ܖܑܕ‬. at that constant elevation, Julie jumps from the plane and free falls for ૝૞ ‫܋܍ܛ‬.
until she reaches a height of ૞,૙૙૙ ܎‫ ܜ‬. Deploying her chute, she slowly glides back to Earth over the next ૠ ‫ܖܑܕ‬.
where she lands gently on the ground.
a. Draw an elevation-versus-time graph to represent Julie’s elevation with respect to time.

The graph should depict the horizontal line ࢟ = ૙ from ૙ ‫ܖܑܕ‬. to ૛ ‫ܖܑܕ‬., a linear increase to ૚૙, ૙૙૙ ܎‫ܜ‬. from
૛ ‫ܖܑܕ‬. to ૚ૠ ‫ܖܑܕ‬., a brief free fall (concave down) curve for ૝૞ ‫܋܍ܛ‬., and then a leveled out concave up curve
for the slow fall at the end.

b. According to your graph, describe the manner in which the plane climbed to its elevation of ૚૙, ૙૙૙ ܎‫ܜ‬.

Answers will vary depending on the graph. Example: I assumed that the plane climbed at a constant rate.

c. What assumption(s) did you make about falling after she opened the parachute?

Answers may vary. Example: I assumed that her change in elevation slowed down suddenly when she opened
her parachute and then was an almost constant rate of change until she reached the ground.

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6. Draw a graph of the number of bacteria versus time for the following story: Dave is doing an experiment with a type
of bacteria that he assumes divides in half exactly every ૜૙ ‫ܖܑܕ‬. He begins at 8:00 a.m. with ૚૙ bacteria in a Petri
dish and waits for ૜ ‫ܚܐ‬. At 11:00 a.m., he decides this is too large of a sample and adds Chemical A to the dish,
which kills half of the bacteria almost immediately. The remaining bacteria continue to grow in the same way. At
noon, he adds Chemical B to observe its effects. After observing the bacteria for two more hours, he observes that
Chemical B seems to have cut the growth rate in half.

Answers vary somewhat, but the graph should include the information in the table below connected by some
smooth curve. There should be a sudden decrease from ૟૝૙ to ૜૛૙ after time ૜ (i.e., ૜ ‫ܚܐ‬.), say around time ૜. ૙૚
or sooner, giving a nearly vertical line.

Time (hours) Number of Bacteria

૙ ૚૙
૚ ૝૙
૛ ૚૟૙
૜ ૟૝૙
൑ ૜. ૙૚ ૜૛૙
૝ ૚૛ૡ૙
૞ ૛૞૟૙
૟ ૞૚૛૙

7. Decide how to label the vertical axis so that you can graph the data set on the axes below. Graph the data set and
draw a curve through the data points.

࢞ ࢟

૙ െ૚
૚ െ૛
૛ െ૝

૜ െૡ
૝ െ૚૟
૞ െ૜૛
૟ െ૟૝

(A sample graph is shown above.)

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Lesson 4: Analyzing Graphs—Water Usage During a Typical

Day at School

Student Outcomes
ƒ Students develop the tools necessary to discern units for quantities in real-world situations and choose levels
of accuracy appropriate to limitations on measurement. They refine their skills in interpreting the meaning of
features appearing in graphs.

Classwork
Exploratory Challenge (27 minutes)

Example
Direct students to the following graph that appears in their student materials, and ask questions about the kind of data it
represents.
ƒ The title of the graph is “Water Consumption in a Typical School Day.” For what purposes is water used at a
school?
à Primarily through bathroom use.
ƒ What do you think the numbers along the horizontal axis represent?
à Time of day.
ƒ What might the numbers along the vertical axis represent? Do we have any indication of the units being used?
à Answers will vary. We have no indication of the units being used. We would assume that these
numbers are related, in some way, to a volume of water.
ƒ What could be the reason for the spikes in the graph?
à Student bathroom use between class periods.
ƒ What might be the reason for the smaller spikes between the large ones?
à Some student use during class time.

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Example

Now, offer the following further information about the typical school day for the school from which this data was
recorded.
ƒ Regular school day hours: 8:00 a.m.–3:04 p.m.
ƒ After school activities: 3:15 p.m.–5:15 p.m.
ƒ Around 10:00 a.m. there is a 13 min. advisory or homeroom period.
Ask students:
ƒ Can you see features of this information appearing in the graph?
Be sure students notice the large peaks at the times just before 8:00 a.m., near 10:00 a.m., just after 3:00 p.m., and near
5:15 p.m., which can be explained by bathroom use just before and just after activities.
Ask students:

ƒ Is it possible to deduce the time of lunch at this school?

Students might conjecture that lunch comes in two or three shifts so as to explain the multiple large peaks in the middle
of the day.
Now, return to the question of the numbers on the vertical axis:
ƒ Around 10:00 a.m. the graph indicates a peak of 80 units. What is the number 80 representing?
Students will likely answer “gallons of water used” or “volume of water used.” But what do we mean by used? Lead to
the idea that the amount used is measured by the volume of water that drains through the pipes and leaves the school.
Then ask the question:
ƒ How does one actually measure the amount of water flowing out through the pipes precisely at 10:00 a.m.?
What does 80 units of water leaving the school right at 10:00 a.m. mean?
à The issue to be discussed next is that 80 units of water must take some period of time to flow out
through the pipes.

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Ask students to think about the bell for the end of class. At this time, they all rise and begin to walk out of the
classroom, flowing through the door of the classroom. If there are 25 students in the class, would I say that a volume of
25 students is flowing through the door right at an instant? No, we have instead a flow of 25 students over a short
period of time.
Ask students to consider again what the number 80 at the 10:00 a.m. mark might mean.
Now add the following information:
ƒ The researchers who collected this data watched the school’s water meter during a 12 hr. period. The meter
shows the total amount of water (in gallons) that has left the school since the time the meter was last set to
zero. Since the researchers did not know when this resetting last occurred, they decided, at each minute mark
during the day, to measure how much the meter reading increased over the next minute of time. Thus, the
value 80 at the 10:00 a.m. mark on the graph means that 80 gal. of water flowed through the meter and left
the school during the period from 10:00 a.m. to 10:01 a.m.
Ask students:
MP.2 ƒ What are the units for the numbers on the vertical axis?
à The units for the numbers on the vertical axis are gallons per minute.
ƒ Ignoring the large spikes in the graph, what seems to be the typical range of values for water use during the
school day?
Help students notice that the value of the graph between the large spikes seems to oscillate between the flow of 0 gal.
of water per minute and about 15 gal. of water per minute.
Now have students complete Exercises 1 and 2 independently and then work in pairs or in small groups to discuss
MP.1 approaches and compare answers. Ask students to volunteer their answers to a general class discussion. Discuss any
assumptions that were made to arrive at answers.

Exercises 1–2

Exercises 1–2

1. The bulk of water usage is due to the flushing of toilets. Each flush uses ૛. ૞ ܏‫ܔ܉‬. of water. Samson estimates that
૛% of the school population uses the bathroom between 10:00 a.m. and 10:01 a.m. right before homeroom. What
is a good estimate of the population of the school?
ૡ૙
We know that ૡ૙ gallons of water are used during that minute. This corresponds to = ૜૛ flushes. Assuming
૛.૞
that each student flushes just once, we can say that ૜૛ students used the bathroom during this time. This
represents ૛% of the school population, which is one fiftieth of the school population. Thus, there are about ૚, ૟૙૙
people at the school.

2. Samson then wonders this: If everyone at the school flushed a toilet at the same time, how much water would go
down the drain (if the water pressure of the system allowed)? Are we able to find an answer for Samson?

Answers will vary based on assumptions made. If there were enough toilets that everyone could flush a toilet at the
same time, and using the estimated school population of ૚, ૟૙૙ (there would have to be ૚, ૟૙૙ toilets), then
૚૟૙૙ × ૛. ૞ ܏‫ܔ܉‬. = ૝૙૙૙ ܏‫ܔ܉‬. of water.

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Exercise 3 (15 minutes): Estimation Exercise

Have students work in pairs to draw a graph of the water usage at their school based on their answers to the following
MP.3 questions:

Exercise 3: Estimation Exercise

3.
a. Make a guess as to how many toilets are at the school.

ૡ૙

b. Make a guess as to how many students are in the school, and what percentage of students might be using the
bathroom at break times between classes, just before the start of school, and just after the end of school.
Are there enough toilets for the count of students wishing to use them?

Of ૚, ૟૙૙ students, at any given break time, ૛૙% are using the restroom. That means that during a break
time ૜૛૙ students wish to use the toilet. Since there are only approximately ૡ૙ toilets, there are not enough
toilets if all of the students go at the same time (say at the beginning of the break).

c. Using the previous two considerations, estimate the number of students using the bathroom during the peak
minute of each break.

૚
૜૛૙ students are using the bathroom during a break, but maybe only of them at any one minute, so ૡ૙ at
૝
any one minute.

d. Assuming each flush uses ૛.૞ ܏‫ܔ܉‬. of water, estimate the amount of water being used during the peak minute
of each break.
܏‫ܔ܉‬
ૡ૙ ܎‫ × ܛ܍ܐܛܝܔ‬૛.૞ = ૛૙૙ ܏‫ܔ܉‬.
܎‫ܐܛܝܔ‬

e. What time of day do these breaks occur? (If the school schedule varies, consider today’s schedule.)

Answers will vary by school; an example: 8:00, 9:45, 11:30, 12:00, 1:45, 3:30

f. Draw a graph that could represent the water consumption in a typical school day of your school.

Exit Ticket (3 minutes)

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Name Date

Lesson 4: Analyzing Graphs—Water Usage During a Typical Day

at School

Exit Ticket

Suppose the researchers collecting data for water consumption during a typical school day collected data through the
night too.

1. For the period between the time the last person leaves the building for the evening and the time of the arrival of the
first person the next morning, how should the graph of water consumption appear?

2. Suppose the researchers see instead, from the time 1:21 a.m. onward, the graph shows a horizontal line of constant
value, 4. What might have happened during the night?

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Exit Ticket Sample Solutions

Suppose the researchers collecting data for water consumption during a typical school day collected data through the
night too.

1. For the period between the time the last person leaves the building for the evening and the time of the arrival of the
first person the next morning, how should the graph of water consumption appear?

Since no toilets are being used, the graph should be a horizontal line of constant value zero.

2. Suppose the researchers see instead, from the time 1:21 a.m. onward, the graph shows a horizontal line of constant
value, ૝. What might have happened during the night?

Perhaps one toilet started to leak at 1:21 a.m., draining water at a rate of ૝ gallons per minute.

Problem Set Sample Solutions

1. The following graph shows the temperature (in degrees Fahrenheit) of La Honda, CA in the months of August and
September of ૛૙૚૛. Answer the questions following the graph.

a. The graph seems to alternate between peaks and valleys. Explain why.

The temperature increases during the day and drops during the night, and the difference between the high
and low temperatures can be very large.

b. When do you think it should be the warmest during each day? Circle the peak of each day to determine if the
graph matches your guess.

The warmest time should be before sunset, a few hours after noon, since heating occurs throughout the day
while the sun is up.

c. When do you think it should be the coldest during each day? Draw a dot at the lowest point of each day to
determine if the graph matches your guess.

Similarly, the coldest temperature should be before sunrise, since cooling occurs throughout the night.

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d. Does the graph do anything unexpected such as not following a pattern? What do you notice? Can you
explain why it is happening?

The graph seems to follow the expected pattern with natural variations, except for the unusually low daytime
temperatures on August 31.

2. The following graph shows the amount of precipitation (rain, snow, or hail) that accumulated over a period of time
in La Honda, CA.

a. Tell the complete story of this graph.

On August 24, the measurement started with an initial cumulative data of ૙. ૚૜ ܑ‫ܖ‬. It stands for the
precipitation accumulated before the current measurement. Nothing else happened until August 31, when
there was ૙.૙૝ ܑ‫ܖ‬. of precipitation. On September 1, there was ૙. ૙૚ ܑ‫ܖ‬. more of precipitation.

b. The term accumulate, in the context of the graph, means to add up the amounts of precipitation over time.
The graph starts on August 24. Why didn’t the graph start at ૙ ܑ‫ܖ‬. instead of starting at ૙. ૚૜ ܑ‫ܖ‬.?

On August 24, the measurement started with an initial cumulative data of ૙. ૚૜ ܑ‫ܖ‬. It stands for the
precipitation accumulated before the current measurement.

3. The following graph shows the solar radiation over a period of time in La Honda, CA. Solar radiation is the amount
of the sun’s rays that reach the earth’s surface.

a. What happens in La Honda when the graph is flat?

This represents time periods during which the solar radiation per unit area is constant. For example, during
nighttime, there is no sunlight, and hence there are flat regions on the curve.

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b. What do you think is happening when the peaks are very low?

It could be an overcast day. Other less common events, such as a solar eclipse, would also cause this.

c. Looking at all three graphs, what do you conclude happened on August 31, 2012 in La Honda, CA?

The lower temperature, increase in accumulated precipitation, and the low solar radiation makes me think
that August 31, 2012 was overcast and rainy for most of the day.

4. The following graph shows the velocity (in centimeters per second) and turbidity of the Logan River in Queensland,
Australia during a flood. Turbidity refers to the clarity of the water (higher turbidity means murkier water) and is
related to the total amount of suspended solids, such as clay, silt, sand, and phytoplankton, present in the water.

a. For recreation, Jill visited the river during the month of January and saw clean and beautiful water. On which
day do you think she visited?

The fifteenth appears to be the best choice because of the low turbidity. The eighth and tenth are also good
choices.

b. What do the negative velocities (below the grey line) that appear periodically at the beginning represent?

This shows normal tidal flow, which is disturbed during the flood.

c. The behavior of the river seems to follow a normal pattern at the beginning and at the very end of the time
period shown. Approximately when does the flood start? Describe its effects on velocity and turbidity.

The flood starts on the eleventh. It increases the velocity so that it is always positive, disturbing the tide, and
it increases the turbidity of the water.

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Lesson 5: Two Graphing Stories

Student Outcomes
ƒ Students interpret the meaning of the point of intersection of two graphs and use analytic tools to find its
coordinates.

Classwork
Example 1 (7 minutes)

Have students read the situation and sketch a graphing story. Prompt them to visualize both the story and what the
graph will look like as they read the situation. Share a few student responses.
Some students may raise questions:
ƒ Are the two people traveling at the same rate? If yes, how would their graphs compare?
à If they were, the graphs of the lines would have opposite slopes.
Clarification may need to be given about what it means to graph Earl’s distance from Maya’s door. His distance should
be decreasing as time passes. Earl’s distance is represented by the dotted line. Notice that this graph shows the story
ending when the two people meet each other in the hallway, and it assumes they travel at the same rate. Do not spend
too much time developing content or equations here. The rest of the lesson will provide a more formal approach.

Example 1

Consider the story:

Maya and Earl live at opposite ends of the hallway in their apartment building. Their doors are ૞૙ ܎‫ܜ‬. apart. Each starts
at his or her own door and walks at a steady pace toward each other and stops when they meet.

What would their graphing stories look like if we put them on the same graph? When the two people meet in the
hallway, what would be happening on the graph? Sketch a graph that shows their distance from Maya’s door.

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Exploratory Challenge/Exercises 1–4 (20 minutes)

The following video is of a man walking up and then back down a flight of stairs. On the way down, a girl starts walking
up the stairs. http://youtu.be/X956EvmCevI

Exploratory Challenge/Exercises 1–4

Watch the following graphing story.

http://youtu.be/X956EvmCevI

The video shows a man and a girl walking on the same stairway.

1. Graph the man’s elevation on the stairway versus time

in seconds.

2. Add the girl’s elevation to the same graph. How did you
account for the fact that the two people did not start at
the same time?

Students’ answers should look something like the graph

to the right. Student work should also include scales.

Have students form groups and produce a group graph on a whiteboard or poster paper in response to these exercises.
Students might have questions about how to incorporate information depicting the motion of the second person. After
a few minutes, have students hold up what they have drawn. Give the class further opportunity to revise their own
graphs if they wish. Call out groups that have labeled and scaled their axes and ask follow-up questions to elicit their
thinking when they created their graphs. The goal should be that all groups have a roughly accurate sketch with axes
labeled. Students may struggle with starting the second person at a point along the horizontal axis. Clarify that time 0
MP.1 represents the time when the first person started walking up the stairs. Work with students by stopping and starting the
video to refine and scale their graphs. Estimate that each rise of each stair is 8 in. There are 16 stairs with a maximum
2
elevation of 10 ft.
3
Sketch the graph on the board and label the intersection point ܲ. Ask the following questions:
ƒ Does it seem reasonable to say that each graph is composed of linear segments?
à Most students will accept that linear functions represent a good model. We might assume that each
person is ascending or descending at a constant rate.

3. Suppose the two graphs intersect at the point ࡼ(૛૝,૝). What is the meaning of this point in this situation?

Many students will respond that ࡼ is where the two people pass each other on the stairway.

Lead a discussion that highlights these more subtle points before proceeding.
ƒ We have two elevation-versus-time graphs, one for each of the two people (and that time is being measured in
the same way for both people).
ƒ The point ܲ lies on the elevation-versus-time graph for the first person, and it also lies on the elevation-versus-
time graph for the second person.

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ƒ We know the coordinates of the point ܲ. These coordinates mean that since the first person is at an elevation
of 4 ft. at 24 sec., the second person is also at an elevation of 4 ft. at 24 sec.

4. Is it possible for two people, walking in stairwells, to produce the same graphs you have been using and not pass
each other at time ૚૛ ‫܋܍ܛ‬.? Explain your reasoning.

Yes, they could be walking in separate stairwells. They would still have the same elevation of ૝ ܎‫ܜ‬. at time ૛૝ ‫܋܍ܛ‬.
but in different locations.

Give students time to revise their work after discussing this with the entire class.

Example 2/Exercises 5–7 (10 minutes)

Exercise 6 has a similar scenario to Example 1. After students work this exercise in small groups, have each group share
their results as time permits. Circulate around the classroom providing assistance to groups as needed. Use the results
of the exercises in Example 2 to close this session.

Example 2/Exercises 5–7

Consider the story:

Duke starts at the base of a ramp and walks up it at a constant rate. His elevation increases by ૜ ܎‫ܜ‬. every second. Just as
Duke starts walking up the ramp, Shirley starts at the top of the same ૛૞ ܎‫ܜ‬. high ramp and begins walking down the
ramp at a constant rate. Her elevation decreases ૛ ܎‫ܜ‬. every second.

5. Sketch two graphs on the same set of elevation-versus-time axes to represent Duke’s and Shirley’s motions.

6. What are the coordinates of the point of intersection of the two graphs? At what time do Duke and Shirley pass
each other?

(૞ ,૚૞)

࢚=૞

7. Write down the equation of the line that represents Duke’s motion as he moves up the ramp and the equation of
the line that represents Shirley’s motion as she moves down the ramp. Show that the coordinates of the point you
found in the question above satisfy both equations.

If ࢟ represents elevation in feet and ࢚ represents time in seconds, then Duke’s elevation is represented by ࢟ = ૜࢚
and Shirley’s elevation is represented by ࢟ = ૛૞ െ ૛࢚. The lines intersect at (૞, ૚૞), and this point does indeed lie
on both lines.

Duke: ૚૞ = ૜(૞) Shirley: ૚૞ = ૛૞ െ ૛(૞)

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Closing (3 minutes)
ƒ How did you figure out the slope of your linear equations from the story? Why was Shirley’s slope negative?
à The slope is the rate of change, feet per second. Shirley's slope was negative because she was walking
down the ramp, and thus her elevation was decreasing over time.
ƒ Why did Shirley’s graph and equation have the ‫ݕ‬-intercept (0, 25)?
MP.3 à The ‫ݕ‬-intercept was (0, 25) because at time equal to 0, Shirley was at an elevation of 25 ft.
ƒ What was easier in this problem, determining the intersection point algebraically or graphically? When might
an algebraic approach be better?
à Students could answer either, depending on the accuracy of their graphs. An algebraic approach would
be better when the graphs intersect at non-integer values.

Lesson Summary

The intersection point of the graphs of two equations is an ordered pair that is a solution to both equations. In the
context of a distance (or elevation) story, this point represents the fact that both distances (or elevations) are equal
at the given time.

Graphing stories with quantities that change at a constant rate can be represented using piecewise linear
equations.

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 5: Two Graphing Stories

Exit Ticket

Maya and Earl live at opposite ends of the hallway in their apartment building. Their doors are 50 ft. apart. Each person
starts at his or her own door and walks at a steady pace toward the other. They stop walking when they meet.
Suppose:
ƒ Maya walks at a constant rate of 3 ft. every second.
ƒ Earl walks at a constant rate of 4 ft. every second.

1. Graph both people’s distance from Maya’s door versus

time in seconds.

2. According to your graphs, approximately how far will they

be from Maya’s door when they meet?

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Exit Ticket Sample Solutions

Maya and Earl live at opposite ends of the hallway in their apartment building. Their doors are ૞૙ ܎‫ܜ‬. apart. Each person
starts at his or her own door and walks at a steady pace toward the other. They stop walking when they meet.

Suppose:

ƒ Maya walks at a constant rate of ૜ ܎‫ܜ‬. every second.

ƒ Earl walks at a constant rate of ૝ ܎‫ܜ‬. every second.

1. Graph both people’s distance from Maya’s door versus time in

seconds.

Graphs should be scaled and labeled appropriately. Maya’s graph

should start at (૙, ૙) and have a slope of ૜, and Earl’s graph should
start at (૙,૞૙) and have a slope of െ૝.

2. According to your graphs, approximately how far will they be from

Maya’s door when they meet?

The graphs intersect at approximately ૠ ‫܋܍ܛ‬. at a distance of about

૛૚ ܎‫ܜ‬. from Maya’s door.

Problem Set Sample Solutions

1. Reread the story about Maya and Earl from Example 1. Suppose that Maya walks at a constant rate of ૜ ܎‫ܜ‬.every
second and Earl walks at a constant rate of ૝ ܎‫ܜ‬. every second starting from ૞૙ ܎‫ܜ‬. away. Create equations for each
person’s distance from Maya’s door and determine exactly when they meet in the hallway. How far are they from
Maya’s door at this time?

Maya’s Equation: ࢟ = ૜࢚

Earl’s Equation: ࢟ = ૞૙ െ ૝࢚
૚
Solving the equation ૜࢚ = ૞૙ െ ૝࢚ gives the solution = ૠ ૠ . The two meet at exactly this time at a distance of
૚ ૜
૜ ቀૠ ૠ ቁ = ૛૚ ૠ ܎‫ܜ‬. from Maya’s door.

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2. Consider the story:

May, June, and July were running at the track. May started first and ran at a steady pace of ૚ ‫ܑܕ‬. every ૚૚ ‫ܖܑܕ‬.
June started ૞ ‫ܖܑܕ‬. later than May and ran at a steady pace of ૚ ‫ܑܕ‬. every ૢ ‫ܖܑܕ‬. July started ૛ ‫ܖܑܕ‬. after June
૚
and ran at a steady pace, running the first lap ቀ૝ ‫ܑܕ‬. ቁ in ૚. ૞ ‫ܖܑܕ‬. She maintained this steady pace for ૜ more laps
and then slowed down to ૚ lap every ૜ ‫ܖܑܕ‬.
a. Sketch May, June, and July’s distance-versus-time graphs on a coordinate plane.

b. Create linear equations that represent each girl’s mileage in terms of time in minutes. You will need two
equations for July since her pace changes after ૝ laps (૚ ‫ܑܕ‬.).

Equations for May, June, and July are shown below. Notice that July has two equations since her speed
changes after her first mile, which occurs ૚૜ ‫ܖܑܕ‬. after May starts running.

૚
May: ࢊ= ࢚
૚૚
૚
June: ࢊ = (࢚ െ ૞)
ૢ
૚ ૚
July: ࢊ = (࢚ െ ૠ) , ࢚ ൑ ૚૜ and ࢊ = (࢚ െ ૚૜) + ૚, ࢚ > ૚૜
૟ ૚૛

c. Who was the first person to run ૜ ‫ܑܕ‬.?

June at time ૜૛ ‫ܖܑܕ‬.

d. Did June and July pass May on the track? If they did, when and at what mileage?

Assuming that they started at the same place, June passes May at time ૛ૠ. ૞ ‫ܖܑܕ‬. at the ૛. ૞ ‫ܑܕ‬. marker.
July does not pass May.

e. Did July pass June on the track? If she did, when and at what mileage?
૛
July passes June at time ૚૚ ‫ܖܑܕ‬. at the ‫ܑܕ‬. marker.
૜

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3. Suppose two cars are travelling north along a road. Car 1 travels at a constant speed of ૞૙ ‫ ܐܘܕ‬for two hours, then
speeds up and drives at a constant speed of ૚૙૙ ‫ ܐܘܕ‬for the next hour. The car breaks down and the driver has to
stop and work on it for two hours. When he gets it running again, he continues driving recklessly at a constant
speed of ૚૙૙ ‫ܐܘܕ‬. Car 2 starts at the same time that Car 1 starts, but Car 2 starts ૚૙૙ ‫ܑܕ‬. farther north than Car 1
and travels at a constant speed of ૛૞ ‫ ܐܘܕ‬throughout the trip.
a. Sketch the distance-versus-time graphs for Car 1 and Car 2 on a coordinate plane. Start with time ૙ and
measure time in hours.

A graph is shown below that approximates the two cars traveling north.

b. Approximately when do the cars pass each other?

૚ ૚
The cars pass after about ૛ ૛ ‫ܚܐ‬., after ૝ ‫ܚܐ‬., and after about ૞ ૛ ‫ܚܐ‬.

c. Tell the entire story of the graph from the point of view of Car 2. (What does the driver of Car 2 see along the
way and when?)

The driver of Car 2 is carefully driving along at ૛૞ ‫ܐܘܕ‬, and he sees Car 1 pass him at ૚૙૙ ‫ ܐܘܕ‬after about
૚ ૚ ૚
૛ ૛ ‫ܚܐ‬. About ૚ ૛ ‫ܚܐ‬. later, he sees Car 1 broken down along the road. After about another ૚ ૛ ‫ܚܐ‬., Car 1
whizzes past again.

d. Create linear equations representing each car’s distance in terms of time (in hours). Note that you will need
four equations for Car 1 and only one for Car 2. Use these equations to find the exact coordinates of when
the cars meet.

Using the variables, ࢊ for distance (in miles) and ࢚ for time (in hours):

Equation for Car 2: ࢊ = ૛૞࢚ + ૚૙૙

Equations for Car 1:

ࢊ = ૞૙࢚, ૙ ൑ ࢚ ൑ ૛
ࢊ = ૚૙૙(࢚ െ ૛) + ૚૙૙ = ૚૙૙(࢚ െ ૚), ૛ < ࢚ ൑ ૜
ࢊ = ૛૙૙, ૜ < ࢚ ൑ ૞
ࢊ = ૚૙૙(࢚ െ ૞) + ૛૙૙ = ૚૙૙(࢚ െ ૜), ૞ < ࢚

Intersection points:
૛૙૙ ൫૛૞൯ ൫૛૙૙ ൯
First: solving ૚૙૙(࢚ െ ૚) = ૛૞࢚ + ૚૙૙ gives ቀ ૠ૞ , + ૚૙૙ቁ ൎ (૛.ૠ, ૚૟૟. ૠ),
ૠ૞

Second: solving ૛૙૙ = ૛૞࢚ + ૚૙૙ gives (૝,૛૙૙), and

૝૙૙ ൫૛૞൯ ൫૝૙૙൯
Third: solving ૚૙૙(࢚ െ ૜) = ૛૞࢚ + ૚૙૙ gives ቀ ૠ૞ , + ૚૙૙ቁ ൎ (૞. ૜, ૛૜૜.૜).
ૠ૞

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4. Suppose that in Problem 3 above, Car 1 travels at the constant speed of ૛૞ ‫ ܐܘܕ‬the entire time. Sketch the
distance-versus-time graphs for the two cars on a graph below. Do the cars ever pass each other? What is the linear
equation for Car 1 in this case?

A sample graph is shown below. Car 1 never overtakes Car 2, and they are ૚૙૙ ‫ܑܕ‬. apart the entire time. The
equation for Car 1 is ࢟ = ૛૞࢚.

5. Generate six distinct random whole numbers between ૛ and ૢ inclusive, and fill in the blanks below with the
numbers in the order in which they were generated.

࡭ (૙ , _______), ࡮ (_______,_______), ࡯ (૚૙ , _______)

ࡰ (૙ , _______), ࡱ (૚૙ , _______).

(Link to a random number generator http://www.mathgoodies.com/calcula tors/random_no_cus tom.html)

a. On a coordinate plane, plot points ࡭, ࡮, and ࡯. Draw line segments from point ࡭ to point ࡮, and from point
࡮ to point ࡯.
b. On the same coordinate plane, plot points ࡰ and ࡱ and draw a line segment from point ࡰ to point ࡱ.
c. Write a graphing story that describes what is happening in this graph. Include a title, ࢞- and ࢟-axis labels, and
scales on your graph that correspond to your story.

Answers will vary depending on the random points generated.

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6. The following graph shows the revenue (or income) a company makes from designer coffee mugs and the total cost
(including overhead, maintenance of machines, etc.) that the company spends to make the coffee mugs.

14000
12000
10000

Dollars
8000
6000 Total Cost
4000 Revenue
2000
0
0 200 400 600 800 1000
Units Produced and Sold

a. How are revenue and total cost related to the number of units of coffee mugs produced?

Definition: Profit = Revenue െ Cost. Revenue is the income from the sales and is directly proportional to the
number of coffee mugs actually sold; it does not depend on the units of coffee mugs produced. Total cost is
the sum of the fixed costs (overhead, maintaining the machines, rent, etc.) plus the production costs
associated with the number of coffee mugs produced; it does not depend on the number of coffee mugs sold.

b. What is the meaning of the point (૙, ૝૙૙૙) on the total cost line?

The overhead costs, the costs incurred regardless of whether ૙ or ૚,૙૙૙ coffee mugs are made or sold, is
$૝, ૙૙૙.

c. What are the coordinates of the intersection point? What is the meaning of this point in this situation?

(૞૙૙,૟૙૙૙). The revenue, $૟, ૙૙૙, from selling ૞૙૙ coffee mugs, is equal to the total cost, $૟, ૙૙૙, of
producing ૞૙૙ coffee mugs. This is known as the break-even point. When Revenue = Cost, the Profit is $૙.
After this point, the more coffee mugs sold, the more the positive profit; before this point, the company loses
money.

d. Create linear equations for revenue and total cost in terms of units produced and sold. Verify the coordinates
of the intersection point.
If ࢛ is a whole number for the number of coffee mugs produced and sold, ࡯ is the total cost to produce ࢛
mugs, and ࡾ is the total revenue when ࢛ mugs are sold, then

࡯ = ૝૙૙૙ + ૝࢛,
ࡾ = ૚૛࢛.

When ࢛ = ૞૙૙, both ࡯ = ૝૙૙૙ + ૝ ή ૞૙૙ = ૟૙૙૙ and ࡾ = ૚૛ ή ૞૙૙ = ૟૙૙૙.

e. Profit for selling ૚, ૙૙૙ units is equal to revenue generated by selling ૚, ૙૙૙ units minus the total cost of
making ૚, ૙૙૙ units. What is the company’s profit if ૚, ૙૙૙ units are produced and sold?

Profit = Revenue െ Total Cost. Hence,

ࡼ = ࡾ െ ࡯ = ૚૛ ή ૚૙૙૙ െ (૝૙૙૙ + ૝ ή ૚૙૙૙) = ૚૛૙૙૙ െ ૡ૙૙૙ = ૝૙૙૙

The company’s profit is $૝,૙૙૙ .

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Mathematics Curriculum
ALGEBRA I • MODULE 1

Topic B
The Structure of Expressions
A-SSE.A.2, A-APR.A.1

Focus Standards: A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it. For example,
see ‫ ݔ‬ସ െ ‫ ݕ‬ସ as (‫ ݔ‬ଶ )ଶ െ (‫ ݕ‬ଶ )ଶ, thus recognizing it as a difference of squares
that can be factored as (‫ ݔ‬ଶ െ ‫ ݕ‬ଶ )(‫ ݔ‬ଶ + ‫ ݕ‬ଶ ).
A-APR.A.1 Understand that polynomials form a system analogous to the integers, namely,
they are closed under the operations of addition, subtraction, and
multiplication; add, subtract, and multiply polynomials.
Instructional Days: 4
Lesson 6: Algebraic Expressions—The Distributive Property (P) 1
Lesson 7: Algebraic Expressions—The Commutative and Associative Properties (S)
Lesson 8: Adding and Subtracting Polynomials (S)
Lesson 9: Multiplying Polynomials (P)

In Lessons 6 and 7 of this topic, students develop a precise understanding of what it means for expressions to
be algebraically equivalent. By exploring geometric representations of the distributive, associative, and
commutative properties for positive whole numbers and variable expressions assumed to represent positive
whole numbers, students confirm their understanding of these properties and expand them to apply to all
real numbers. Students use the properties to generate equivalent expressions and formalize that two
algebraic expressions are equivalent if we can convert one expression into the other by repeatedly applying
the commutative, associative, and distributive properties and the properties of rational exponents to
components of the first expression. A goal of this topic is to address a fundamental, underlying question:
Why are the commutative, associative, and distributive properties so important in mathematics? 2 The answer
to the question is, of course, because these three properties help to generate all equivalent algebraic
expressions discussed in Algebra I.

1Lesson Structure
Key: P-Problem Set Lesson, M-Modeling Cycle Lesson, E-Exploration Lesson, S-Socratic Lesson
2Thewelcomed removal of parentheses from expressions through the use of order of operations and other tricks greatly simplifies
how we write expressions, but those same tricks also make it appear as if the associative property is never used when rewriting
expressions.

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Lessons 6 and 7 also engage students in their first experience using a recursive definition for building
algebraic expressions. Recursive definitions are sometimes confused with being circular in nature because
the definition of the term uses the very term one is defining. However, a recursive definition or process is not
circular because it has what is referred to as a base case. For example, a definition for algebraic expression is
presented as follows:
An algebraic expression is either:
1. A numerical symbol or a variable symbol or
2. The result of placing previously generated algebraic expressions into the two blanks of one of the
four operators ((__) + (__), (__) െ (__), (__) × (__), (__) ÷ (__)) or into the base blank of an
exponentiation with an exponent that is a rational number.
Part (1) of this definition serves as a base case, stating that any numerical or variable symbol is in itself an
algebraic expression. The recursive portion of the definition is in part (2) where one can use any previously
generated algebraic expression to form new ones using the given operands. Recursive definitions are an
important part of the study of sequences in Module 3. Giving students this early experience lays a nice
foundation for the work to come.
Having a clear understanding of how algebraic expressions are built and what makes them equivalent
provides a foundation for the study of polynomials and polynomial expressions.
In Lessons 8 and 9, students learn to relate polynomials to integers written in base ‫ݔ‬, rather than our
traditional base of 10. The analogies between the system of integers and the system of polynomials continue
as they learn to add, subtract, and multiply polynomials and to find that the polynomials for a system that is
closed under those operations (e.g., a polynomial added to, subtracted from, or multiplied by another
polynomial) always produces another polynomial.
We use the terms polynomial and polynomial expression in much the same way as we use the terms number
and numerical expression. Where we would not call 27(3 + 8) a number, we would call it a numerical
expression. Similarly, we reserve the word polynomial for polynomial expressions that are written as a sum
of monomials.

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Lesson 6: Algebraic Expressions—The Distributive Property

Student Outcomes
ƒ Students use the structure of an expression to identify ways to rewrite it.
ƒ Students use the distributive property to prove equivalency of expressions.

Lesson Notes
The previous five lessons introduced the graphs of the functions students will study in this algebra course. These next
lessons change the focus from graphs to expressions and their structures. In Grades 5–8, the term expression was
described but not formally defined, and many subtleties may have been overlooked. For example, the associative
property may not have been made explicit; 3 ή 5 ή 7, for instance, is really (3 ή 5) ή 7. The lessons that follow will formally
define algebraic expression and the equivalency of algebraic expressions and simultaneously introduce students to the
notion of a recursive definition, which later becomes a major aspect of Algebra I (recursive sequences). Lesson 6 begins
with an expression-building competition. As this is a strange, abrupt change of direction for students from the previous
five lessons, it may be worthwhile to mention this change.
ƒ In middle school you learned to find equations for straight line graphs such as the ones that appear in Lesson 1,
but as we saw in Lessons 2 and 3, not all graphs are linear. It would be nice to develop the machinery for
developing equations for those too, if at all possible. Note that Lesson 4 indicates that graphs still might be
very complicated and finding a single equation for them might not be possible. We may, however, be able to
find equations that produce graphs that approximate the graphs, or sections thereof. Also, Lesson 5 points out
the value of finding the point of intersection of two graphs. Our goal is to develop the algebraic tools to do
this.

Classwork
Exercise 1 (13 minutes)
The following is known as the 4-number game. It challenges students to write each Scaffolding:
positive integer as a combination of the digits 1, 2, 3, and 4; each used at most once,
combined via the operations of addition and multiplication only, as well as grouping If students would benefit from
symbols. For example, 24 can be expressed as (1 + 3)(2 + 4). Students may use it, optionally begin the lesson
parentheses or not, at their own discretion (as long as their expressions evaluate to the with the 3-number game using
given number, following the order of operations). Digits may not be juxtaposed to only the digits 1, 2, and 3.
represent larger whole numbers, so the numerals 1 and 2 cannot be used to create the
number 12 for instance.
Play the 4-number game as a competition within pairs. Give students three minutes to express the longest list of
numbers they can, each written in terms of the digits 1, 2, 3, and 4. Students may want to use small dry erase boards to
play this game or pencil and paper. Optionally, consider splitting up the tasks (e.g., 1–8, 9–20, 21–30, 31–36) and
assign them to different groups.

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Below are some sample expressions students may build and a suggested structure for displaying possible expressions on
the board as students call out what they have created.
When reviewing the game, it is likely that students will have different expressions for the same number (see answers to
rows 7 and 8 given below). Share alternative expressions on the board, and discuss as a class the validity of the
expressions.
Challenge students to come up with more than one way to create the number 21.

After students share their results, ask these questions:

ƒ What seems to be the first counting number that cannot be created using only the numbers 1, 2, 3, and 4 and
the operations of multiplication and addition?
à 22
ƒ What seems to be the largest number that can be made in the 4-number game?
à (1 + 2)(3)(4) = 36
We can now launch into an interesting investigation to find structure in the game.
ƒ Suppose we were playing the 2-number game. What seems to be the largest number you could be create using
the numbers 1 and 2 (each at most once) and the operations of multiplication and addition?
à (1 + 2) = 3
ƒ Suppose we were playing the 3-number game. What seems to be the largest number that could created using
the numbers 1, 2, and 3 (each at most once) and the operations of multiplication and addition?
à (1 + 2)(3) = 9
Encourage students to generalize the pattern for the 5-number game and the ܰ-number game and think about why this
pattern for an expression gives the largest attainable number.
à Add 1 and 2, and then multiply the remaining numbers. For the 5-number game the largest number
would be (1 + 2)(3)(4)(5) = 180. For the ܰ-number game, the largest number would be
(1 + 2)(3)(4)(5) … (݊).

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Discussion (5 minutes)
ƒ We have seen that both 1 + 2 + 3 and 1 ή 2 ή 3 evaluate to 6. Does it seem reasonable that for any real
numbers, ܽ, ܾ, and ܿ, that ܽ + ܾ + ܿ would be equivalent to ܽ ή ܾ ή ܿ?
à No, students will likely quickly think of counterexamples. (Proceed to the next bullet point regardless.)
ƒ How can we show geometrically that they are not generally equivalent? Assume that ܽ, ܾ, and ܿ, are positive
integers. Does it seem intuitive that these two geometric representations are equivalent?
à The geometric representations do not suggest equivalency.

ƒ Therefore, it does not appear that being numerically equivalent in one specific case implies equivalency in
other, more general cases.
ƒ Perhaps we should play a game like this with symbols.
ƒ Let’s consider first what the effect would be of allowing for repeat use of symbols in the 4-number game.
With the repeat use of symbols, we can build larger and larger expressions by making use of expressions we already
possess. For example, from 10 = 1 + 2 + 3 + 4, we can generate the number 110 by making repeated use of the
MP.7 expression:

110 = 10 ή 10 + 10 = (1 + 2 + 3 + 4) ή (1 + 2 + 3 + 4) + (1 + 2 + 3 + 4).

Exercise 2 (1 minute)

Exercises

2. Using the numbers ૚, ૛, ૜, ૝ only once and the operations + or × as many times as you like, write an expression
that evaluates to ૚૟. Use this expression and any combination of those symbols as many times as you like to write
an expression that evaluates to ૡ૚૟.

(૝ + ૜ + ૚) × ૛

൫(૝ + ૜ + ૚) × ૛൯൫(૝ + ૜ + ૚) × ૛ + (૝ + ૜ + ૚) × ૛ + (૝ + ૜ + ૚) × ૛൯ + (૝ + ૜ + ૚) × ૛
+ (૝ + ૜ + ૚) × ૛ + (૝ + ૜ + ૚) × ૛

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Exercise 3 (5 minutes)
ƒ Suppose we now alter the 4-number game to be as follows.

3. Define the rules of a game as follows:

a. Begin by choosing an initial set of symbols, variable or numeric, as a starting set of expressions.

૜, ࢞, ࢟, and ࢇ

b. Generate more expressions by placing any previously created expressions into the blanks of the addition
operator: ______ + _______.

૜ + ࢇ or ࢞ + ࢟ or ࢟ + ૜ or ࢇ + ࢇ

ƒ Let’s play the game using 3, ‫ݔ‬, ‫ݕ‬, and ܽ as our set of starting expressions.
Write the symbols to be used on the board. (These are not provided in the student materials.)
ƒ Can you see that:
Part (1) of the game gives us 3, ‫ݔ‬, ‫ݕ‬, and ܽ to start.
Part (2) gives us expressions, such as 3 + ܽ or ‫ ݔ‬+ ‫ ݕ‬or ‫ ݕ‬+ 3 or ܽ + ܽ.
Repeated use of part (2) then gives (3 + ܽ) + 3 or ‫ ݔ‬+ (‫ ݔ‬+ ‫ )ݕ‬and (‫ ݔ‬+ ‫ )ݕ‬+ (‫ ݔ‬+ ‫)ݕ‬,
and then ൫(‫ ݔ‬+ ‫ )ݕ‬+ (‫ ݔ‬+ ‫ )ݕ‬൯ + ܽ for example.

Make sure students are clear that in this version of the game, we are going to limit ourselves to addition (no
multiplication).
ƒ Take 1 minute to generate as many expressions as possible, following the rules of the game. (Time students for
1 minute.)
ƒ Compare your list with your neighbor. Did your neighbor follow the rules of the game?
ƒ If the rules are followed, strings of sums are generated. Is that correct?
ƒ Is it possible to create the expression 4‫ ݔ‬+ 5‫ ݕ‬+ 3ܽ from the game?
Ask a student to verbally describe how he did it and show the string of sums on the board.

ቀ൫(‫ ݔ‬+ ‫ )ݕ‬+ (‫ ݔ‬+ ‫ )ݕ‬൯ + ൫(‫ ݔ‬+ ‫ )ݕ‬+ (‫ ݔ‬+ ‫ )ݕ‬൯ቁ + ൫(‫ ݕ‬+ ܽ) + (ܽ + ܽ) ൯

Exercise 4 (4 minutes) Scaffolding:

For students who are
4. Roma says that collecting like terms can be seen as an application of the distributive struggling, begin with the
property. Is writing ࢞ + ࢞ = ૛࢞ an application of the distributive property? problem 2‫ ݔ‬+ 3‫ = ݔ‬5‫ݔ‬, or
offer the problem just the way
Roma is correct. By the distributive property, we have
࢞ + ࢞ = ૚ ή ࢞ + ૚ ή ࢞ = (૚ + ૚)࢞ = ૛࢞. it is given, and allow students
to ponder and struggle for a
bit. Then, suggest, “If you are
not sure, let’s try this one: Is
2‫ ݔ‬+ 3‫ = ݔ‬5‫ ݔ‬an application of
the distributive property?”

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Exercises 5–7 (7 minutes)

Have students work the following exercises one at a time, taking time to discuss the solutions between each one.

5. Leela is convinced that (ࢇ + ࢈)૛ = ࢇ૛ + ࢈૛. Do you think she is right? Use a picture to illustrate your reasoning.

Leela is not right.

6. Draw a picture to represent the expression (ࢇ + ࢈ + ૚) × (࢈ + ૚).

Answer:

A good discussion to have with students is whether it is important that the length of 1 in the width be the same as the
length of 1 in the height. Continue the discussion as to whether how the picture is labeled is important to representing
the quantities.

7. Draw a picture to represent the expression (ࢇ + ࢈) × (ࢉ + ࢊ) × (ࢋ + ࢌ + ࢍ).

Answer:

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Closing (7 minutes)
The previous exercises demonstrate the distributive property of arithmetic, which we believe to hold for all real
numbers, not just the positive whole numbers. The choice of the word belief is intended to reinforce the notion with
students that we accept the property as true without the need for proof.
ƒ We can see, geometrically, that the following are true for whole numbers (display on the board):
(ܽ + ܾ) ଶ = ܽ ଶ + 2ܾܽ + ܾ ଶ
(ܽ + ܾ + 1) × (ܾ + 1) = ܾܽ + ܾ ଶ + ܽ + 2ܾ + 1
(ܽ + ܾ) × (ܿ + ݀ ) × (݁ + ݂ + ݃) = ܽܿ݁ + ݂ܽܿ + ܽܿ݃ + ܽ݀݁ + ݂ܽ݀ + ܽ݀݃ + ܾܿ݁ + ܾ݂ܿ + ܾܿ݃ + ܾ݀݁ + ܾ݂݀ + ܾ݀݃

ƒ Do we also believe these statements to be true for all real numbers: ܽ, ܾ, ܿ, ݀, ݁, ݂, ݃?

ƒ Which of these statements are extensions of the distributive property of arithmetic (stated in the student
materials)?
à All of them.

A Key Belief of Arithmetic:

THE DISTRIBUTIVE PROPERTY: If ࢇ, ࢈, and ࢉ are real numbers, then ࢇ(࢈ + ࢉ) = ࢇ࢈ + ࢇࢉ.

Lesson Summary
The distributive property represents a key belief about the arithmetic of real numbers. This property can be applied
to algebraic expressions using variables that represent real numbers.

Exit Ticket (3 minutes)

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Name ___________________________________________________ Date____________________

Lesson 6: Algebraic Expressions—The Distributive Property

Exit Ticket

Consider the expression: (‫ ݔ‬+ ‫ ݕ‬+ 3) × (‫ ݕ‬+ 1).

1. Draw a picture to represent the expression.

2. Write an equivalent expression by applying the distributive property.

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Exit Ticket Sample Solutions

Consider the expression: (࢞ + ࢟ + ૜) × (࢟ + ૚) .

1. Draw a picture to represent the expression.

2. Write an equivalent expression by applying the distributive property.

(࢞ + ࢟ + ૜) × (࢟ + ૚) = ࢞࢟ + ࢞ + ࢟૛ + ૝࢟ + ૜

Problem Set Sample Solutions

1. Insert parentheses to make each statement true.

a. ૛ + ૜ × ૝૛ + ૚ = ૡ૚ (૛ + ૜) × ૝૛ + ૚ = ૡ૚
૛ (૛ + ૜) × (૝૛ + ૚) = ૡ૞
b. ૛ + ૜ × ૝ + ૚ = ૡ૞
c. ૛ + ૜ × ૝૛ + ૚ = ૞૚ ૛ + (૜ × ૝૛) + ૚ = ૞૚ (or no parentheses at all is acceptable as well)
d. ૛ + ૜ × ૝૛ + ૚ = ૞૜ ૛ + ૜ × ( ૝૛ + ૚) = ૞૜

2. Using starting symbols of ࢝, ࢗ, ૛, and െ૛, which of the following expressions will NOT appear when following the
rules of the game played in Exercise 3?
a. ૠ࢝ + ૜ࢗ + (െ૛)
b. ࢗ െ૛
c. ࢝െࢗ
d. ૛࢝ + ૟
e. െ૛࢝ + ૛
The expressions in parts (c) and (e) cannot be obtained by following the rules of the game played in Exercise 3.
The expression in part (d) appears as ࢝ + ࢝ + ૛ + ૛ + ૛, which is equivalent to ૛࢝ + ૟ .

3. Luke wants to play the ૝-number game with the numbers ૚, ૛, ૜, and ૝ and the operations of addition,
multiplication, AND subtraction.

Leoni responds, “Or we just could play the ૝-number game with just the operations of addition and multiplication,
but now with the numbers െ૚, െ૛, െ૜, െ૝, ૚, ૛, ૜, and ૝ instead.”

What observation is Leoni trying to point out to Luke?

Subtraction can be viewed as the addition of a negative (e.g., ࢞ െ ૝ = ࢞ + (െ૝)). By introducing negative integers,
we need not consider subtraction as a new operation.

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4. Consider the expression: (࢞ + ૜) ή (࢟ + ૚) ή (࢞ + ૛).

a. Draw a picture to represent the expression.

b. Write an equivalent expression by applying the distributive property.

(࢟ + ૚)(࢞ + ૜)(࢞ + ૛) = ࢞૛࢟ + ૞࢞࢟ + ૟࢟ + ࢞૛ + ૞࢞ + ૟

5.
a. Given that ࢇ > ࢈, which of the shaded regions is larger and why?

The shaded region from the image on the left is larger than the shaded region from the image on the right.
Both images are made up of the region of area ࢇ × ࢈ plus another region of either ૛ࢇ (for the image on the
left) or ૛࢈ (for the image on the right). Since ࢇ > ࢈, ૛ࢇ > ૛࢈.

b. Consider the expressions ૡ૞૚ × ૛ૢ and ૡ૝ૢ × ૜૚. Which would result in a larger product? Use a diagram to
demonstrate your result.

ૡ૞૚ ή ૛ૢ can be written as (ૡ૝ૢ + ૛) ૛ૢ = ૡ૝ૢ ή ૛ૢ + ૛ ή ૛ૢ and

ૡ૝ૢ ή ૜૚ can be written as ૡ૝ૢ(૛ૢ + ૛) = ૡ૝ૢ ή ૛ૢ + ૛ ή ૡ૝ૢ.

Since ૛ ή ૛ૢ < ૛ ή ૡ૝ૢ, the product ૡ૝ૢ ή ૜૚ is the larger product.

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6. Consider the following diagram.

Edna looked at the diagram and then highlighted the four small rectangles shown and concluded:

(࢞ + ૛ࢇ)૛ = ࢞૛ + ૝ࢇ(࢞ + ࢇ).

a. Michael, when he saw the picture, highlighted four rectangles and concluded:

(࢞ + ૛ࢇ) ૛ = ࢞૛ + ૛ࢇ࢞ + ૛ࢇ(࢞ + ૛ࢇ).

Which four rectangles and one square did he highlight?

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b. Jill, when she saw the picture, highlighted eight rectangles and squares (not including the square in the
middle) to conclude:

(࢞ + ૛ࢇ) ૛ = ࢞૛ + ૝ࢇ࢞ + ૝ࢇ૛ .

Which eight rectangles and squares did she highlight?

c. When Fatima saw the picture, she concluded: (࢞ + ૛ࢇ)૛ = ࢞૛ + ૝ࢇ(࢞ + ૛ࢇ) െ ૝ࢇ૛ . She claims she
highlighted just four rectangles to conclude this. Identify the four rectangles she highlighted, and explain
how using them, she arrived at the expression ࢞૛ + ૝ࢇ (࢞ + ૛ࢇ) െ ૝ࢇ૛.

She highlighted each of the four rectangles that form a rim around the inner square. In doing so, she double
counted each of the four ࢇ × ࢇ corners and, therefore, needed to subtract ૝ࢇ૛ .

d. Is each student's technique correct? Explain why or why not.

Yes, all of the techniques are right. You can see how each one is correct using the diagrams. Students broke
the overall area into parts and added up the parts. In Fatima’s case, she ended up counting certain areas
twice and had to compensate by subtracting those areas back out of her sum.

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Lesson 7: Algebraic Expressions—The Commutative and

Associative Properties

Student Outcomes
ƒ Students use the commutative and associative properties to recognize structure within expressions and to
prove equivalency of expressions.

Classwork
Exercises 1–4 (15 minutes)
Have students discuss the following four exercises in pairs. Discuss the answers as a class.

Exercise 1

Suzy draws the following picture to represent the sum ૜ + ૝:

Ben looks at this picture from the opposite side of the table and says, “You drew ૝ + ૜.”
Explain why Ben might interpret the picture this way.
Ben read the picture from his left to his right on his side of the table.

Exercise 2

Suzy adds more to her picture and says, “The picture now represents (૜ + ૝) + ૛.”

How might Ben interpret this picture? Explain your reasoning.

Reading from right to left, the solution would be (૛ + ૝) + ૜. Make sure students have parentheses around ૛ + ૝.

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Exercise 3
Suzy then draws another picture of squares to represent the product ૜ × ૝. Ben moves to the end of the table and says,
“From my new seat, your picture looks like the product ૝ × ૜.”

What picture might Suzy have drawn? Why would Ben see it differently from his viewpoint?

Squares should be arranged in a grid. If a student responds that Suzy made ૜ rows of ૝, then Ben’s viewpoint would be ૝
rows of ૜. Students should understand that Ben is seated to Suzy’s left or right now, not across from her. Some students
may need scaffolding here—have them physically move to see the different viewpoint.

Exercise 4
Draw a picture to represent the quantity (૜ × ૝) × ૞ that also could represent the quantity (૝ × ૞) × ૜ when seen from
a different viewpoint.

Student solutions could vary here. Students may consider representing the problem as a ૜ by ૝ by ૞ rectangular box.
When viewed from different faces, the different expressions appear. With the ૜ by ૝ rectangle viewed as its base, the
volume of the box might be computed as (૜ × ૝) × ૞. But with the ૝ by ૞ rectangle viewed as its base, its volume would
be computed as (૝ × ૞) × ૜. Some students will likely repeat the ૜ × ૝ pattern ૞ times in a row. This diagram viewed
from the end of the table would be ૝ dots repeated ૞ times arranged in ૜ columns.

Ask students a series of questions of the following type:

1 3
ƒ Could the ideas developed in Exercises 1 and 2 be modified so as to explain why 2 + should equal
2 19
ଷ ଵ
+2 ?
ଵଽ ଶ
ƒ Or that ൫(െ6562.65) + (െ9980.77)൯ + 22 should equal ൫22 + (െ9980.77)൯ + (െ6562.65)?
1 ଵ
ƒ How about that ξ 2 + should equal + ξ 2?
ߨ గ
ƒ Is it possible for a rectangle or a rectangular box to have a negative side length?
1 1
ƒ Could the ideas developed in Exercises 3 and 4 be used to show that (െ3) × ൬ ൰ should equal ቀ ቁ × ( െ3)
ඥ7 ξ7
16 16
or that (ߨ × 17.2) × ቀെ ቁ should equal ቆቀെ ቁ × 17.2ቇ × ߨ?
5 5

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Next, have students review the four properties of arithmetic provided in the student materials and ask the following:

Four Properties of Arithmetic:

THE COMMUTATIVE PROPERTY OF ADDITION: If ࢇ and ࢈ are real numbers, then ࢇ + ࢈ = ࢈ + ࢇ.

THE ASSOCIATIVE PROPERTY OF ADDITION: If ࢇ, ࢈, and ࢉ are real numbers, then (ࢇ + ࢈) + ࢉ = ࢇ + (࢈ + ࢉ).

THE COMMUTATIVE PROPERTY OF MULTIPLICATION: If ࢇ and ࢈ are real numbers, then ࢇ × ࢈ = ࢈ × ࢇ.

THE ASSOCIATIVE PROPERTY OF MULTIPLICATION: If ࢇ, ࢈, and ࢉ are real numbers, then (ࢇ࢈) ࢉ = ࢇ(࢈ࢉ).

ƒ Can you relate each of these properties to one of the previous exercises?
à Exercise 1 connects with the commutative property of addition.
à Exercise 2 connects with the associative property of addition. (Students might mention that the
commutative property of addition is also relevant to this exercise. This will be discussed fully in
Exercise 5.)
à Exercise 3 connects with the commutative property of multiplication.
à Exercise 4 connects the associative property of multiplication. (Students might mention that the
commutative property of multiplication is also relevant to this exercise. This will be discussed fully in
Exercise 6.)
Point out that the four opening exercises suggest that the commutative and associative properties of addition and
multiplication are valid for whole numbers and probably apply to all real numbers as well. However, there is a weakness
in the geometric models since negative side lengths and areas are not meaningful. We choose to believe these
properties hold for all real numbers, including negative numbers.

Exercise 5 (10 minutes)

Exercise 5

Viewing the diagram below from two different perspectives illustrates that (૜ + ૝) + ૛ equals ૛ + (૝ + ૜).

Is it true for all real numbers ࢞, ࢟, and ࢠ that (࢞ + ࢟) + ࢠ should equal (ࢠ + ࢟) + ࢞?

(Note: The direct application of the associative property of addition only gives (࢞ + ࢟) + ࢠ = ࢞ + (࢟ + ࢠ).)

To answer this exercise with the class, create a flow diagram on the board as follows. This flow diagram will show how
one can apply both the commutative and associative properties to prove the equivalence of these two expressions.
Have students copy this work into their handouts.
Start by showing the application of each property on the expression (‫ ݔ‬+ ‫ )ݕ‬+ ‫ݖ‬.

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Here A represents an application of the associative property and C an application of the commutative property. Be sure
students understand the application of the commutative property shown here.
Point out that we can extend this diagram by applying the commutative and associative properties to the new
expressions in the diagram.

Note that there are multiple branches and options for extending this diagram. Direct the students to discover options
that will chart a path from (‫ ݔ‬+ ‫ )ݕ‬+ ‫ ݖ‬to (‫ ݖ‬+ ‫ )ݕ‬+ ‫ݔ‬. Two possible paths are as follows:

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Choose one of the paths in the flow diagram and show on the board how to write it as a mathematical proof of the
statement that (‫ ݔ‬+ ‫ )ݕ‬+ ‫ ݖ‬and (‫ ݖ‬+ ‫ )ݕ‬+ ‫ ݔ‬are equivalent expressions. For example, for the lower of the two paths
shown, write the following:

(‫ ݔ‬+ ‫ )ݕ‬+ ‫ݖ‬ = ‫ ݖ‬+ (‫ ݔ‬+ ‫)ݕ‬ commutative property

= ‫ ݖ‬+ (‫ ݕ‬+ ‫)ݔ‬ commutative property
= (‫ ݖ‬+ ‫ )ݕ‬+ ‫ݔ‬ associative property

Exercise 6 (5 minutes)

Exercise 6
Draw a flow diagram and use it to prove that (࢞࢟) ࢠ = (ࢠ࢟)࢞ for all real numbers ࢞, ࢟, and ࢠ.

Here is the start of the diagram.

Students will likely realize the answer here is completely analogous to the solution to the previous exercise.
(‫ݖ)ݕݔ‬ = ‫)ݕݔ(ݖ‬ commutative property
= ‫)ݔݕ(ݖ‬ commutative property
= (‫ݔ)ݕݖ‬ associative property

Have students complete Exercises 7 and 8.

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Exercise 7 (5 minutes)

Exercise 7

Use these abbreviations for the properties of real numbers, and complete the flow diagram.

࡯ା for the commutative property of addition

࡯× for the commutative property of multiplication

࡭ ା for the associative property of addition

࡭ × for the associative property of multiplication

Answer:

Exercise 8 (2 minutes)

Exercise 8

Let ࢇ, ࢈, ࢉ, and ࢊ be real numbers. Fill in the missing term of the following diagram to show that ൫(ࢇ + ࢈) + ࢉ൯ + ࢊ is
sure to equal ࢇ + ൫ ࢈ + (ࢉ + ࢊ)൯ .

ࢇ + ൫(࢈ + ࢉ) + ࢊ൯

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ƒ This example illustrates that it is possible to prove, through repeated use of the associative property, that any
two arrangements of parentheses around a given sum are equivalent expressions. For this reason it is deemed
unnecessary to place parentheses among a sum of terms. (Present the following on the board.)
൫(ܽ + ܾ) + ܿ൯ + ݀
ܽ + (ܾ + (ܿ + ݀ )) Æ ܽ+ܾ +ܿ +݀ (ܽ + ܾ) + (ܿ + ݀)
ƒ From now on, we will accept this as common practice. In presenting a proof, writing the following:
൫‫ ݔ‬+ (‫ ݕ‬+ ‫ )ݖ‬+ (‫ ݓ‬+ 6)൯ = ൫(‫ ݔ‬+ ‫ )ݕ‬+ (‫ ݖ‬+ ‫ ) ݓ‬+ 6൯ by the associative property
OR

MP.8 ܽ + ܾ + ܿ + ݀ = ܽ + (ܾ + ܿ) + ݀ by the associative property

for instance, is accepted.
The same holds for a product of symbols. Repeated application of the associative property of multiplication
establishes the equivalency of ൫(‫ݖ)ݕݔ‬൯‫ ݓ‬and ‫ݔ‬൫(‫ݓ )ݖݕ‬൯, for example, and these can both be written simply as
‫ݓݖݕݔ‬.

Closing (5 minutes)
ƒ Throughout this lesson, we have used symbols for numbers and symbols for placeholders for numbers to create
expressions. Let us now formalize these notions with definitions.

N UMERICAL SYMBOL: A numerical symbol is a symbol that represents a specific number.

૛
For example, ૙, ૚, ૛, ૜, ૜, െ૜, െ૚૛૝. ૚૛૛, ࣊, ࢋ are numerical symbols used to represent specific points on the real
number line.

VARIABLE SYMBOL: A variable symbol is a symbol that is a placeholder for a number.

It is possible that a question may restrict the type of number that a placeholder might permit (e.g., integers only or
positive real numbers).

ƒ The following is a general definition:

ALGEBRAIC EXPRESSION: An algebraic expression is either

1. A numerical symbol or a variable symbol, or

2. The result of placing previously generated algebraic expressions into the two blanks of one of the four operators
((__) + (__), (__) െ (__), (__) × (__), (__) ÷ (__)) or into the base blank of an exponentiation with exponent that is
a rational number.

ƒ For example, ‫ ݔ‬and 3 are algebraic expressions, and from that we can create the expression ‫ ݔ‬+ 3 by placing
each into the blanks of the addition operator. From there, we can create the expression ‫ ݔ(ݔ‬+ 3) by placing ‫ݔ‬
and ‫ ݔ‬+ 3 into the blanks of the multiplication operator, and so on. According to this general definition, we can
௫ (௫ାଷ) ିଶ
also create expressions of the form ቀ ቁ .
ଷ௫ మ

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ƒ Our notion of two expressions being equivalent has also been vague. We can now pinpoint what we mean:

Two algebraic expressions are equivalent if we can convert one expression into the other by repeatedly applying the
commutative, associative, and distributive properties and the properties of rational exponents to components of the first
expression.

ƒ Some final jargon:

N UMERICAL EXPRESSION: A numerical expression is an algebraic expression that contains only numerical symbols (no variable
symbols), which evaluate to a single number.

The expression ૜ ÷ ૙ is not a numerical expression.

EQUIVALENT NUMERICAL EXPRESSIONS: Two numerical expressions are equivalent if they evaluate to the same number.

ƒ For example, although we formally proved (3 + 4) + 2 equals (2 + 4) + 3 through the commutative and
associative properties, it is more reasonable to note that they both evaluate to 9.

Note that ૚ + ૛ + ૜ and ૚ × ૛ × ૜, for example, are equivalent numerical expressions (they are both ૟), but ࢇ + ࢈ + ࢉ
and ࢇ × ࢈ × ࢉ are not equivalent expressions.

Lesson Summary
The commutative and associative properties represent key beliefs about the arithmetic of real numbers. These
properties can be applied to algebraic expressions using variables that represent real numbers.

Two algebraic expressions are equivalent if we can convert one expression into the other by repeatedly applying
the commutative, associative, and distributive properties and the properties of rational exponents to components
of the first expression.

Exit Ticket (3 minutes)

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Name ___________________________________________________ Date____________________

Lesson 7: Algebraic Expressions—The Commutative and

Associative Properties

Exit Ticket

Write a mathematical proof of the algebraic equivalence of (‫ ݎ )ݍ݌‬and (‫݌ )ݎݍ‬.

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Exit Ticket Sample Solution

Write a mathematical proof of the algebraic equivalence of (࢖ࢗ)࢘ and (ࢗ࢘) ࢖.

(࢖ࢗ) ࢘ = ࢖(ࢗ࢘) associative property

= (ࢗ࢘) ࢖ commutative property

Problem Set Sample Solutions

1. The following portion of a flow diagram shows that the expression ࢇ࢈ + ࢉࢊ is equivalent to the expression ࢊࢉ + ࢈ࢇ.

Fill in each circle with the appropriate symbol: Either ࡯ା (for the commutative property of addition) or ࡯× (for the
commutative property of multiplication).

Answer:

2. Fill in the blanks of this proof showing that (࢝ + ૞)(࢝ + ૛) is equivalent to ࢝૛ + ૠ࢝ + ૚૙. Write either
commutative property, associative property, or distributive property in each blank.

(࢝ + ૞)(࢝ + ૛) = (࢝ + ૞)࢝ + (࢝ + ૞) × ૛ distributive property

= ࢝(࢝ + ૞) + (࢝ + ૞) × ૛ commutative property

= ࢝(࢝ + ૞) + ૛(࢝ + ૞) commutative property

= ࢝૛ + ࢝ × ૞ + ૛(࢝ + ૞) distributive property

= ࢝૛ + ૞࢝ + ૛(࢝ + ૞) commutative property

૛
= ࢝ + ૞࢝ + ૛࢝ + ૚૙ distributive property
૛
= ࢝ + (૞࢝ + ૛࢝) + ૚૙ associative property
૛
= ࢝ + ૠ࢝ + ૚૙

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3. Fill in each circle of the following flow diagram with one of the letters: C for commutative property (for either
addition or multiplication), A for associative property (for either addition or multiplication), or D for distributive
property.

Answer:

4. What is a quick way to see that the value of the sum ૞૜ + ૚ૡ + ૝ૠ + ૡ૛ is ૛૙૙?

૞૜ + ૚ૡ + ૝ૠ + ૡ૛ = (૞૜ + ૝ૠ) + (૚ૡ + ૡ૛) = ૚૙૙ + ૚૙૙

5.
૚
a. If ࢇ࢈ = ૜ૠ and ࢞࢟ = ૜ૠ , what is the value of the product ࢞ × ࢈ × ࢟ × ࢇ?

࢞ × ࢈ × ࢟ × ࢇ = (࢞࢟)(ࢇ࢈) = ૚

b. Give some indication as to how you used the commutative and associative properties of multiplication to
evaluate ࢞ × ࢈ × ࢟ × ࢇ in part (a).

࢞ × ࢈ × ࢟ × ࢇ = ࢞ × ࢟ × ࢇ × ࢈ by two applications of the commutative property of multiplication and

࢞ × ࢟ × ࢇ × ࢈ = (࢞࢟)(ࢇ࢈) by the associative property of multiplication.

c. Did you use the associative and commutative properties of addition to answer Problem 4?

Yes, they were used in an analogous manner.

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6. The following is a proof of the algebraic equivalency of (૛࢞)૜ and ૡ࢞૜. Fill in each of the blanks with either the
statement commutative property or associative property.

(૛࢞)૜ = ૛࢞ ή ૛࢞ ή ૛࢞
= ૛(࢞ × ૛)(࢞ × ૛) ࢞ associative property

= ૛(૛࢞)(૛࢞)࢞ commutative property

= ૛ ή ૛(࢞ × ૛)࢞ ή ࢞ associative property

= ૛ ή ૛(૛࢞)࢞ ή ࢞ commutative property

= (૛ ή ૛ ή ૛)(࢞ ή ࢞ ή ࢞) associative property

= ૡ࢞૜

7. Write a mathematical proof of the algebraic equivalency of (ࢇ࢈) ૛ and ࢇ૛ ࢈ ૛ .

(ࢇ࢈)૛ = (ࢇ࢈)(ࢇ࢈)

= ࢇ (࢈ࢇ)࢈ associative property

= ࢇ (ࢇ࢈)࢈ commutative property

= (ࢇࢇ)(࢈࢈) associative property

૛ ૛
=ࢇ ࢈

8.
a. Suppose we are to play the ૝-number game with the symbols ࢇ, ࢈, ࢉ, and ࢊ to represent numbers, each used
at most once, combined by the operation of addition ONLY. If we acknowledge that parentheses are
unneeded, show there are essentially only ૚૞ expressions one can write.

By also making use of the commutative property of addition, we have the expressions:

ࢇ, ࢈, ࢉ, ࢊ, ࢇ + ࢈, ࢇ + ࢉ, ࢇ + ࢊ, ࢈ + ࢉ, ࢈ + ࢊ, ࢉ + ࢊ,

ࢇ + ࢈ + ࢉ, ࢇ + ࢈ + ࢊ, ࢇ + ࢉ + ࢊ, ࢈ + ࢉ + ࢊ, ࢇ + ࢈ + ࢉ + ࢊ

b. How many answers are there for the multiplication ONLY version of this game?

By analogous reasoning, there are only ૚૞ expressions here too.

9. Write a mathematical proof to show that (࢞ + ࢇ)(࢞ + ࢈) is equivalent to ࢞૛ + ࢇ࢞ + ࢈࢞ + ࢇ࢈.

(࢞ + ࢇ)(࢞ + ࢈) = (࢞ + ࢇ)࢞ + (࢞ + ࢇ)࢈ (D)

= ࢞(࢞ + ࢇ) + ࢈(࢞ + ࢇ) (C)

= ࢞૛ + ࢞ࢇ + ࢈࢞ + ࢈ࢇ (D)
૛
= ࢞ + ࢇ࢞ + ࢈࢞ + ࢇ࢈ (C)

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10. Recall the following rules of exponents:

࢞ࢇ
࢞ࢇ ή ࢞࢈ = ࢞ࢇା࢈ = ࢞ࢇି࢈ (࢞ࢇ )࢈ = ࢞ࢇ࢈
࢞࢈

࢞ ࢇ ࢞ࢇ
(࢞࢟)ࢇ = ࢞ࢇ ࢟ࢇ ൬ ൰ = ࢇ
࢟ ࢟

Here ࢞, ࢟, ࢇ, and ࢈ are real numbers with ࢞ and ࢟ nonzero.

Replace each of the following expressions with an equivalent expression in which the variable of the expression
ૠ ૠ
appears only once with a positive number for its exponent. (For example, ૛ ή ࢈ି૝ is equivalent to ૟ .)
࢈ ࢈
a. (૚૟࢞૛ ) ÷ (૚૟࢞૞)
૚
࢞૜

b. (૛࢞)૝ (૛࢞)૜

૚૛ૡ࢞ૠ

c. (ૢ ࢠି૛)(૜ࢠ ି૚)ି૜
ࢠ
૜

d. ൫(૛૞࢝૝) ÷ (૞ ࢝૜)൯ ÷ (૞࢝ିૠ)

࢝ૡ

e. (૛૞࢝૝ ) ÷ ൫(૞࢝૜) ÷ (૞࢝ିૠ )൯

૛૞
࢝૟

Optional Challenge:

11. Grizelda has invented a new operation that she calls the average operator. For any two real numbers ࢇ and ࢈, she
declares ࢇ ۩ ࢈to be the average of ࢇ and ࢈:

ࢇ+ ࢈
ࢇ ۩࢈=
૛

a. Does the average operator satisfy a commutative property? That is, does ࢇ ۩ ࢈ = ࢈ ۩ ࢇ for all real numbers
ࢇ and ࢈?
࢞ ૚
Yes, use the fact that = ή ࢞ for any real number ࢞ and the commutative property.
૛ ૛
ࢇ +࢈ ૚ ૚ ࢈ +ࢇ
ࢇ۩࢈ = = ή (ࢇ + ࢈) = ή (࢈ + ࢇ) = = ࢈۩ࢇ
૛ ૛ ૛ ૛

b. Does the average operator distribute over addition? That is, does ࢇ۩ (࢈ + ࢉ) = (ࢇ۩࢈) + (ࢇ۩ࢉ) for all real
numbers ࢇ, ࢈, and ࢉ?

No. For instance, ૛۩ (૝ + ૝) = ૛ ۩ ૡ = ૞, whereas (૛ ۩ ૝) + (૛ ۩ ૝) = ૜ + ૜ = ૟.

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Lesson 8: Adding and Subtracting Polynomials

Student Outcomes
ƒ Students understand that the sum or difference of two polynomials produces another polynomial and relate
polynomials to the system of integers; students add and subtract polynomials.

Classwork
Exercise 1 (7 minutes)
Have students complete Exercise 1 part (a) and use it for a brief discussion on the notion of base. Then have students
continue with the remainder of the exercise.

Exercise 1

a. How many quarters, nickels, and pennies are needed to make $૚. ૚૜?

Answers will vary.

૝ quarters, ૛ nickels, ૜ pennies

b. Fill in the blanks:

ૡ, ૢ૝૜ = ૡ × ૚૙૙૙ + ૢ × ૚૙૙ + ૝ × ૚૙ + 3 × ૚

= ૡ × ૚૙૜ + ૢ × ૚૙૛ + ૝ × ૚૙ + ૜ × ૚

c. Fill in the blanks:

ૡ, ૢ૝૜ = ૚ × ૛૙૜ + ૛ × ૛૙૛ + ૠ × ૛૙ + ૜ × ૚

d. Fill in the blanks:

૚૚૜ = ૝ × ૞૛ + ૛ × ૞ + ૜ × ૚
Scaffolding:
ƒ Mayan, Aztec, and
Next ask: Celtic cultures all used
ƒ Why do we use base 10? Why do we humans have a predilection for the number base 20. The word
10? score (which means 20)
originated from the
ƒ Why do some cultures have base 20? Celtic language.
ƒ How do you say 87 in French? How does the Gettysburg Address begin? ƒ Students could be
à Quatre-vingt-sept: 4-20s and 7; Four score and seven years ago… asked to research more
on this and on the
ƒ Computers use which base system?
cultures who use or
à Base 2 used base 5 and base
60.

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Exercise 2 (5 minutes)
In Exercise 2, we are laying the foundation that polynomials written in standard form are simply base ‫ ݔ‬numbers. The
practice of filling in specific values for ‫ ݔ‬and finding the resulting values lays a foundation for connecting this algebra of
polynomial expressions with the later lessons on polynomial functions (and other functions) and their inputs and
outputs.
Work through Exercise 2 with the class.

Exercise 2

Now let’s be as general as possible by not identifying which base we are in. Just call the base ࢞.

Consider the expression ૚ ή ࢞૜ + ૛ ή ࢞૛ + ૠ ή ࢞ + ૜ ή ૚, or equivalently ࢞૜ + ૛࢞૛ + ૠ࢞ + ૜.

a. What is the value of this expression if ࢞ = ૚૙?

૚, ૛ૠ૜

b. What is the value of this expression if ࢞ = ૛૙?

ૡ, ૢ૝૜

Point out that the expression we see here is just the generalized form of their answer from part (b) of Exercise 1.
However, as we change ‫ݔ‬, we get a different number each time.

Exercise 3 (10 minutes)

Allow students time to complete Exercise 3 individually. Then elicit responses from the class.

Exercise 3

a. When writing numbers in base ૚૙, we only allow coefficients of ૙ through ૢ. Why is that?

Once you get ten of a given unit, you also have one of the unit to the left of that.

b. What is the value of ૛૛࢞ + ૜ when ࢞ = ૞? How much money is ૛૛ nickels and ૜ pennies?

૚૚૜
$૚. ૚૜

c. What number is represented by ૝࢞૛ + ૚ૠ࢞ + ૛ if ࢞ = ૚૙ ?

૞ૠ૛

૛
d. What number is represented by ૝࢞૛ + ૚ૠ࢞ + ૛ if ࢞ = െ૛ or if ࢞ = ૜ ?

െ૚૟
૚૜૟
ૢ

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૚
e. What number is represented by െ૜࢞૛ + ξ૛࢞ + ૛ when ࢞ = ξ૛?

ૠ
െ
૛

Point out, as highlighted by Exercises 1 and 3, that carrying is not necessary in this type of expression (polynomial
expressions). For example, 4‫ ݔ‬ଶ + 17‫ ݔ‬+ 2 is a valid expression. However, in base ten arithmetic, coefficients of value
ten or greater are not conventional notation. Setting ‫ = ݔ‬10 in 4‫ ݔ‬ଶ + 17‫ ݔ‬+ 2 yields 4 hundreds, 17 tens, and 2 ones,
which is to be expressed as 5 hundreds, 7 tens, and 2 ones.

Discussion (11 minutes)

ƒ The next item in your student materials is a definition for a polynomial expression. Read the definition
carefully, and then create 3 polynomial expressions using the given definition.

POLYNOMIAL EXPRESSION: A polynomial expression is either

1. A numerical expression or a variable symbol, or

2. The result of placing two previously generated polynomial expressions into the blanks of the addition operator
(__+__) or the multiplication operator (__×__).

ƒ Compare your polynomial expressions with a neighbor’s. Do your neighbor’s expressions fall into the category
of polynomial expressions?
Resolve any debates as to whether a given expression is indeed a polynomial expression by referring back to the
definition and discussing as a class.
ƒ Note that the definition of a polynomial expression includes subtraction (add the additive inverse instead),
dividing by a nonzero number (multiply by the multiplicative inverse instead), and even exponentiation by a
nonnegative integer (use the multiplication operator repeatedly on the same numerical or variable symbol).
List several of the student-generated polynomials on the board. Include some that contain more than one variable.
Initiate the following discussion, presenting expressions on the board when relevant.
ƒ Just as the expression (3 + 4) ή 5 is a numerical expression but not a number, (‫ ݔ‬+ 5) + (2‫ ݔ‬ଶ െ ‫()ݔ‬3‫ ݔ‬+ 1) is a
polynomial expression but not technically a polynomial. We reserve the word polynomial for polynomial
expressions that are written simply as a sum of monomial terms. This begs the question: What is a monomial?
ƒ A monomial is a polynomial expression generated using only the multiplication operator (__×__). Thus, it does
not contain + or െ operators.
ƒ Just as we would not typically write a number in factored form and still refer to it as a number (we might call it a
number in factored form), similarly, we do not write a monomial in factored form and still refer to it as a
monomial. We multiply any numerical factors together and condense multiple instances of a variable factor
using (whole number) exponents.
ƒ Try creating a monomial.
ƒ Compare the monomial you created with your neighbor’s. Is your neighbor’s expression really a monomial? Is
it written in the standard form we use for monomials?

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ƒ There are also such things as binomials and trinomials. Can anyone make a conjecture about what a binomial is
and what a trinomial is and how they are the same or different from a polynomial?
Students may conjecture that a binomial has two of something and that a trinomial three of something. Further, they
might conjecture that a polynomial has many of something. Allow for discussion and then state the following:
ƒ A binomial is the sum (or difference) of two monomials. A trinomial is the sum (or difference) of three
monomials. A polynomial, as stated earlier, is the sum of one or more monomials.
ƒ The degree of a monomial is the sum of the exponents of the variable symbols that appear in the monomial.
ƒ The degree of a polynomial is the degree of the monomial term with the highest degree.
ƒ While polynomials can contain multiple variable symbols, most of our work with polynomials will be with
polynomials in one variable.
ƒ What do polynomial expressions in one variable look like? Create a polynomial expression in one variable, and
compare with your neighbor.
Post some of the student-generated polynomials in one variable on the board.
ƒ Let’s relate polynomials to the work we did at the beginning of the lesson.
ƒ Is this expression an integer in base 10? 10(100 + 22 െ 2) + 3(10) + 8 െ 2(2)
ƒ Is the expression equivalent to the integer 1,234?
ƒ How did we find out?
ƒ We rewrote the first expression in our standard form, right?
ƒ Polynomials in one variable have a standard form as well. Use your intuition of what standard form of a
polynomial might be to write this polynomial expression as a polynomial in standard form:
2‫ ݔ(ݔ‬ଶ െ 3‫ ݔ‬+ 1) െ (‫ ݔ‬ଷ + 2), and compare your result with your neighbor.
à Students should arrive at the answer ‫ ݔ‬ଷ െ 6‫ ݔ‬ଶ + 2‫ ݔ‬െ 2.
Confirm that in standard form, we start with the highest degreed monomial and continue in descending order.
ƒ The leading term of a polynomial is the term of highest degree that would be written first if the polynomial is
put into standard form. The leading coefficient is the coefficient of the leading term.
ƒ What would you imagine we mean when we refer to the constant term of the polynomial?
à A constant term is any term with no variables. To find the constant term of a polynomial, be sure you
have combined any and all constant terms into one single numerical term, written last if the polynomial
is put into standard form. Note that a polynomial does not have to have a constant term (or could be
said to have a constant term of 0).
As an extension for advanced students, assign the task of writing a formal definition for standard form of a polynomial.
The formal definition is provided below for your reference:

A polynomial expression with one variable symbol ‫ ݔ‬is in standard form if it is expressed as
ܽ ௡‫ ݔ‬௡ + ܽ ௡ିଵ ‫ݔ‬௡ିଵ + ܽଵ ‫ ݔ‬+ ܽ ଴, where ݊ is a non negative integer, and ܽ ଴ , ܽଵ , ܽ ଶ, …, ܽ ௡ are
constant coefficients with ܽ ௡ ് 0. A polynomial expression in ‫ ݔ‬that is in standard form is often
called a polynomial in ‫ݔ‬.

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Exercise 4 (5 minutes)

Exercise 4

Find each sum or difference by combining the parts that are alike.

a. ૝૚ૠ + ૛૜૚ = ૝ hundreds + ૚ tens + ૠ ones + ૛ hundreds + ૜ tens + ૚ ones

= ૟ hundreds + ૝ tens + ૡ ones

b. (૝࢞૛ + ࢞ + ૠ) + (૛࢞૛ + ૜࢞ + ૚)

૟࢞૛ + ૝࢞ + ૡ

c. (૜ ࢞૜ െ ࢞૛ + ૡ) െ (࢞૜ + ૞࢞૛ + ૝࢞ െ ૠ)

૛࢞૜ െ ૟࢞૛ െ ૝࢞ + ૚૞

d. ૜( ࢞૜ + ૡ࢞) െ ૛(࢞૜ + ૚૛)

࢞૜ + ૛૝࢞ െ ૛૝

e. (૞ െ ࢚ െ ࢚૛) + (ૢ࢚ + ࢚૛ )

ૡ࢚ + ૞

f. (૜࢖ + ૚) + ૟(࢖ െ ૡ) െ (࢖ + ૛)

ૡ࢖ െ ૝ૢ

Closing (3 minutes)
ƒ How are polynomials analogous to integers?
à While integers are in base 10, polynomials are in base ‫ݔ‬.
ƒ If two polynomials are added together, is the result sure to be another polynomial? The difference of two
polynomials?
à Students will likely reply, “yes,” based on the few examples and their intuition.
ƒ Are you sure? Can you think of an example where adding or subtracting two polynomials does not result in a
polynomial?
à Students thinking about ‫ ݔ‬ଶ െ ‫ ݔ‬ଶ = 0 could suggest not. At this point, review the definition of a
polynomial. Constant symbols are polynomials.

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Lesson Summary
A monomial is a polynomial expression generated using only the multiplication operator (__×__). Thus, it does not
contain + or െ operators. Monomials are written with numerical factors multiplied together and variable or other
symbols each occurring one time (using exponents to condense multiple instances of the same variable).

A polynomial is the sum (or difference) of monomials.

The degree of a monomial is the sum of the exponents of the variable symbols that appear in the monomial.

The degree of a polynomial is the degree of the monomial term with the highest degree.

Exit Ticket (4 minutes)

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Name ___________________________________________________ Date____________________

Lesson 8: Adding and Subtracting Polynomials

Exit Ticket

1. Must the sum of three polynomials again be a polynomial?

2. Find (‫ ݓ‬ଶ െ ‫ ݓ‬+ 1) + (‫ ݓ‬ଷ െ 2‫ ݓ‬ଶ + 99).

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Exit Ticket Sample Solutions

1. Must the sum of three polynomials again be a polynomial?

Yes.

2. Find (࢝૛ െ ࢝ + ૚) + (࢝૜ െ ૛࢝૛ + ૢૢ).

࢝૜ െ ࢝૛ െ ࢝ + ૚૙૙

Problem Set Sample Solutions

1. Celina says that each of the following expressions is actually a binomial in disguise:
i. ૞ࢇ࢈ࢉ െ ૛ࢇ૛ + ૟ࢇ࢈ࢉ
ii. ૞࢞૜ ή ૛࢞૛ െ ૚૙࢞૝ + ૜࢞૞ + ૜࢞ ή (െ૛)࢞૝
iii. (࢚ + ૛)૛ െ ૝࢚
iv. ૞(ࢇ െ ૚) െ ૚૙(ࢇ െ ૚) + ૚૙૙(ࢇ െ ૚)
v. (૛࣊࢘ െ ࣊࢘૛ )࢘ െ (૛࣊࢘ െ ࣊࢘૛ ) ή ૛࢘
For example, she sees that the expression in (i) is algebraically equivalent to ૚૚ࢇ࢈ࢉ െ ૛ࢇ૛ , which is indeed a
binomial. (She is happy to write this as ૚૚ࢇ࢈ࢉ + (െ૛)ࢇ૛ , if you prefer.)
Is she right about the remaining four expressions?

She is right about the remaining four expressions. They all can be expressed as binomials.

2. Janie writes a polynomial expression using only one variable, ࢞, with degree ૜. Max writes a polynomial expression
using only one variable, ࢞, with degree ૠ.
a. What can you determine about the degree of the sum of Janie’s and Max’s polynomials?

The degree would be ૠ.

b. What can you determine about the degree of the difference of Janie’s and Max’s polynomials?

The degree would be ૠ.

3. Suppose Janie writes a polynomial expression using only one variable, ࢞, with degree of ૞, and Max writes a
polynomial expression using only one variable, ࢞, with degree of ૞.
a. What can you determine about the degree of the sum of Janie’s and Max’s polynomials?

The maximum degree could be ૞, but it could also be anything less than that. For example, if Janie’s
polynomial were ࢞૞ + ૜࢞ െ ૚, and Max’s were െ࢞૞ + ૛࢞૛ + ૚, the degree of the sum is only ૛.

b. What can you determine about the degree of the difference of Janie’s and Max’s polynomials?

The maximum degree could be ૞, but it could also be anything less than that.

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4. Find each sum or difference by combining the parts that are alike.
a. (૛࢖ + ૝) + ૞(࢖ െ ૚) െ (࢖ + ૠ)
૟࢖ െ ૡ

b. (ૠ ࢞૝ + ૢ࢞) െ ૛(࢞૝ + ૚૜)

૞࢞૝ + ૢ࢞ െ ૛૟

c. (૟ െ ࢚ െ ࢚૝) + (ૢ࢚ + ࢚૝)

ૡ࢚ + ૟

d. (૞ െ ࢚૛ ) + ૟(࢚૛ െ ૡ) െ (࢚૛ + ૚૛)

૝࢚૛ െ ૞૞

e. (ૡ ࢞૜ + ૞࢞) െ ૜(࢞૜ + ૛)

૞࢞૜ + ૞࢞ െ ૟

f. (૚૛࢞ + ૚) + ૛(࢞ െ ૝) െ (࢞ െ ૚૞)

૚૜࢞ + ૡ

g. (૚૜࢞૛ + ૞࢞) െ ૛(࢞૛ + ૚)

૚૚࢞૛ + ૞࢞ െ ૛

h. (ૢ െ ࢚ െ ࢚૛) െ ૜ (ૡ࢚ + ૛࢚૛ )

૛

െ૝࢚૛ െ ૚૜࢚ + ૢ

i. (૝࢓ + ૟) െ ૚૛(࢓ െ ૜) + (࢓ + ૛)

െૠ࢓ + ૝૝

j. (૚૞࢞૝ + ૚૙࢞) െ ૚૛(࢞૝ + ૝࢞)

૜࢞૝ െ ૜ૡ࢞

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Lesson 9: Multiplying Polynomials

Student Outcomes
ƒ Students understand that the product of two polynomials produces another polynomial; students multiply
polynomials.

Classwork
Exercise 1 (15 minutes)

Exercise 1

a. Gisella computed ૜૝૛ × ૛૜ as follows:

Can you explain what she is doing? What is her final answer?

She is using an area model, finding the area of each rectangle and adding them together. Her final answer is
ૠ, ૡ૟૟.

Use a geometric diagram to compute the following products:

b. (૜ ࢞૛ + ૝࢞ + ૛) × (૛࢞ + ૜)

૟࢞૜ + ૚ૠ࢞૛ + ૚૟࢞ + ૟

c. (૛࢞૛ + ૚૙࢞ + ૚)(࢞૛ + ࢞ + ૚)

૛࢞૝ + ૚૛࢞૜ + ૚૜࢞૛ + ૚૚࢞ + ૚

d. (࢞ െ ૚)(࢞૜ + ૟࢞૛ െ ૞)

࢞૝ + ૞࢞૜ െ ૟࢞૛ െ ૞࢞ + ૞

Ask the students:

ƒ What do you notice about the terms along the diagonals in the rectangles you drew?

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Encourage students to recognize that in parts (b) and (c), the terms along the diagonals were all like terms; however, in
part (d) one of the factors has no ‫ݔ‬-term. Allow students to develop a strategy for dealing with this, concluding with the
suggestion of inserting the term + 0‫ݔ‬, for a model that looks like the following:

Students may naturally ask about the division of polynomials. This topic will be covered in Algebra II, Module 1. The
extension challenge at the end of the lesson, however, could be of interest to students inquiring about this.
ƒ Could we have found this product without the aid of a geometric model? What would that look like?
Go through the exercise applying the distributive property and collecting like terms. As a scaffold, remind students that
variables are placeholders for numbers. If ‫ = ݔ‬5, for example, whatever the quantity on the right is (270), you have
5 െ 1 of “that quantity,” or 5 of “that quantity” minus 1 of “that quantity.” Similarly we have ‫ ݔ‬of that quantity, minus 1
of that quantity.
(‫ ݔ‬െ 1)(‫ ݔ‬ଷ + 6‫ ݔ‬ଶ െ 5)
‫ ݔ(ݔ‬ଷ + 6‫ ݔ‬ଶ െ 5) െ 1(‫ ݔ‬ଷ + 6‫ ݔ‬ଶ െ 5)
‫ ݔ‬ସ + 6‫ ݔ‬ଷ െ 5‫ ݔ‬െ ‫ ݔ‬ଷ െ 6‫ ݔ‬ଶ + 5
‫ ݔ‬ସ + 5‫ ݔ‬ଷ െ 6‫ ݔ‬ଶ െ 5‫ ݔ‬+ 5

Exercise 2 (5 minutes)
Have students work Exercise 2 independently and then compare answers with a neighbor. If needed, facilitate
agreement on the correct answer by allowing students to discuss their thought processes and justify their solutions.

Exercise 2

Multiply the polynomials using the distributive property: ( ૜࢞૛ + ࢞ െ ૚)(࢞૝ െ ૛࢞ + ૚).

૜࢞૛ (࢞૝ െ ૛࢞ + ૚) + ࢞(࢞૝ െ ૛࢞ + ૚) െ ૚(࢞૝ െ ૛࢞ + ૚)

૜࢞૟ െ ૟࢞૜ + ૜࢞૛ + ࢞૞ െ ૛࢞૛ + ࢞ െ ࢞૝ + ૛࢞ െ ૚

૜࢞૟ + ࢞૞ െ ࢞૝ െ ૟࢞૜ + ࢞૛ + ૜࢞ െ ૚

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Exercise 3 (10 minutes)

Give students 10 minutes to complete Exercise 3 and compare their answers with a neighbor.

Exercise 3

The expression ૚૙࢞૛ + ૟࢞૜ is the result of applying the distributive property to the expression ૛࢞૛(૞ + ૜࢞). It is also
the result of applying the distributive property to ૛(૞࢞૛ + ૜࢞૜) or to ࢞(૚૙࢞ + ૟࢞૛), for example, or even to
૚ ή (૚૙࢞૛ + ૟࢞૜).

For (a) to (j) below, write an expression such that if you applied the distributive property to your expression, it would give
the result presented. Give interesting answers!

a. ૟ࢇ + ૚૝ࢇ૛

b. ૛࢞૝ + ૛࢞૞ + ૛࢞૚૙

c. ૟ࢠ૛ െ ૚૞ࢠ

d. ૝૛࢝૜ െ ૚૝࢝ + ૠૠ࢝૞

e. ࢠ૛ (ࢇ + ࢈) + ࢠ૜ (ࢇ + ࢈)
૜ ૚
f. ࢙૛ +
૛ ૛

g. ૚૞࢖ ࢘ െ ૟࢖૛ ࢘૞ + ૢ࢖૝ ࢘૛ + ૜ξ૛࢖૜࢘૟

૜ ૝

h. ૙. ૝࢞ૢ െ ૝૙࢞ૡ
i. (૝࢞ + ૜)(࢞૛ + ࢞૜) െ (૛࢞ + ૛)(࢞૛ + ࢞૜ )

j. (૛ࢠ + ૞)(ࢠ െ ૛) െ (૚૜ࢠ െ ૛૟)(ࢠ െ ૜)

Some possible answers:

a. ૛ࢇ (૜ + ૠࢇ) or ૛(૜ࢇ + ૠࢇ૛ ) or ࢇ(૟ + ૚૝ࢇ)

b. ૛࢞૝ (૚ + ࢞ + ࢞૟ ) or ࢞(૛࢞૜ + ૛࢞૝ + ૛࢞ૢ) or ૛(࢞૝ + ࢞૞ + ࢞૚૙ )

c. ૜ࢠ (૛ࢠ െ ૞) or ૜(૛ࢠ૛ െ ૞ࢠ) or ࢠ(૟ࢠ െ ૚૞)

d. ૠ࢝(૟࢝૛ െ ૛ + ૚૚࢝૝) or ࢝ (૝૛࢝૛ െ ૚૝ + ૠૠ࢝૝)

e. ࢠ૛ ൫(ࢇ + ࢈) + ࢠ(ࢇ + ࢈)൯ or ࢠ൫ ࢠ(ࢇ + ࢈) + ࢠ૛ (ࢇ + ࢈)൯

૚
f. (૜࢙૛ + ૚)
૛

g. ૜࢖૛ ࢘૛ ൫ ૞࢖࢘૛ െ ૛࢘૜ + ૜࢖૛ + ξ૛࢖࢘૝ ൯ or ࢖૛࢘૛ (૚૞࢖࢘૛ െ ૟࢘૜ + ૢ࢖૛ + ૜ξ૛࢖࢘૝)
૝
h. ૙. ૝࢞ૡ(࢞ െ ૚૙૙) or ૚૙ ࢞ૡ (࢞ െ ૚૙૙)

i. ( ࢞૛ + ࢞૜)൫(૝࢞ + ૜) െ (૛࢞ + ૛)൯

j. (ࢠ െ ૛)൫(૛ࢠ + ૞) െ ૚૜(ࢠ െ ૜)൯

Choose one (or more) to go through as a class, listing as many different rewrites as possible. Then remark:
ƒ The process of making use of the distributive property “backward” is factoring.

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Exercise 4 (5 minutes)

Exercise 4

Sammy wrote a polynomial using only one variable, ࢞, of degree ૜. Myisha wrote a polynomial in the same variable of
degree ૞. What can you say about the degree of the product of Sammy’s and Myisha’s polynomials?

The degree of the product of the two polynomials would be ૡ.

Extension

Extension

Find a polynomial that, when multiplied by ૛࢞૛ + ૜࢞ + ૚, gives the answer ૛࢞૜ + ࢞૛ െ ૛࢞ െ ૚.

࢞െ૚

Closing (6 minutes)
ƒ Is the product of two polynomials sure to be another polynomial?
à Yes, by the definition of polynomial expression given in Lesson 8, the product of any two polynomial
expressions is again a polynomial expression, which can then be written in standard polynomial form
through application of the distributive property.
ƒ Is a polynomial squared sure to be another polynomial?
à Yes. The product of any two polynomial expressions is again a polynomial expression, and squaring a
polynomial is the same as finding the product of the polynomial times itself.
ƒ What about a polynomial raised to a larger integer exponent?
à It would still be a polynomial because raising a polynomial to a positive integer exponent is the same as
finding a series of polynomial products, each of which is guaranteed to be a polynomial.

Exit Ticket (4 minutes)

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Name ___________________________________________________ Date____________________

Lesson 9: Multiplying Polynomials

Exit Ticket

1. Must the product of three polynomials again be a polynomial?

2. Find (‫ ݓ‬ଶ + 1)(‫ ݓ‬ଷ െ ‫ ݓ‬+ 1).

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Exit Ticket Sample Solutions

1. Must the product of three polynomials again be a polynomial?

Yes.

2. Find (࢝૛ + ૚)(࢝૜ െ ࢝ + ૚).

࢝૞ + ࢝૛ െ ࢝ + ૚

Problem Set Sample Solutions

1. Use the distributive property to write each of the following expressions as the sum of monomials.
a. ૜ࢇ(૝ + ࢇ) b. ࢞(࢞ + ૛) + ૚
૛
૜ࢇ + ૚૛ࢇ ࢞૛ + ૛࢞ + ૚

૚ d. ૝࢞(࢞૜ െ ૚૙)
c. (૚૛ࢠ + ૚ૡࢠ૛ )
૜
૟ࢠ૛ + ૝ࢠ ૝࢞૝ െ ૝૙࢞

e. (࢞ െ ૝)(࢞ + ૞) f. (૛ࢠ െ ૚)(૜ࢠ૛ + ૚)

࢞૛ + ࢞ െ ૛૙ ૟ࢠ૜ െ ૜ࢠ૛ + ૛ࢠ െ ૚

g. (૚૙࢝ െ ૚)(૚૙࢝ + ૚) h. (െ૞࢝ െ ૜)࢝૛

૚૙૙࢝૛ െ ૚ െ૞࢝૜ െ ૜࢝૛

૚ j. (૛ࢗ + ૚)(૛ࢗ૛ + ૚)
i. ૚૟࢙૚૙૙ ቀ૛ ࢙૛૙૙ + ૙. ૚૛૞࢙ቁ

ૡ࢙૜૙૙ + ૛࢙૚૙૚ ૝ࢗ૜ + ૛ࢗ૛ + ૛ࢗ + ૚

k. (࢞૛ െ ࢞ + ૚)(࢞ െ ૚) l. ૜࢞ࢠ(ૢ࢞࢟ + ࢠ) െ ૛࢟ࢠ(࢞ + ࢟ െ ࢠ)

࢞૜ െ ૛࢞૛ + ૛࢞ െ ૚ ૛ૠ࢞૛࢟ࢠ + ૜࢞ࢠ૛ െ ૛࢞࢟ࢠ െ ૛࢟૛ࢠ + ૛࢟ࢠ૛

m. (࢚ െ ૚)(࢚ + ૚)(࢚૛ + ૚) n. (࢝ + ૚)(࢝૝ െ ࢝૜ + ࢝૛ െ ࢝ + ૚)

࢚૝ െ ૚ ࢝૞ + ૚

o. ࢠ(૛ࢠ + ૚)(૜ࢠ െ ૛) p. (࢞ + ࢟)(࢟ + ࢠ)(ࢠ + ࢞)

૜
૟ࢠ െ ࢠ െ ૛ࢠ ૛ ૛࢞࢟ࢠ + ࢞૛࢟ + ࢞૛ࢠ + ࢞࢟૛ + ࢞ࢠ૛ + ࢟૛ ࢠ + ࢟ࢠ૛

࢞ା࢟
q. r. (૛૙ࢌ ૚૙ െ ૚૙ࢌ ૞ ) ÷ ૞
૜
૚ ૚ ૝ࢌ ૚૙ െ ૛ࢌ ૞
࢞+ ࢟
૜ ૜

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(ࢇା࢈ିࢉ )(ࢇା࢈ାࢉ )
s. െ૞࢟(࢟૛ + ࢟ െ ૛) െ ૛(૛ െ ࢟૜ ) t.
૚ૠ
െ૜࢟૜ െ ૞࢟૛ + ૚૙࢟ െ ૝
૚ ૛ ૚ ૛ ૚ ૛ ૛
ࢇ + ࢈ െ ࢉ + ࢇ࢈
૚ૠ ૚ૠ ૚ૠ ૚ૠ

u. (૛࢞ ÷ ૢ + (૞࢞) ÷ ૛) ÷ (െ૛) v. (െ૛ࢌ ૜ െ ૛ࢌ + ૚)(ࢌ ૛ െ ࢌ + ૛)

૝ૢ࢞ െ૛ࢌ ૞ + ૛ࢌ ૝ െ ૟ࢌ ૜ + ૜ࢌ ૛ െ ૞ࢌ + ૛
െ
૜૟

2. Use the distributive property (and your wits!) to write each of the following expressions as a sum of monomials. If
the resulting polynomial is in one variable, write the polynomial in standard form.

a. (ࢇ + ࢈) ૛ b. (ࢇ + ૚) ૛ c. (૜ + ࢈)૛

ࢇ૛ + ૛ࢇ࢈ + ࢈૛ ࢇ૛ + ૛ࢇ + ૚ ࢈૛ + ૟࢈ + ૢ

d. (૜ + ૚)૛ e. (࢞ + ࢟ + ࢠ)૛ f. (࢞ + ૚ + ࢠ)૛

૚૟ ࢞૛ + ࢟૛ + ࢠ૛ + ૛࢞࢟ + ૛࢞ࢠ + ૛࢟ࢠ ࢞૛ + ࢠ૛ + ૛࢞ࢠ + ૛࢞ + ૛ࢠ + ૚

g. (૜ + ࢠ) ૛ h. (࢖ + ࢗ) ૜ i. (࢖ െ ૚) ૜

ࢠ૛ + ૟ࢠ + ૢ ࢖૜ + ૜࢖૛ ࢗ + ૜࢖ࢗ૛ + ࢗ૜ ࢖૜ െ ૜࢖૛ + ૜࢖ െ ૚

j. (૞ + ࢗ)૜

ࢗ૜ + ૚૞ࢗ૛ + ૠ૞ࢗ + ૚૛૞

3. Use the distributive property (and your wits!) to write each of the following expressions as a polynomial in standard
form.

a. (࢙૛ + ૝)(࢙ െ ૚) b. ૜(࢙૛ + ૝)(࢙ െ ૚)

࢙૜ െ ࢙૛ + ૝࢙ െ ૝ ૜࢙૜ െ ૜࢙૛ + ૚૛࢙ െ ૚૛

c. ࢙(࢙૛ + ૝)(࢙ െ ૚) d. (࢙ + ૚)(࢙૛ + ૝)(࢙ െ ૚)

࢙૝ െ ࢙૜ + ૝࢙૛ െ ૝࢙ ࢙૝ + ૜࢙૛ െ ૝

e. (࢛ െ ૚)(࢛૞ + ࢛૝ + ࢛૜ + ࢛૛ + ࢛ + ૚) f. ξ૞(࢛ െ ૚)(࢛૞ + ࢛૝ + ࢛૜ + ࢛૛ + ࢛ + ૚)

࢛૟ െ ૚ ξ૞࢛૟ െ ξ૞

g. (࢛ૠ + ࢛૜ + ૚)(࢛ െ ૚)(࢛૞ + ࢛૝ + ࢛૜ + ࢛૛ + ࢛ + ૚)

࢛૚૜ + ࢛ૢ െ ࢛ૠ + ࢛૟ െ ࢛૜ െ ૚

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4. Beatrice writes down every expression that appears in this Problem Set, one after the other, linking them with
+ signs between them. She is left with one very large expression on her page. Is that expression a polynomial
expression? That is, is it algebraically equivalent to a polynomial?
Yes.

What if she wrote െ signs between the expressions instead?

Yes.

What if she wrote × signs between the expressions instead?

Yes.

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Name Date

1. Jacob lives on a street that runs east and west. The grocery store is to the east and the post office is to
the west of his house. Both are on the same street as his house. Answer the questions below about the
following story:

At 1:00 p.m., Jacob hops in his car and drives at a constant speed of 25 mph for 6 minutes to the post
office. After 10 minutes at the post office, he realizes he is late and drives at a constant speed of 30 mph
to the grocery store, arriving at 1:28 p.m. He then spends 20 minutes buying groceries.

a. Draw a graph that shows the distance Jacob’s car is from his house with respect to time. Remember
to label your axes with the units you chose and any important points (home, post office, grocery
store).

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b. On the way to the grocery store, Jacob looks down at his watch and notes the time as he passes his
house. What time is it when he passes his house? Explain how you found your answer.

c. If he drives directly back to his house after the grocery story, what was the total distance he traveled
to complete his errands? Show how you found your answer.

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2. Jason is collecting data on the rate of water usage in the tallest skyscraper in the world during a typical
day. The skyscraper contains both apartments and businesses. The electronic water meter for the
building displays the total amount of water used in liters. At noon, Jason looks at the water meter and
notes that the digit in the ones place on the water meter display changes too rapidly to read the digit and
that the digit in the tens place changes every second or so.

a. Estimate the total number of liters used in the building during one 24-hour day. Take into account
the time of day when he made his observation. (Hint: Will water be used at the same rate at
2:00 a.m. as at noon?) Explain how you arrived at your estimate.

b. To what level of accuracy can Jason reasonably report a measurement if he takes it at precisely
12:00 p.m.? Explain your answer.

c. The meter will be checked at regular time spans (for example, every minute, every 10 minutes, and
every hour). What is the minimum (or smallest) number of checks needed in a 24-hour period to
create a reasonably accurate graph of the water usage rate with respect to time? (For example,
24 checks would mean checking the meter every hour; 48 checks would mean checking the meter
every half hour.) Defend your choice by describing how the water usage rate might change during
the day and how your choice could capture that change.

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3. A publishing company orders black and blue ink in bulk for its two-color printing press. To keep things
simple with its ink supplier, each time it places an order for blue ink, it buys ‫ ܤ‬gallons, and each time it
places an order for black ink, it buys ‫ ܭ‬gallons. Over a one-month period, the company places ݉ orders
of blue ink and ݊ orders of black ink.

a. What quantities could the following expressions represent in terms of the problem context?

݉+݊

݉‫ ܤ‬+ ݊‫ܭ‬

௠஻ ା௡௄
௠ା௡

b. The company placed twice as many orders for black ink than for blue ink in January. Give
interpretations for the following expressions in terms of the orders placed in January,

݉ ݊
and ,
݉+ ݊ ݉+݊

and explain which expression must be greater using those interpretations.

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4. Sam says that he knows a clever set of steps to rewrite the expression

(‫ ݔ‬+ 3)(3‫ ݔ‬+ 8) െ 3‫ ݔ( ݔ‬+ 3)

as a sum of two terms where the steps do not involve multiplying the linear factors first and then
collecting like terms. Rewrite the expression as a sum of two terms (where one term is a number and the
other is a product of a coefficient and variable) using Sam’s steps if you can.

5. Using only the addition and multiplication operations with the numbers 1, 2, 3, and 4 each exactly once,
it is possible to build a numeric expression (with parentheses to show the order used to build the
expression) that evaluates to 21. For example, 1 + ((2 + 3) · 4) is one such expression.

a. Build two more numeric expressions that evaluate to 21 using the criteria above. Both must be
different from the example given.

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b. In both of your expressions, replace 1 with ܽ, 2 with ܾ, 3 with ܿ, and 4 with ݀ to get two algebraic
expressions. For example, ܽ + ൫(ܾ + ܿ) · ݀൯ shows the replacements for the example given.

Are your algebraic expressions equivalent? Circle: Yes No

ƒ If they are equivalent, prove that they are using the properties of operations.
ƒ If not, provide two examples:

(1) Find four different numbers (other than 0, 1, 2, 3, 4) that when substituted for ܽ, ܾ, ܿ,
and ݀ into each expression, the expressions evaluate to different numbers, and

(2) Find four different, nonzero numbers that when substituted into each expression, the
expressions evaluate to the same number.

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6. The diagram below, when completed, shows all possible ways to build equivalent expressions of 3‫ ݔ‬ଶ
using multiplication. The equivalent expressions are connected by labeled segments stating which
property of operations, A for associative property and C for commutative property, justifies why the two
expressions are equivalent. Answer the following questions about 3‫ ݔ‬ଶ and the diagram.

a. Fill in the empty circles with A or C and the empty rectangle with the missing expression to complete
the diagram.
b. Using the diagram above to help guide you, give two different proofs that (‫ ݔ‬ή ‫ )ݔ‬ή 3 = (3 ή ‫ )ݔ‬ή ‫ݔ‬.

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7. Ahmed learned: “To multiply a whole number by ten, just place a zero at the end of the number.” For
example, 2813 × 10, he says, is 28,130. He doesn't understand why this rule is true.

a. What is the product of the polynomial 2‫ ݔ‬ଷ + 8‫ ݔ‬ଶ + ‫ ݔ‬+ 3 times the polynomial ‫?ݔ‬

b. Use part (a) as a hint. Explain why the rule Ahmed learned is true.

8.
a. Find the following products:

i. (‫ ݔ‬െ 1)(‫ ݔ‬+ 1)

ii. (‫ ݔ‬െ 1)(‫ ݔ‬ଶ + ‫ ݔ‬+ 1)

iii. (‫ ݔ‬െ 1)(‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1)

iv. (‫ ݔ‬െ 1)(‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1)

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v. (‫ ݔ‬െ 1)(‫ ݔ‬௡ + ‫ ݔ‬௡ିଵ + ‫ ڮ‬+ ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1)

b. Substitute ‫ = ݔ‬10 into each of the products from parts (i) through (iv) and your answers to show
how each of the products appears as a statement in arithmetic.

c. If we substituted ‫ = ݔ‬10 into the product (‫ ݔ‬െ 2)(‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1) and
computed the product, what number would result?

d. Multiply (‫ ݔ‬െ 2) and (‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1), and express your answer in standard
form.

Substitute ‫ = ݔ‬10 into your answer, and see if you obtain the same result that you obtained in
part (c).

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e. Francois says (‫ ݔ‬െ 9)(‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1) must equal ‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ +
‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1 because when ‫ = ݔ‬10, multiplying by ‫ ݔ‬െ 9 is the same as multiplying by 1.

i. Multiply (‫ ݔ‬െ 9)(‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1).

ii. Put ‫ = ݔ‬10 into your answer.

Is it the same as ‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1 with ‫ = ݔ‬10?

iii. Was Francois right?

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ALGEBRA I

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Missing or Missing or A correct answer A correct answer
incorrect answer incorrect answer with some supported by
and little evidence but evidence of evidence of substantial
of reasoning or some reasoning or reasoning or evidence of solid
application of application of application of reasoning or
mathematics to mathematics to mathematics to application of
solve the problem. solve the problem. solve the problem mathematics to
or an incorrect solve the problem.
answer with
substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 a Student is unable to Student creates a Student creates axes Student creates and
respond to question. graph that reflects that depict distance labels the ‫ݕ‬-axis to
N-Q.A.1 OR something related to from the house on represent distance
N-Q.A.2 Student provides a the problem, but the the ‫ݕ‬-axis and some from the house in
minimal attempt to axes do not depict the measurement of time miles and an ‫ݔ‬-axis to
create an incorrect correct units of on the ‫ݔ‬-axis, and the represent time (in
graph. distance from the graph represents a minutes past
house on the ‫ݕ‬-axis reflection of what 1:00 p.m.) and
and a measurement occurred but with creates a graph based
of time on the ‫ݔ‬-axis, errors in calculations, on solid reasoning
or the graph indicates missing or erroneous and correct
significant errors in axis labels, or choice calculations.
calculations or of units that makes
reasoning. the graph difficult to
obtain information
from.

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b Student answers Student answers Student answers 1:21 Student answers 1:21
incorrectly with no incorrectly but p.m. but does not p.m. and either refers
N-Q.A.1 evidence of reasoning demonstrates some either refer to a to a correct graph
to support the reasoning in correct graph or from part (a) or
answer. explaining the provide sound provides reasoning
OR answer. reasoning to support and calculations to
Student leaves item the answer. explain the answer.
blank. OR
Student answers
incorrectly because
either the graph in
part (a) is incorrect,
and the graph is
referenced or
because a minor
calculation error is
made, but sound
reasoning is used.
c Student answers Student answers Student answers 12 Student answers 12
incorrectly with no incorrectly but miles but does not miles and either
N-Q.A.1 evidence of reasoning demonstrates some either refer to the references correct
to support the reasoning in work in part (a) or work from part (a) or
answer. explaining the provide sound provides reasoning
OR answer. reasoning in support and calculations to
Student leaves item of the answer. support the answer.
blank. OR
Student answers
incorrectly because
either the work in
part (a) is referenced,
but the work is
incorrect or because a
minor calculation
error is made but
sound reasoning is
used.

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2 a Student leaves the Student either begins Student answers Student answers
question blank. with an assumption beginning with the beginning with the
N-Q.A.3 OR that is not based on idea that water is idea that water is
Student provides an the evidence of water being used at a rate being used at a rate
answer that reflects being used at a rate of approximately 10 of approximately 10
no or very little of approximately 10 liters/second at noon liters/second at noon
reasoning. liters/second at noon. but makes an error in and makes correct
OR the calculations to calculations to extend
Student uses poor extend and combine and combine that
reasoning in that rate to consider rate to consider usage
extending that usage across 24 across 24 hours.
reading to consider hours. AND
total use across 24 OR Student defends the
hours. Student does not choice by explaining
defend the choice by water usage across
explaining water the 24 hours and how
usage across the 24 it compares to the
hours and how it reading taken at
compares to the noon.
reading taken at
noon.
b Student leaves the Student provides an Student answer Student answer
question blank. answer that is outside ranges from to the ranges from to the
N-Q.A.3 OR of the range from to nearest ten to to the nearest ten to to the
Student provides an the nearest ten to to nearest hundred but nearest hundred and
answer that reflects the nearest hundred. is not well supported is supported by
no or very little OR by sound reasoning. correct reasoning that
reasoning. Student provides an OR is expressed
answer that is within Student answer accurately.
the range but is not contains an error in
supported by an the way the
explanation. explanation is
written, even if it is
clear what the
student means to say.

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c Student leaves the Student answer is not Student answer is in Student answer is in
question blank. in the range of 6 to the range of 6 to 48 the range of 6 to 48
N-Q.A.3 OR 48 checks but checks but is only checks, and student
Student provides an provides some given in the form of provides solid
answer that reflects reasoning to justify ‫ ݔ‬checks per minute reasoning to support
no or very little the choice. or ‫ ݔ‬checks per hour; the answer.
reasoning. OR the answer is well
Student answer is in supported by a
that range, perhaps written explanation.
written in the form of OR
every ‫ ݔ‬minutes or Student answer is
every ‫ ݔ‬hours but is given in terms of
not supported by an number of checks but
explanation with solid is not well supported
reasoning. by a written
explanation.

3 a Student either does Student answers one Student answers two Student answers all
not answer. or two of the three of the three correctly three correctly.
A-SSE.A.1a OR correctly but leaves and makes a
A-SSE.A.1b Student answers the other one blank reasonable attempt
incorrectly for all or makes a gross at describing what
three expressions. error in describing the other one
what it represents. represents.

b Student either does Student understands Student understands Student understands

not answer. that the expressions that the expressions that the expressions
A-SSE.A.1a OR represent a portion of represent a portion of represent a portion of
A-SSE.A.1b Student answers the orders for each the orders for each the orders for each
incorrectly for all color but color and correctly color, correctly
three parts of the mis-assigns the colors determines which determines which
question. and/or incorrectly one is larger but has one is larger, and
determines which errors in the way the provides a
one is larger. answer is worded or well-written
does not provide explanation for why.
௡
support for why
௠ା௡
is larger.

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4 A-SSE.A.1b Student leaves the Student gets to the Student attempts to Student correctly uses
A-SSE.A.2 question blank. correct rewritten use structure to the process described
OR expression of rewrite the to arrive at 8‫ ݔ‬+ 24
Student is unable to 8‫ ݔ‬+ 24 but does so expression as without multiplying
rewrite the by multiplying out the described, showing out linear factors and
expression factors first. the process, but demonstrates the
successfully, even by OR student makes errors steps for doing so.
multiplying out the Student does not in the process.
factors first. show the work
needed to
demonstrate how
8‫ ݔ‬+ 24 is
determined.

5 a–b Student is unable to Student is only able Student successfully Student answers all
respond to many of to come up with one answers part (a) and four parts correctly
A-SSE.A.2 the questions. option for part (a) identifies that the and completely.
OR and, therefore, has expressions created
Student leaves only partial work for in part (b) are not
several items blank. part (b). equivalent, but there
OR are minor errors in
Student answers Yes the answering of the
for the question remaining questions.
about equivalent
expressions.
6 a Student leaves at Student answers one Student completes Student completes all
least three items or two items circling task correctly four item correctly,
A-SSE.A.2 blank. incorrectly or leaves and provides a including exact
OR one or more items correct ordering of placement of
Student answers at blank. symbols in the box, parentheses and
least three items but the answer does symbols for the box:
incorrectly. not use parentheses ‫ ݔ‬ή (3 ή ‫)ݔ‬.
or multiplication dots.

b Student does not Student attempts Student attempts Student completes

complete either proof both proofs but both proofs but both proofs correctly,
A-SSE.A.2 successfully. makes minor errors in makes an error in one and the two proofs
both. of them. are different from
OR one another.
Student only
completes one proof,
with or without
errors.

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7 a Student leaves the Student makes more Student makes a Student multiplies
question blank or than one error in his minor error in the correctly and
A-APR.A.1 demonstrates no multiplication but multiplication. expresses the
understanding of demonstrates some resulting polynomial
multiplication of understanding of as a sum of
polynomials. multiplication of monomials.
polynomials.
b Student leaves the Student uses Student makes only Student makes no
question blank or language that does minor errors in the errors in the use of
A-APR.A.1 does not not indicate an use of mathematically mathematically
demonstrate a level understanding of correct language to correct language to
of thinking that is base ‫ ݔ‬and/or the relate the new relate the new
higher than what is place value system. number to the old in number to the old in
given in the Student may use terms of place value terms of place value
problem’s description language such as and/or the use of and/or the use of
of Ahmed’s thinking. shifting or moving. base ‫ݔ‬. base ‫ݔ‬.
8 a–c Student shows Student makes Student makes one or Student completes all
limited or no multiple errors but two minor errors but products correctly,
A-APR.A.1 understanding of shows some demonstrates expressing each as a
polynomial understanding of knowledge of sum of monomials
multiplication and of polynomial polynomial with like terms
evaluating a multiplication. multiplication and collected and
polynomial for the Student may not combining like terms evaluated correctly
given value of ‫ݔ‬. combine like terms to to create the new when ‫ ݔ‬is 10.
present the product polynomial. Student
as the sum of also shows
monomials. understanding of
evaluating a
polynomial for the
given value of ‫ݔ‬.

d Student shows Student makes Student makes one or Student correctly

limited or no multiple errors but two minor errors but multiplies the
A-APR.A.1 understanding of shows some demonstrates polynomials and
polynomial understanding of knowledge of expresses the product
multiplication and of polynomial polynomial as a polynomial in
evaluating a multiplication. multiplication and standard form.
polynomial for the Student may combine combining like terms Student correctly
given value of ‫ݔ‬. like terms to present to create the new evaluates with a value
the product as the polynomial. Student of 10 and answers
sum of monomials. also shows Yes.
Student get an understanding of
incorrect result when evaluating a
evaluating with polynomial for the
‫ = ݔ‬10. given value of ‫ݔ‬.

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e Student is unable to Student may make Student may make Student correctly
demonstrate an some errors as he minor errors in multiplies the
A-APR.A.1 understanding that multiplies the multiplying the polynomials and
part (iii) is No and/or polynomials and polynomials and expresses the product
demonstrates limited expresses the product expressing the as a sum of
or no understanding as a sum of product as a sum of monomials with like
of polynomial monomials. Student monomials. Student terms collected.
multiplication. may make some may make minor Student correctly
errors in the errors in calculating calculates the value
calculation of the the value of the of the polynomial
value of the polynomial when ‫ ݔ‬is when ‫ ݔ‬is 10.
polynomial when ‫ ݔ‬is 10. Student explains Student explains that
10. Student that the hypothesized the hypothesized
incorrectly answers equation being true equation being true
part (iii) or applies when ‫ = ݔ‬10 does when ‫ = ݔ‬10 does
incorrect reasoning. not make it true for not make it true for
all real ‫ ݔ‬and/or all real ‫ ݔ‬and/or
explains that the two explains that the two
expressions are not expressions are not
algebraically algebraically
equivalent. equivalent.

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Name Date

1. Jacob lives on a street that runs east and west. The grocery store is to the east and the post office is to
the west of his house. Both are on the same street as his house. Answer the questions below about the
following story:

At 1:00 p.m., Jacob hops in his car and drives at a constant speed of 25 mph for 6 minutes to the post
office. After 10 minutes at the post office, he realizes he is late, and drives at a constant speed of 30 mph
to the grocery store, arriving at 1:28 p.m. He then spends 20 minutes buying groceries.

a. Draw a graph that shows the distance Jacob’s car is from his house with respect to time. Remember
to label your axes with the units you chose and any important points (home, post office, grocery
store).

miles 1 hour
25 × 6 minutes × = 2.5 miles from house to post office
hour 60 minutes
miles 1 hour
30 × 12 minutes × = 6 miles from post office to store
hour 60 minutes

6 miles െ 2.5 miles = 3.5 miles from home to store

6 miles in 12 minutes is 1 mile in 2 minutes

so 2. 5 miles takes 5 minutes and 3.5 miles takes 7 minutes

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b. On the way to the grocery store, Jacob looks down at his watch and notes the time as he passes his
house. What time is it when he passes his house? Explain how you found your answer.

It is 1:21 p.m. The graph shows the time as 21 minutes past 1:00 p.m. He spent 6
minutes getting to the post office, 10 minutes at the post office, and 5 minutes getting
from the post office to the point of passing by his house. You know it took 5 minutes for
the last part because he traveled 30 miles per hour and went 2.5 miles.
60 minutes
2.5 miles × = 5 minutes
30 miles

c. If he drives directly back to his house after the grocery story, what was the total distance he traveled
to complete his errands? Show how you found your answer.

12 miles.

2.5 miles + 6 miles + 3.5 miles = 12 miles

You know it is 2.5 miles from the house to the post office because
miles 1 hour
25 × 6 minutes × = 2.5 miles.
hour 60 minutes
miles
You know it is 6 miles from the post office to the store because 30 × 12 minutes ×
hour
1 hour
= 6 miles.
60 minutes

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2. Jason is collecting data on the rate of water usage in the tallest skyscraper in the world during a typical
day. The skyscraper contains both apartments and businesses. The electronic water meter for the
building displays the total amount of water used in liters. At noon, Jason looks at the water meter and
notes that the digit in the ones place on the water meter display changes too rapidly to read the digit and
that the digit in the tens place changes every second or so.

a. Estimate the total number of liters used in the building during one 24-hour day. Take into account
the time of day when he made his observation. (Hint: Will water be used at the same rate at
2:00 a.m. as at noon?) Explain how you arrived at your estimate.

liters seconds minutes

10 × 60 × 60 × 18 hours = 648௔000 liters
second minute hour

Since water is probably only used from about 5:00 a.m. to 11:00 p.m., I did not
multiply by 24 hours, but by 18 hours instead.

b. To what level of accuracy can Jason reasonably report a measurement if he takes it at precisely
12:00 p.m.? Explain your answer.

It can be reported within ±10 liters, since he can read the 10’s place, but it is changing
by a 10 during the second he reads it.

c. The meter will be checked at regular time spans (for example, every minute, every 10 minutes, and
every hour). What is the minimum (or smallest) number of checks needed in a 24-hour period to
create a reasonably accurate graph of the water usage rate with respect to time? (For example, 24
checks would mean checking the meter every hour; 48 checks would mean checking the meter every
half hour.) Defend your choice by describing how the water usage rate might change during the day
and how your choice could capture that change.

24 checks. Every hour would be good to show the peaks in usage during morning and
evening hours from those in the apartments. And it might also show that businesses
stop using it after business hours. It would depend on what portion of the building is
business vs. apartments.

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3. A publishing company orders black and blue ink in bulk for its two-color printing press. To keep things
simple with its ink supplier, each time it places an order for blue ink, it buys ‫ ܤ‬gallons, and each time it
places an order for black ink, it buys ‫ ܭ‬gallons. Over a one-month period, the company places ݉ orders
of blue ink and ݊ orders of black ink.

a. What quantities could the following expressions represent in terms of the problem context?

݉+݊ Total number of ink orders over a one-month period.

݉‫ ܤ‬+ ݊‫ܭ‬ Total number of ink orders over a one-month period.

௠஻ ା௡௄
Total number of ink orders over a one-month period.
௠ା௡

b. The company placed twice as many orders for black ink than for blue ink in January. Give
interpretations for the following expressions in terms of the orders placed in January,

݉ ݊
and ,
݉+݊ ݉+݊

and explain which expression must be greater using those interpretations.

m
is the fraction of orders that are for blue ink.
m+ n
n
is the fraction of orders that are for black ink.
m+ n
n m
would be bigger, 2 times as big as because they ordered twice as many
m+ n m+ n
orders for black ink than for blue ink.

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4. Sam says that he knows a clever set of steps to rewrite the expression

(‫ ݔ‬+ 3)(3‫ ݔ‬+ 8) െ 3‫ ݔ( ݔ‬+ 3)

as a sum of two terms where the steps do not involve multiplying the linear factors first and then
collecting like terms. Rewrite the expression as a sum of two terms (where one term is a number and the
other is a product of a coefficient and variable) using Sam’s steps if you can.

൫(3x + 8) െ 3x൯Â(x + 3 )
8 (x + 3)
8x + 24

5. Using only the addition and multiplication operations with the numbers 1, 2, 3, and 4 each exactly once,
it is possible to build a numeric expression (with parentheses to show the order used to build the
expression) that evaluates to 21. For example, 1 + ൫(2 + 3) · 4൯ is one such expression.

a. Build two more numeric expressions that evaluate to 21 using the criteria above. Both must be
different from the example given.
(1 + 2 ) Â (3 + 4 ) = 21

൫(2 + 4) + 1൯ Â 3 = 21

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b. In both of your expressions, replace 1 with ܽ, 2 with ܾ, 3 with ܿ, and 4 with ݀ to get two algebraic
expressions. For example, ܽ + ൫(ܾ + ܿ) · ݀൯ shows the replacements for the example given.

൫a + b൯ Â (c + d ) = ac + ad + bc + bd
ቀ൫b + d൯ + aቁ Â c = ac + bc + dc

Are your algebraic expressions equivalent? Circle: Yes No

ƒ If they are equivalent, prove that they are using the properties of operations.
ƒ If not, provide two examples:

(1) Find four different numbers (other than 0, 1, 2, 3, 4) that when substituted for ܽ, ܾ, ܿ,
and ݀ into each expression, the expressions evaluate to different numbers, and

a =5 b = 10 c = 20 d = 30

(5 + 10) Â (20 + 30) = 750

൫(10 + 30) + 5൯ Â 20 = 900

(2) Find four different, nonzero numbers that when substituted into each expression, the
expressions evaluate to the same number.

5, 6, 11, 7 ൫ac + ad + bc + bd൯ needs to equal ൫ac + bc + dc൯;

(5 + 6) Â (11 + 7) = 11 Â 18 = 198 so, (ad + bd) needs to equal (dc );

൫(6 + 7) + 5൯ Â 11 = 18 Â 11 = 198 so, ൫a + b൯ needs to equal c.

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6. The diagram below, when completed, shows all possible ways to build equivalent expressions of
3‫ ݔ‬ଶ using multiplication. The equivalent expressions are connected by labeled segments stating which
property of operations, A for associative property and C for commutative property, justifies why the two
expressions are equivalent. Answer the following questions about 3‫ ݔ‬ଶ and the diagram.

a. Fill in the empty circles with A or C and the empty rectangle with the missing expression to complete
the diagram.
b. Using the diagram above to help guide you, give two different proofs that (‫ ݔ‬ή ‫ )ݔ‬ή 3 = (3 ή ‫ )ݔ‬ή ‫ݔ‬.

1. (x  x)  3 = x  (x  3) by associative property

x  (x  3) = x  (3  x) by commutative property

x  (3  x) = (3  x)  x by commutative property

2. (x  x)  3 = 3  (x  x) by commutative property

3  (x  x) = (3  x)  x by associative property

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7. Ahmed learned: “To multiply a whole number by ten, just place a zero at the end of the number.” For
example, 2813 × 10, he says, is 28,130. He doesn't understand why this rule is true.

a. What is the product of the polynomial 2‫ ݔ‬ଷ + 8‫ ݔ‬ଶ + ‫ ݔ‬+ 3 times the polynomial ‫?ݔ‬

2x4 + 8x3 + x2 + 3x

b. Use part (a) as a hint. Explain why the rule Ahmed learned is true.

When you multiply by the same number as the base, it creates a new number where
each digit in the original number is now one place value higher so that there is nothing
left (no numbers) to represent the ones digit, which leads to a trailing “0” in the ones
digit.

8.
a. Find the following products:

i. (‫ ݔ‬െ 1)(‫ ݔ‬+ 1)

x2 + x െ x െ 1
x2 െ 1

ii. (‫ ݔ‬െ 1)(‫ ݔ‬ଶ + ‫ ݔ‬+ 1)

x3 + x2 + x െ x2 െ x െ 1
x3 െ 1

iii. (‫ ݔ‬െ 1)(‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1)

x4 + x3 + x2 + xെ x3 െ x2 െ x െ 1
x4 െ 1

iv. (‫ ݔ‬െ 1)(‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1)

x5 + x4 + x3 + x2 + xെ x4 െ x3 െ x2 െ x െ 1
x5 െ 1

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v. (‫ ݔ‬െ 1)(‫ ݔ‬௡ + ‫ ݔ‬௡ିଵ + ‫ ڮ‬+ ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1)

xn+1 െ 1

b. Substitute ‫ = ݔ‬10 into each of the products from parts (i) through (iv) and your answers to show
how each of the products appears as a statement in arithmetic.

i. (10 െ 1 ) Â (10 + 1) = (100 െ 1 )

9 Â (11) = 99
ii. (10 െ 1 ) Â (100 + 10 + 1) = (1000 െ 1 )
9 Â (111) = 999
iii. (10 െ 1 ) Â (1000 + 100 + 10 + 1) = (10000 െ 1 )
9 Â (1111) = 9,999

iv. (10 െ 1 ) Â (10000 + 1000 + 100 + 10 + 1) = (100௔000 െ 1 )

9 Â (11111) = 99,999

c. If we substituted ‫ = ݔ‬10 into the product (‫ ݔ‬െ 2)(‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1) and
computed the product, what number would result?
8 Â (11௔111௔111) = 88௔888௔888

d. Multiply (‫ ݔ‬െ 2) and (‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1) and express your answer in standard
form.
x8 + x7 + x6 + x5 + x4 + x3 + x2 + x െ 2x7 െ 2x6 െ 2x5 െ 2x4 െ 2x3 െ 2x2 െ 2x െ 2
x8 െ x7 െ x6 െ x5 െ x4 െ x3 െ x2 െ x െ 2

Substitute ‫ = ݔ‬10 into your answer and see if you obtain the same result as you obtained in part (c).

10 8 െ 10 7 െ 106 െ 105 െ 104 െ 103 െ 102 െ 10 െ 2 = 88௔888௔888

Yes, I get the same answer.

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e. Francois says (‫ ݔ‬െ 9)(‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1) must equal ‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ +
‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1 because when ‫ = ݔ‬10, multiplying by ‫ ݔ‬െ 9 is the same as multiplying by 1.

i. Multiply (‫ ݔ‬െ 9)(‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1).

x8 െ 8x7 െ 8x6 െ 8x5 െ 8x4 െ 8x3 െ 8x2 െ 8xെ 9

ii. Put ‫ = ݔ‬10 into your answer.

100 000 000 െ 80 000 000 െ 8 000 000 െ 800 000 െ 80000 െ 8000 െ 800 െ 80 െ 9

100௔000௔000 െ 88௔888௔889 = 11௔111௔111

Is it the same as ‫ ଻ ݔ‬+ ‫ ଺ ݔ‬+ ‫ ݔ‬ହ + ‫ ݔ‬ସ + ‫ ݔ‬ଷ + ‫ ݔ‬ଶ + ‫ ݔ‬+ 1 with ‫ = ݔ‬10?

Yes.

iii. Was Francois right?

No, just because it is true when x is 10, doesn’t make it true for all real x. The two
expressions are not algebraically equivalent.

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 A STORY OF FUNCTIONS

Mathematics Curriculum
ALGEBRA I • MODULE 1

Topic C
Solving Equations and Inequalities
A-CED.A.3, A-CED.A.4, A-REI.A.1, A-REI.B.3, A-REI.C.5, A-REI.C.6, A-REI.D.10, A-REI.D.12

Focus Standards: A-CED.A.3 Represent constraints by equations or inequalities, and by systems of

equations and/or inequalities, and interpret solutions as viable or non-viable
options in a modeling context. For example, represent inequalities describing
nutritional and cost constraints on combinations of different foods.˔
A-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same
reasoning as in solving equations. For example, rearrange Ohm’s law ܸ = ‫ܴܫ‬
to highlight resistance ܴ.˔
A-REI.A.1 Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the
original equation has a solution. Construct a viable argument to justify a
solution method.
A-REI.B.3 Solve linear equations and inequalities in one variable, including equations
with coefficients represented by letters.
A-REI.C.5 Prove that, given a system of two equations in two variables, replacing one
equation by the sum of that equation and a multiple of the other produces a
system with the same solutions.
A-REI.C.6 Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
A-REI.D.10 Understand that the graph of an equation in two variables is the set of all its
solutions plotted in the coordinate plane, often forming a curve (which could
be a line).
A-REI.D.12 Graph the solutions to a linear inequality in two variables as a half-plane
(excluding the boundary in the case of a strict inequality), and graph the
solution set to a system of linear inequalities in two variables as the
intersection of the corresponding half-planes.

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Instructional Days: 15
Lesson 10: True and False Equations (P) 1
Lesson 11: Solution Sets for Equations and Inequalities (P)
Lesson 12: Solving Equations (P)
Lesson 13: Some Potential Dangers When Solving Equations (P)
Lesson 14: Solving Inequalities (P)
Lesson 15: Solution Sets of Two or More Equations (or Inequalities) Joined by “And” or “Or” (E)
Lesson 16: Solving and Graphing Inequalities Joined by “And” or “Or” (P)
Lesson 17: Equations Involving Factored Expressions (S)
Lesson 18: Equations Involving a Variable Expression in the Denominator (P)
Lesson 19: Rearranging Formulas (P)
Lessons 20: Solution Sets to Equations with Two Variables (P)
Lessons 21: Solution Sets to Inequalities with Two Variables (P)
Lessons 22–23: Solution Sets to Simultaneous Equations (P, E)
Lesson 24: Applications of Systems of Equations and Inequalities (E)

Teaching the process of how to solve an equation is fraught with well-meaning models and procedures
suggested by textbook curricula (balance scales, algebra tiles, equivalent equations, etc.) that are often
incompatible with what it actually means “to solve.” An equation with variables can be viewed as a question
asking for which values of the variables (the solution set) will result in true number sentences when those
values are substituted into the equation. Equations are manifestly about numbers and understanding true
and false number sentences. In Algebra I, the application of this idea expands to include solutions to
compound statements such as equations or inequalities joined by “and” or “or,” including simultaneous
systems of equations or inequalities.
The Common Core Learning Standards rightfully downplay the notion of equivalent equations and instead
place a heavy emphasis on students studying the solution sets to equations. In Lessons 12–14 of this topic,
students formalize descriptions of what they learned before (true/false equations, solution sets, identities,
properties of equality, etc.) and learn how to explain the steps of solving equations to construct viable
arguments to justify their solution methods. They then learn methods for solving inequalities, again by
focusing on ways to preserve the (now infinite) solution sets. With these methods now on firm footing,
students investigate in Lessons 15–18 solution sets of equations joined by “and” or “or” and investigate ways
to change an equation such as squaring both sides, which changes the solution set in a controlled (and often
useful) way. In Lesson 19, students learn to use these same skills as they rearrange formulas to define one
quantity in terms of another. Finally, in Lessons 20–24, students apply all of these new skills and
understandings as they work through solving equations and inequalities with two variables including systems
of such equations and inequalities.

1Lesson Structure Key: P-Problem Set Lesson, M-Modeling Cycle Lesson, E-Exploration Lesson, S-Socratic Lesson

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 A STORY OF FUNCTIONS Lesson 10 M1
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Lesson 10: True and False Equations

Student Outcomes
ƒ Students understand that an equation is a statement of equality between two expressions. When values are
substituted for the variables in an equation, the equation is either true or false. Students find values to assign
to the variables in equations that make the equations true statements.

Classwork
Exercise 1 (5 minutes)
Give students a few minutes to reflect on Exercise 1. Then, ask students to share their initial reactions and thoughts in
answering the questions.

Exercise 1

a. Consider the statement: “The president of the United States is a United States citizen.”
Is the statement a grammatically correct sentence?

Yes

What is the subject of the sentence? What is the verb in the sentence?

President Is

Is the sentence true?

Yes

b. Consider the statement: “The president of France is a United States citizen.”

Is the statement a grammatically correct sentence?

Yes

What is the subject of the sentence? What is the verb in the sentence?

President Is

Is the sentence true?

No

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c. Consider the statement: “૛ + ૜ = ૚ + ૝.”

This is a sentence. What is the verb of the sentence? What is the subject of the sentence?
Equals ૛+૜

Is the sentence true?

Yes

d. Consider the statement: “૛ + ૜ = ૢ + ૝.”

Is this statement a sentence? And if so, is the sentence true or false?

Yes False

Hold a general class discussion about parts (c) and (d) of the exercise. Be sure to raise the following points:
ƒ One often hears the chime that “mathematics is a language.” And indeed it is. For us reading this text, that
language is English. (And if this text were written in French, that language would be French, or if this text were
written in Korean, that language would be Korean.)
ƒ A mathematical statement, such as 2 + 3 = 1 + 4, is a grammatically correct sentence. The subject of the
sentence is the numerical expression “2 + 3”, and its verb is “equals” or “is equal to.” The numerical
expression “1 + 4” renames the subject (2 + 3). We say that the statement is true because these two
numerical expressions evaluate to the same numerical value (namely, five).
ƒ The mathematical statement 2 + 3 = 9 + 4 is also a grammatically correct sentence, but we say it is false
because the numerical expression to the left (the subject of the sentence) and the numerical expression to the
right do not evaluate to the same numerical value.
(Perhaps remind students of parts (a) and (b) of the exercise: Grammatically correct sentences can be false.)
ƒ Recall the definition:

A number sentence is a statement of equality between two numerical expressions.

A number sentence is said to be true if both numerical expressions are equivalent (that is, both evaluate to the same
number). It is said to be false otherwise. True and false are called truth values.

Exercise 2 (7 minutes)
Have students complete this exercise independently, and then review the answers as a class.

Exercise 2

Determine whether the following number sentences are true or false.

a. ૝ + ૡ = ૚૙ + ૞
False

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૚ ૞
b. + = ૚. ૛ െ ૙. ૙ૠ૞
૛ ૡ
True

c. (ૠ૚ · ૟૙૜) · ૞ૡૠ૟ = ૟૙૜ · (૞ૡૠ૟ · ૠ૚)

True. The commutative and associative properties of multiplication demand these numerical expressions
match.

d. ૚૜ × ૚ૠ૞ = ૚૜ × ૢ૙ + ૡ૞ × ૚૜
True. Notice the right side equals ૚૜ × (ૢ૙ + ૡ૞).

e. (ૠ + ૢ)૛ = ૠ૛ + ૢ૛

False

f. ࣊ = ૜. ૚૝૚
False (The value of ࣊ is not exactly ૜.૚૝૚ .)

g. ඥ (૝ + ૢ) = ξ૝ + ξૢ

False

૚ ૚ ૛
h. + =
૛ ૜ ૞
False

૚ ૚ ૛
i. + =
૛ ૜ ૟
False

૚ ૚ ૞
j. + =
૛ ૜ ૟
True

k. ૜૛ + ૝૛ = ૠ૛

False

l. ૜૛ × ૝૛ = ૚૛૛
True

m. ૜૛ × ૝૜ = ૚૛૟

False

n. ૜૛ × ૜૜ = ૜૞
True

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Exercise 3 (3 minutes)
Allow students to answer the questions in their student materials, and then discuss with the class.

Exercise 3

a. Could a number sentence be both true and false?

b. Could a number sentence be neither true nor false?

A number sentence has a left-hand numerical expression that evaluates to a single number and has a right-
hand numerical expression that also evaluates to a single numerical value. Either these two single values
match or they do not. A numerical sentence is thus either true or false (and not both).

An algebraic equation is a statement of equality between two expressions.

Algebraic equations can be number sentences (when both expressions are numerical), but often they contain
symbols whose values have not been determined.

Exercise 4 (6 minutes)

Exercise 4

a. Which of the following are algebraic equations?

i. ૜.૚࢞ െ ૚૚. ૛ = ૛.૞࢞ + ૛. ૜
ii. ૚૙࣊૝ + ૜ = ૢૢ࣊૛
iii. ࣊ + ࣊ = ૛࣊
૚ ૚ ૛
iv. + =
૛ ૛ ૝
૟૙࣊ +૛ૢ᩺ૢ૛ૡ
v. ૠૢ࣊૜ + ૠ૙࣊૛ െ ૞૟࣊ + ૡૠ =
࣊૛

All of them are all algebraic equations.

b. Which of them are also number sentences?

Numbers (ii), (iii), (iv), and (v). (Note that the symbol ࣊ has a value that is already stated or known.)

c. For each number sentence, state whether the number sentence is true or false.

(ii) False, (iii) True, (iv) False, (v) False. Note that (ii) and (v) are both very close to evaluating to true. Some
calculators may not be able to discern the difference. Wolfram Alpha’s web-based application can be used to
reveal the differences.

Exercise 5 (9 minutes)
Discuss the three cases for algebraic equations given in the student materials, and based on the preparedness of
students, complete the exercise as a whole class, in small groups, in pairs, or individually.

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Exercise 5

When algebraic equations contain a symbol whose value has not yet been determined, we use analysis to determine
whether:

a. The equation is true for all the possible values of the variable(s), or
b. The equation is true for a certain set of the possible value(s) of the variable(s), or
c. The equation is never true for any of the possible values of the variable(s).

For each of the three cases, write an algebraic equation that would be correctly described by that case. Use only the
variable, ࢞, where ࢞ represents a real number.
a. ૛(࢞ + ૜) = ૛࢞ + ૟; by the distributive property, the two expressions on each side of the equal sign are
algebraically equivalent; therefore, the equation is true for all possible real numbers, ࢞.
b. ࢞ + ૞ = ૚૚; this equation is only a true number sentence if ࢞ = ૟. Any other real number would make the
equation a false number sentence.
c. ࢞૛ = െ૚; there is no real number ࢞ that could make this equation a true number sentence.

Share and discuss some possible answers for each.

Example 1 (4 minutes)

Example 1

Consider the following scenario.

Julie is ૜૙૙ feet away from her friend’s front porch and observes, “Someone is sitting on the porch.”

Given that she did not specify otherwise, we would assume that the “someone” Julie thinks she sees is a human. We
cannot guarantee that Julie’s observational statement is true. It could be that Julie’s friend has something on the porch
that merely looks like a human from far away. Julie assumes she is correct and moves closer to see if she can figure out
who it is. As she nears the porch, she declares, “Ah, it is our friend, John Berry.”

ƒ Often in mathematics, we observe a situation and make a statement we believe to be true. Just as Julie used
the word “someone”, in mathematics we use variables in our statements to represent quantities not yet
known. Then, just as Julie did, we “get closer” to study the situation more carefully and find out if our
“someone” exists and, if so, “who” it is.
ƒ Notice that we are comfortable assuming that the “someone” Julie referred to is a human, even though she
did not say so. In mathematics we have a similar assumption. If it is not stated otherwise, we assume that
variable symbols represent a real number. But in some cases, we might say the variable represents an integer
or an even integer or a positive integer, for example.
ƒ Stating what type of number the variable symbol represents is called stating its domain.

Exercise 6 (6 minutes)
ƒ In the sentence ‫ ݓ‬ଶ = 4, ‫ ݓ‬can represent any real number we care to choose (its domain). If we choose to let ‫ݓ‬
be 5, then the number sentence is false. If we let ‫ = ݓ‬2, then the sentence is true. Is there another value for
‫ ݓ‬that would also make the sentence true?
à ‫ = ݓ‬െ2

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Exercise 6

Name a value of the variable that would make each equation a true number sentence.

Here are several examples of how we can name the value of the variable.

Let ࢝ = െ૛. Then ࢝૛ = ૝ is true.

࢝૛ = ૝ is true when ࢝ = െ૛

࢝૛ = ૝ is true if ࢝ = െ૛

࢝૛ = ૝ is true for ࢝ = െ૛ and ࢝ = ૛.

There might be more than one option for what numerical values to write. (And feel free to write more than one
possibility.)

Warning: Some of these are tricky. Keep your wits about you!

a. Let . Then, ૠ + ࢞ = ૚૛ is true.

࢞=૞

૜ૠ
b. Let . Then, ૜࢘ + ૙. ૞ = ૛ is true.

࢘ =૟

c. ࢓૜ = െ૚૛૞ is true for .

࢓ = െ૞

d. A number ࢞ and its square, ࢞૛, have the same value when .

࢞ = ૚ or when ࢞ = ૙

e. The average of ૠ and ࢔ is െૡ if .

࢔ = െ૛૜

f. Let . Then, ૛ࢇ = ࢇ + ࢇ is true.

ࢇ = any real number

g. ࢗ + ૟ૠ = ࢗ + ૟ૡ is true for .

There is no value one can assign to ࢗ to turn this equation into a true statement.

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 10: True and False Equations

Exit Ticket

1. Consider the following equation, where ܽ represents a real number: ξ ܽ + 1 = ξ ܽ + 1.

Is this statement a number sentence? If so, is the sentence true or false?

2. Suppose we are told that ܾ has the value 4. Can we determine whether the equation below is true or false? If so,
say which it is; if not, state that it cannot be determined. Justify your answer.

ξܾ + 1 = ξܾ + 1

3. For what value of ܿ is the following equation true?

ξܿ + 1 = ξܿ + 1

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Exit Ticket Sample Solutions

1. Consider the following equation, where ࢇ represents a real number: ξࢇ + ૚ = ξ ࢇ + ૚.

Is this statement a number sentence? If so, is the sentence true or false?

No, it is not a number sentence because no value has been assigned to ࢇ. Thus, it is neither true nor false.

2. Suppose we are told that ࢈ has the value ૝. Can we determine whether the equation below is true or false? If so,
say which it is; if not, state that it cannot be determined. Justify your answer.
ξ࢈ + ૚ = ξ࢈ + ૚

False. The left-hand expression has value ξ૝ + ૚ = ξ૞ and the right-hand expression has value ૛ + ૚ = ૜. These
are not the same value.

3. For what value of ࢉ is the following equation true?

ξࢉ + ૚ = ξࢉ + ૚

ξࢉ + ૚ = ξ ࢉ + ૚, if we let ࢉ = ૙.

Problem Set Sample Solutions

Determine whether the following number sentences are true or false.

૞૙ ૚
1. ૚ૡ + ૠ = ૛ 2. ૜.૚૛૜ = ૢ. ૜૟ૢ ૜ 3. (૚૛૜ + ૞૝) ή ૝ = ૚૛૜ + (૞૝ ή ૝)

true true false

૝
4. ૞૛ + ૚૛૛ = ૚૜૛ 5. (૛ × ૛)૛ = ξ૛૞૟ 6. = ૚. ૜૜૜
૜
true true
false

૛
In the following equations, let ࢞ = െ૜ and ࢟ = ૜ . Determine whether the following equations are true, false, or neither
true nor false.

7. ࢞࢟ = െ૛ 8. ࢞ + ૜࢟ = െ૚ 9. ࢞+ ࢠ = ૝

true true Neither true nor false

૛
࢟ െ
10. ૢ࢟ = െ૛࢞ ࢞
11. = െ૛ 12. = െ૚
࢞ ࢟
true false false

For each of the following, assign a value to the variable to make the equation a true statement.

13. ( ࢞૛ + ૞)(૜ + ࢞૝)(૚૙૙ ࢞૛ െ ૚૙)(૚૙૙࢞૛ + ૚૙) = ૙ for .

૚ ૚
࢞=ඥ or ࢞ = െ ඥ
૚૙ ૚૙

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14. ඥ (࢞ + ૚)(࢞ + ૛) = ξ૛૙ for .

࢞ = ૜ or ࢞ = െ૟

15. (ࢊ + ૞)૛ = ૜૟ for .

ࢊ = ૚ or ࢊ = െ૚૚

16. (૛ࢠ + ૛)(ࢠ૞ െ ૜) + ૟ = ૙ for .

ࢠ = ૙ seems the easiest answer.

૚ ା࢞ ૜
17. = for .
૚ ା ࢞૛ ૞
࢞ = ૛ works.

૚ ା࢞ ૛
18. = for .
૚ ା ࢞૛ ૞
૚
࢞ = ૜ works, and so does ࢞ = െ ૛ .

19. The diagonal of a square of side length ࡸ is ૛ inches long when .

ࡸ = ξ૛ inches

૛
20. ൫ ࢀ െ ξ૜൯ = ࢀ૛ + ૜ for .

ࢀ =૙

૚ ࢞
21. = if .
࢞ ૚
࢞ = ૚ and also if ࢞ = െ૚

22. ቆ૛ + ൬૛ െ ቀ૛ + ൫ ૛ െ (૛ + ࢘)൯ቁ൰ቇ = ૚ for .

࢘ = െ૚

23. ࢞ +૛ = ૢ 24. ࢞ + ૛૛ = െૢ 25. െ૚૛࢚ = ૚૛

for ࢞ = ૠ for ࢞ = െ૚૜ for ࢚ = െ૚

૚ ૚ ૚ ૚
26. ૚૛࢚ = ૛૝ 27. = 28. =
࢈ି ૛ ૝ ૛࢈ ି ૛ ૝
for ࢚ = ૛ for ࢈ = ૟ for ࢈ = െ૚

29. ξ ࢞ + ξ૞ = ξ࢞ + ૞ 30. (࢞ െ ૜)૛ = ࢞૛ + (െ૜)૛ 31. ࢞૛ = െ૝ૢ

for ࢞ = ૙ for ࢞ = ૙ No real number will make the

equation true.

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૛ ૚ ૜
32. + =
૜ ૞ ࢞
૝૞
for ࢞ = ૚૜

Fill in the blank with a variable term so that the given value of the variable will make the equation true.

33. ࢞ + ૝ = ૚૛; ࢞ = ૡ

34. ૛࢞ + ૝ = ૚૛ ; ࢞ = ૝

Fill in the blank with a constant term so that the given value of the variable will make the equation true.

35. ૝࢟ െ ૙ = ૚૙૙; ࢟ = ૛૞ 36. ૝࢟ െ ૛૝ = ૙; ࢟ = ૟

37. ࢘ + ૙ = ࢘; ࢘ is any real number. 38. ࢘ × ૚ = ࢘; ࢘ is any real number.

Generate the following:

Answers will vary. Sample responses are provided below.

39. An equation that is always true 40. An equation that is true when ࢞ = ૙

૛࢞ + ૝ = ૛(࢞ + ૛) ࢞ +૛ = ૛

41. An equation that is never true 42. An equation that is true when ࢚ = ૚ or ࢚ = െ૚

࢞ +૜ = ࢞+ ૛ ࢚૛ = ૚

43. An equation that is true when ࢟ = െ૙. ૞ 44. An equation that is true when ࢠ = ࣊
૛࢟ + ૚ = ૙ ࢠ
=૚
࣊

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Lesson 11: Solution Sets for Equations and Inequalities

Student Outcomes
ƒ Students understand that an equation with variables is often viewed as a question asking for the set of values
one can assign to the variables of the equation to make the equation a true statement. They see the equation
as a “filter” that sifts through all numbers in the domain of the variables, sorting those numbers into two
disjoint sets: the solution set and the set of numbers for which the equation is false.
ƒ Students understand the commutative, associate, and distributive properties as identities (i.e., equations
whose solution sets are the set of all values in the domain of the variables).

Classwork
Example 1 (2 minutes)
ƒ Consider the equation shown in Example 1 of your student materials, ‫ ݔ‬ଶ = 3‫ ݔ‬+ 4, where ‫ ݔ‬represents a real
number.
ƒ Since we have not stated the value of ‫ݔ‬, this is not a number sentence.

Example 1

Consider the equation, ࢞૛ = ૜࢞ + ૝, where ࢞ represents a real number.

a. Are the expressions ࢞૛ and ૜࢞ + ૝ algebraically equivalent?

No.

ƒ Then, we cannot guarantee there will be any real value of ‫ ݔ‬that will make the equation true.

b. The following table shows how we might “sift” through various values to assign to the variable symbol ࢞ in
the hunt for values that would make the equation true.

࢞-VALUE THE EQUATION TRUTH VALUE

Let ࢞ = ૙ ૙૛ = ૜(૙) + ૝ FALSE
Let ࢞ = ૞ ૞૛ = ૜(૞) + ૝ FALSE
૛
Let ࢞ = ૟ ૟ = ૜(૟) + ૝ FALSE
૛
Let ࢞ = െૠ (െૠ) = ૜(െૠ) + ૝ FALSE
૛
Let ࢞ = ૝ ૝ = ૜(૝) + ૝ TRUE
Let ࢞ = ૢ ૢ૛ = ૜(ૢ) + ૝ FALSE
Let ࢞ = ૚૙ ૚૙૛ = ૜(૚૙) + ૝ FALSE
૛
Let ࢞ = െૡ (െૡ) = ૜(െૡ) + ૝ FALSE

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ƒ Of course, we should sift through ALL the real numbers if we are seeking all values that make the equation
‫ ݔ‬ଶ = 3‫ ݔ‬+ 4 true. (This makes for quite a large table!) So far, we have found that setting ‫ ݔ‬equal to 4 yields a
true statement.
ƒ Look at the image in your student materials. Can you see what is happening here and how it relates to what
we have been discussing?
à The numbers are going down the road and being accepted into the solution set or rejected based on
whether or not the equation is true.

ƒ There happens to be just one more value we can assign to x that makes ‫ ݔ‬ଶ = 3‫ ݔ‬+ 4 a true statement. Would
you like to continue the search to find it?
à ‫ = ݔ‬െ1

Example 2 (1 minute)

Example 2

Consider the equation ૠ + ࢖ = ૚૛.

࢖-VALUE THE NUMBER SENTENCE TRUTH VALUE

Let ࢖ = ૙ ૠ + ૙ = ૚૛ FALSE
Let ࢖ = ૝

Let ࢖ = ૚ + ξ૛
૚
Let ࢖ = ࣊

Let ࢖ = ૞

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ƒ Here is a table that could be used to hunt for the value(s) of ‫ ݌‬that make the equation true:

࢖-VALUE THE EQUATION TRUTH VALUE

Let ࢖ = ૙ ૠ + ૙ = ૚૛ FALSE

Let ࢖ = ૝ ૠ + ૝ = ૚૛ FALSE

Let ࢖ = ૚ + ξ૛ ૠ + (૚ + ξ૛) = ૚૛ FALSE

૚ ૚
Let ࢖ = ࣊ ૠ+ = ૚૛ FALSE
࣊
Let ࢖ = ૞ ૠ + ૞ = ૚૛ TRUE

ƒ But is a table necessary for this question? Is it obvious what value(s) we could assign to ‫ ݌‬to make the
equation true?

Discussion (2 minutes)

The solution set of an equation written with only one variable is the set of all values one can assign to that variable to
make the equation a true statement. Any one of those values is said to be a solution to the equation.

To solve an equation means to find the solution set for that equation.

ƒ Recall that it is usually assumed that one is sifting through all the real numbers to find the solutions to an
equation, but a question or a situation might restrict the domain of values we should sift through. We might
be required to sift only through integer values, the positive real numbers, or the nonzero real numbers, for
example. The context of the question should make this clear.

Example 3 (1 minute)
Give students one minute or less to complete the exercise, and then discuss the answer.

Example 3

Solve for ࢇ: ࢇ૛ = ૛૞.

We know that setting ࢇ = ૞ or setting ࢇ = െ૞ makes ࢇ૛ = ૛૞ a true statement. And a little thought shows that these
are the only two values we can assign to make this so. The solution set is just the set containing the numbers ૞ and െ૞.
(And since the question made no mention of restricting the domain of values we should consider, we shall assume both
these values are admissible solutions for this question.)

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Discussion (6 minutes)

One can describe a solution set in any of the following ways:

IN WORDS: ࢇ૛ = ૛૞ has solutions ૞ and െ૞. (ࢇ૛ = ૛૞ is true when ࢇ = ૞ or ࢇ = െ૞.)

IN SET NOTATION: The solution set of ࢇ૛ = ૛૞ is {െ૞,૞}.

IN A GRAPHICAL REPRESENTATION ON A NUMBER LINE: The solution set of ࢇ૛ = ૛૞ is

In this graphical representation, a solid dot is used to indicate a point on the number line that is to be included in the
solution set. (WARNING: The dot one physically draws is larger than the point it represents. One hopes that it is clear
from the context of the diagram which point each dot refers to.)

How set notation works:

x The curly brackets { } indicate we are denoting a set. A set is essentially a collection of things (e.g., letters,
numbers, cars, people). In this case, the things are numbers.

x From this example, the numbers െ૞ and ૞ are called elements of the set. No other elements belong in this
particular set because no other numbers make the equation ࢇ૛ = ૛૞ true.

x When elements are listed, they are listed in increasing order.

x Sometimes, a set is empty; it has no elements, in which case the set looks like { }. We often denote this with
the symbol, ‫׎‬. We refer to this as the empty set or the null set.

Exercise 1 (2 minutes)
Allow students to work independently, making sense of the problem and persevering in solving it. Have the students
discuss the problem and its solution. As much as possible, let the students find the way to the solution and articulate
how they know on their own, interjecting questions as needed to spawn more conversation.

Exercise 1

MP.1 Solve for ࢇ: ࢇ૛ = െ૛૞. Present the solution set in words, in set notation, and graphically.

IN WORDS: The solution set to this equation is the empty set. There are no real values to assign to ࢇ to make the
equation true.

IN SET NOTATION: The solution set is { } (the empty set).

IN A GRAPHICAL REPRESENTATION: The solution set is

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Exercise 2 (2 minutes)

Exercise 2

Depict the solution set of ૠ + ࢖ = ૚૛ in words, in set notation, and graphically.

IN WORDS: ૠ + ࢖ = ૚૛ has the solution ࢖ = ૞.

IN SET NOTATION: The solution set is {૞}.

IN A GRAPHICAL REPRESENTATION:
࢖

Example 4 (4 minutes)

Example 4
࢞
Solve = ૚ for ࢞, over the set of positive real numbers. Depict the solution set in words, in set notation, and graphically.
࢞

ƒ The question statement indicates that we are to consider assigning values to ‫ ݔ‬only from the set of positive
real numbers. Let’s create a table to get a feel for the problem. (It might actually be helpful this time.)

࢞-VALUE THE EQUATION TRUTH VALUE

૛
Let ࢞ = ૛ =૚ TRUE
૛
ૠ
Let ࢞ = ૠ =૚ TRUE
ૠ
૙. ૙૚
Let ࢞ = ૙. ૙૚ =૚ TRUE
૙. ૙૚
૛
૛ ૞૟૛ ૜
Let ࢞ = ૞૟૛ ૜ ૛=૚ TRUE
૞૟૛ ૜

૚૙૚૙૙
Let ࢞ = ૚૙૚૙૙ =૚ TRUE
૚૙૚૙૙
࣊
Let ࢞ = ࣊ =૚ TRUE
࣊

It seems that each and every positive real number is a solution to this equation.
IN WORDS: The solution set is the set of all positive real numbers.
IN SET NOTATION: This is {‫ ݔ‬real | ‫ > ݔ‬0}.
IN A GRAPHICAL REPRESENTATION:

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Discussion (4 minutes)
Some comments on set notation:
ƒ If it is possible to list the elements in a set, then one might do so; for example:
{െ3, 5, ξ 40} is the set containing the three real numbers െ3, 5, and ξ 40.
{1, 2, 3, …, 10} is the set containing the ten integers 1 through 10. (The ellipsis is used to state that the
pattern suggested continues.)
ƒ If it is not possible or not easy to list the elements in a set, then use the notation:
{ variable symbol number type | a description }
ƒ For example:
{‫ ݔ‬real | ‫ > ݔ‬0} reads as, “The set of all real numbers that are greater than zero.”
{‫ ݌‬integer | െ3 ൑ ‫ < ݌‬100} reads as, “The set of all integers that are greater than or equal to െ3 and less than
100.”
{‫ ݕ‬real | ‫ ് ݕ‬0} reads as, “The set of all real numbers that are not equal to zero.”
ƒ The vertical bar “|” in this notation is often read as “that” or “such that.”
Some comments on graphical representations are as follows:
ƒ One uses solid dots to denote points on a number line, real numbers, to be included in the solution set and
open dots to indicate points to be excluded.
ƒ Solid lines (possibly with arrows to indicate “extend indefinitely to the right” or “extend indefinitely to the
left”) are used to indicate intervals of points on the number line (intervals of real numbers), all of which are
included in the set.
ƒ For example:

represents the set of real numbers: {‫ ݖ‬real | ‫ ݖ‬൑ 1 and ‫ ് ݖ‬െ2}.

Exercise 3 (2 minutes)

Exercise 3
࢞
Solve = ૚ for ࢞ over the set of all nonzero real numbers. Describe the solution set in words, in set notation, and
࢞
graphically.

IN WORDS: The solution set is the set of all nonzero real numbers.

IN SET NOTATION: {࢞ real | ࢞ ് ૙ }

IN A GRAPHICAL REPRESENTATION:

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Example 5 (4 minutes)
Note that the following example is important to discuss with care.

Example 5

Solve for ࢞: ࢞(૜ + ࢞) = ૜࢞ + ࢞૛ .

ƒ Since it is not specified otherwise, we should again assume that we are considering solutions from the set of all
real numbers.
ƒ In drawing a table to sift for possible solutions, students might come to suspect that every real value for ‫ ݔ‬is a
solution to this equation.
ƒ The distributive property states that, for all real numbers ܽ, ܾ, and ܿ, the expressions ܽ(ܾ + ܿ) and ܾܽ + ܽܿ
are sure to have the same numerical value. The commutative property for multiplication states that, for all
real numbers ݀ and ݁, the expressions ݀݁ and ݁݀ have the same numerical value.
ƒ Consequently, we can say, for any value we assign to ‫ݔ‬:
‫(ݔ‬3 + ‫ ڄ ݔ = )ݔ‬3 + ‫ ݔ‬ଶ ,
that is, ‫(ݔ‬3 + ‫ = )ݔ‬3‫ ݔ‬+ ‫ ݔ‬ଶ is sure to be a true numerical statement. This proves that the solution set to this
equation is the set of all real numbers.

ƒ It is awkward to express the set of all real numbers in set notation. We simply write the “blackboard script” Թ
for the set of all real numbers. (By hand, one usually just draws a double vertical bar in the capital letter: .)

Exercise 4 (2 minutes)

Exercise 4

Solve for ࢻ: ࢻ + ࢻ૛ = ࢻ(ࢻ + ૚). Describe carefully the reasoning that justifies your solution. Describe the solution set
in words, in set notation, and graphically.

IN WORDS: By the distributive property, we have ࢻ + ࢻ૛ = ࢻ(૚ + ࢻ). This is a true numerical statement no matter what
value we assign to ࢻ. By the commutative property of addition, we have ࢻ + ࢻ૛ = ࢻ(ࢻ + ૚), which is a true numerical
statement no matter what real value we assign to ࢻ.
MP.3
The solution set is the set of all real numbers.

IN SET NOTATION: The solution set is Թ .

IN GRAPHICAL REPRESENTATION:

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Discussion (2 minutes)
ƒ Recall: What does it mean for two expressions to be algebraically equivalent?
à One expression can be converted to the other by repeatedly applying the commutative, associative, and
distributive properties or the properties of rational exponents to either expression.
ƒ When the left side of an equation is algebraically equivalent to the right side of an equation, what will the
solution set be?
à All real numbers.

An identity is an equation that is always true.

Exercise 5 (1 minute)

Exercise 5

Identify the properties of arithmetic that justify why each of the following equations has a solution set of all real
numbers.

a. ૛࢞૛ + ૝࢞ = ૛(࢞૛ + ૛࢞)

b. ૛࢞૛ + ૝࢞ = ૝࢞ + ૛࢞૛
c. ૛࢞૛ + ૝࢞ = ૛࢞(૛ + ࢞)

(a) Distributive property; (b) commutative property of addition; (c) multiple properties: distributive property,
commutative property of addition, and maybe even associative property of multiplication if we analyze the interpretation
of ૛࢞૛ with extreme care.

Exercise 6 (2 minutes)

Exercise 6

Create an expression for the right side of each equation such that the solution set for the equation will be all real
numbers. (There is more than one possibility for each expression. Feel free to write several answers for each one.)

a. ૛࢞ െ ૞ =

b. ࢞૛ + ࢞ =

c. ૝ ·࢞·࢟·ࢠ =

d. (࢞ + ૛)૛ =
૞
Sample answers: (a) െ૞ + ૛࢞ or ૛ ቀ࢞ െ ૛ ቁ (b) ࢞ + ࢞૛ or ࢞(࢞ + ૚) or ࢞(૚ + ࢞)
(c) Any rearranging of the factors (d) (૛ + ࢞)૛ or ࢞૛ + ૝࢞ + ૝

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Closing/Example 6/Exercise 7 (5 minutes)

ƒ We can extend the notion of a solution set of an equation to that of a solution set of an inequality (i.e., a
statement of inequality between two expressions).
ƒ For instance, we can make sense of the following example.

Example 6

Solve for ࢝: ࢝ + ૛ > ૝.

In discussing this problem, have students realize

ƒ An inequality between two numerical expressions also has a well-defined truth value: true or false.
ƒ Just as for equations, one can “sift” through real values of the variable in an inequality to find those values that
make the inequality a true statement. The solution set of an inequality is the set of all real values that make
the inequality true.
Have students describe the solution set to ‫ ݓ‬+ 2 > 4 in words, in set notation, and in graphical representation.

IN WORDS: ࢝ must be greater than ૛.

IN SET NOTATION: {࢝ real | ࢝ > ૛}

IN GRAPHICAL REPRESENTATION:

Review their answers, and then have them complete Exercise 7.

Exercise 7
a. Solve for ࡮: ࡮૛ ൒ ૢ. Describe the solution set using a number line.

b. What is the solution set to the statement: “Sticks of lengths ૛ yards, ૛ yards, and ࡸ yards make an isosceles
triangle”? Describe the solution set in words and on a number line.

ࡸ must be greater than ૙ yards and less than ૝ yards.

MP.2

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Lesson Summary

The solution set of an equation written with only one variable symbol is the set of all values one can assign to that
variable to make the equation a true number sentence. Any one of those values is said to be a solution to the
equation.

To solve an equation means to find the solution set for that equation.

One can describe a solution set in any of the following ways:

IN WORDS: ࢇ૛ = ૛૞ has solutions ૞ and െ૞. (ࢇ૛ = ૛૞ is true when ࢇ = ૞ or ࢇ = െ૞.)

IN SET NOTATION: The solution set of ࢇ૛ = ૛૞ is {െ૞, ૞}.

It is awkward to express the set of infinitely many numbers in set notation. In these cases, we can use the
notation {variable symbol number type | a description }. For example, {࢞ real | ࢞ > ૙} reads, “࢞ is a real number
where ࢞ is greater than zero.” The symbol Թ can be used to indicate all real numbers.

IN A GRAPHICAL REPRESENTAION ON A NUMBER LINE: The solution set of ࢇ૛ = ૛૞ is as follows:

In this graphical representation, a solid dot is used to indicate a point on the number line that is to be included in
the solution set. (WARNING: The dot one physically draws is larger than the point it represents! One hopes that it
is clear from the context of the diagram which point each dot refers to.)

Exit Ticket (3 minutes)

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Name ___________________________________________________ Date____________________

Lesson 11: Solution Sets for Equations and Inequalities

Exit Ticket

1. Here is the graphical representation of a set of real numbers:

a. Describe this set of real numbers in words.

b. Describe this set of real numbers in set notation.

c. Write an equation or an inequality that has the set above as its solution set.

2. Indicate whether each of the following equations is sure to have a solution set of all real numbers. Explain your
answers for each.
a. 3(‫ ݔ‬+ 1) = 3‫ ݔ‬+ 1

b. ‫ ݔ‬+2 = 2+‫ݔ‬

c. 4‫ ݔ(ݔ‬+ 1) = 4‫ ݔ‬+ 4‫ ݔ‬ଶ

d. 3‫(ݔ‬4‫()ݔ‬2‫ = )ݔ‬72‫ ݔ‬ଷ

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Exit Ticket Sample Solutions

1. Here is the graphical representation of a set of real numbers:

a. Describe this set of real numbers in words.

The set of all real numbers less than or equal to two.

b. Describe this set of real numbers in set notation.

{࢘ real | ࢘ ൑ ૛} (Students might use any variable.)

c. Write an equation or an inequality that has the set above as its solution set.

࢝ െ ૠ ൑ െ૞ (Answers will vary. Students might use any variable.)

2. Indicate whether each of the following equations is sure to have a solution set of all real numbers. Explain your
answers for each.
a. ૜(࢞ + ૚) = ૜࢞ + ૚
No. The two algebraic expressions are not equivalent.

b. ࢞+૛ =૛+࢞

Yes. The two expressions are algebraically equivalent by application of the commutative property.

c. ૝࢞(࢞ + ૚) = ૝࢞ + ૝࢞૛

Yes. The two expressions are algebraically equivalent by application of the distributive property and the
commutative property.

d. ૜࢞(૝࢞)(૛࢞) = ૠ૛࢞૜
No. The two algebraic expressions are not equivalent.

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Problem Set Sample Solutions

For each solution set graphed below, (a) describe the solution set in words, (b) describe the solution set in set notation,
and (c) write an equation or an inequality that has the given solution set.

1. 2.

૞
a. The set of all real numbers equal to ૞ a. The set of all real numbers equal to
૜
૞
b. {૞} b. ቄ ቅ
૜
c. ࢞ + ૛ = ૠ c. ૜࢞ = ૞

3. 4.

a. The set of all real numbers greater than ૚ a. The set of all real numbers less or equal to ૞

b. {࢞ real | ࢞ > ૚} b. {࢞ real | ࢞ ൑ ૞}

c. ࢞ െ ૚ > ૙ c. ૛࢞ ൑ ૚૙

5. 6.

a. The set of all real numbers not equal to ૛ a. The set of all real numbers not equal to ૝

b. {࢞ real | ࢞ ് ૛} b. {࢞ real | ࢞ ് ૝}

࢞ି૛ c. ࢞ െ ૚ < ૜ or ࢞ െ ૚ > ૜

c. =૚
࢞ି૛

7. 8.

a. The null set a. The set of all real numbers

b. { } or ‫׎‬ b. {Թ}

c. ࢞૛ = െ૝ c. ૛࢞ െ ૡ = ૛(࢞ െ ૝)

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Fill in the chart below.

SOLUTION SET IN SOLUTION SET IN GRAPH
WORDS SET NOTATION
The set of real
9. ࢠ=૛ {૛}
numbers equal to ૛

The set of real

10. ࢠ૛ = ૝ numbers equal to ૛ {െ૛, ૛}
or െ૛

The set of real

numbers not equal ૚
11. ૝ࢠ ് ૛ {ࢠ real | ࢠ ് ૛ }
૚
to
૛

The set of real

12. ࢠെ ૜ = ૛ {૞}
numbers equal to ૞

The set of real

13. ࢠ૛ + ૚ = ૛ numbers equal to ૚ {െ૚, ૚}
or െ૚

The set of real

14. ࢠ = ૛ࢠ {૙}
numbers equal to ૙

The set of real

15. ࢠ>૛ numbers greater {ࢠ real | ࢠ > ૛}
than ૛

16. ࢠെ ૟ = ࢠെ ૛ The null set { }

The set of real {ࢠ real | ࢠ < ૝}

17. ࢠ െ ૟ < െ૛ numbers less than ૝

The set of all real

18. ૝(ࢠ െ ૚) ൒ ૝ࢠ െ ૝ Թ
numbers

For Problems 19–24, answer the following: Are the two expressions algebraically equivalent? If so, state the property (or
properties) displayed. If not, state why (the solution set may suffice as a reason), and change the equation, ever so
slightly (e.g., touch it up), to create an equation whose solution set is all real numbers.

19. ࢞(૝ െ ࢞૛ ) = (െ࢞૛ + ૝)࢞

Yes. Commutative.

૛࢞
20. =૚
૛࢞
૛࢞
No. The solution set is {࢞ real | ࢞ ് ૙}. If we changed it to = ૛࢞ , it would have a solution set of all real
૚
numbers.

21. (࢞ െ ૚)(࢞ + ૛) + (࢞ െ ૚)(࢞ െ ૞) = (࢞ െ ૚)(૛࢞ െ ૜)

Yes. Distributive.

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࢞ ࢞ ૛࢞
22. + =
૞ ૜ ૡ
࢞ ࢞ ૡ࢞
No. The solution set is {૙}. If we changed it to + = , it would have a solution set of all real numbers.
૞ ૜ ૚૞

23. ࢞૛ + ૛࢞૜ + ૜࢞૝ = ૟࢞ૢ

No. Neither the coefficients nor the exponents are added correctly. One way it could have a solution set of all real
numbers would be ࢞૛ + ૛࢞૜ + ૜࢞૝ = ࢞૛(૚ + ૛࢞ + ૜࢞૛).

24. ࢞૜ + ૝࢞૛ + ૝࢞ = ࢞(࢞ + ૛)૛

Yes. Distributive.

૟࢝ ା૚
25. Solve for ࢝: ് ૛. Describe the solution set in set notation.
૞
૚
൜࢝ real | ࢝ ് ૚ ൠ
૛

26. Edwina has two sticks: one ૛ yards long and the other ૛ meters long. She is going to use them, with a third stick of
some positive length, to make a triangle. She has decided to measure the length of the third stick in units of feet.
a. What is the solution set to the statement: “Sticks of lengths ૛ yards, ૛ meters, and ࡸ feet make a triangle”?
Describe the solution set in words and through a graphical representation.

One meter is equivalent, to two decimal places, to ૜. ૛ૡ feet. We have that ࡸ must be a positive number
greater than ૙. ૞૟ and less than ૚૛. ૞૟. Within these values, the sum of any two sides will be greater than
the third side.

b. What is the solution set to the statement: “Sticks of lengths ૛ yards, ૛ meters, and ࡸ feet make an isosceles
triangle”? Describe the solution set in words and through a graphical representation.

The solution set is the set of real numbers equal to ૟ and ૟.૞૟.

c. What is the solution set to the statement: “Sticks of lengths ૛ yards, ૛ meters, and ࡸ feet make an
equilateral triangle”? Describe the solution set in words and through a graphical representation.

The solution set is the empty set.

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Lesson 12: Solving Equations

Student Outcomes
ƒ Students are introduced to the formal process of solving an equation: starting from the assumption that the
original equation has a solution. Students explain each step as following from the properties of equality.
Students identify equations that have the same solution set.

Classwork
Opening Exercise (4 minutes)

Opening Exercise

Answer the following questions.

a. Why should the equations (࢞ െ ૚)(࢞ + ૜) = ૚ૠ + ࢞ and (࢞ െ ૚)(࢞ + ૜) = ࢞ + ૚ૠ have the same solution
set?

The commutative property

b. Why should the equations (࢞ െ ૚)(࢞ + ૜) = ૚ૠ + ࢞ and (࢞ + ૜)(࢞ െ ૚) = ૚ૠ + ࢞ have the same solution
set?

The commutative property

c. Do you think the equations (࢞ െ ૚)(࢞ + ૜) = ૚ૠ + ࢞ and (࢞ െ ૚)(࢞ + ૜) + ૞૙૙ = ૞૚ૠ + ࢞ should have the
same solution set? Why?

Yes. ૞૙૙ was added to both sides.

d. Do you think the equations (࢞ െ ૚)(࢞ + ૜) = ૚ૠ + ࢞ and ૜(࢞ െ ૚)(࢞ + ૜) = ૞૚ + ૜࢞ should have the same
solution set? Explain why.

Yes. Both sides were multiplied by ૜.

Discussion (4 minutes)
Allow students to attempt to justify their answers for parts (a) and (b) above. Then, summarize with the following:
ƒ We know that the commutative and associative properties hold for all real numbers. We also know that
variables are placeholders for real numbers, and the value(s) assigned to a variable that make an equation true
is the “solution.” If we apply the commutative and associative properties of real numbers to an expression, we
obtain an equivalent expression. Therefore, equations created this way (by applying the commutative and
associative properties to one or both expressions) consist of expressions equivalent to those in the original
equation.
ƒ In other words, if ‫ ݔ‬is a solution to an equation, then it will also be a solution to any new equation we make by
applying the commutative and associative properties to the expression in that equation.

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Exercise 1 (3 minutes)

Exercise 1

a. Use the commutative property to write an equation that has the same solution set as
࢞૛ െ ૜࢞ + ૝ = (࢞ + ૠ)(࢞ െ ૚૛)(૞).

െ૜࢞ + ࢞૛ + ૝ = (࢞ + ૠ)(૞)(࢞ െ ૚૛)

b. Use the associative property to write an equation that has the same solution set as
࢞૛ െ ૜࢞ + ૝ = (࢞ + ૠ)(࢞ െ ૚૛)(૞).
( ࢞૛ െ ૜࢞) + ૝ = ൫(࢞ + ૠ)(࢞ െ ૚૛)൯ (૞)

c. Does this reasoning apply to the distributive property as well?

Yes, it does apply to the distributive property.

Discussion (3 minutes)
ƒ Parts (c) and (d) of the Opening Exercise rely on key properties of equality. What are they?
Call on students to articulate and compare their thoughts as a class discussion. In middle school, these properties are
simply referred to as the if-then moves. Introduce their formal names to the class: the additive and multiplicative
properties of equality. While writing it on the board, summarize with the following:
ƒ So, whenever ܽ = ܾ is true, then ܽ + ܿ = ܾ + ܿ will also be true for all real numbers ܿ.
ƒ What if ܽ = ܾ is false?
à Then ܽ + ܿ = ܾ + ܿ will also be false.
ƒ Is it also okay to subtract a number from both sides of the equation?
à Yes. This is the same operation as adding the opposite of that number.
ƒ Whenever ܽ = ܾ is true, then ܽܿ = ܾܿ will also be true, and whenever ܽ = ܾ is false, ܽܿ = ܾܿ will also be false
for all nonzero real numbers ܿ.
ƒ So, we have said earlier that applying the distributive, associative, and commutative properties does not
change the solution set, and now we see that applying the additive and multiplicative properties of equality
also preserves the solution set (does not change it).
ƒ Suppose I see the equation |‫ |ݔ‬+ 5 = 2. (Write the equation on the board.)
ƒ Is it true, then, that |‫ |ݔ‬+ 5 െ 5 = 2 െ 5? (Write the equation on the board.)

Allow students to verbalize their answers and challenge each other if they disagree. If they all say yes, prompt students
with, “Are you sure?” until one or more students articulate that we would get the false statement: |‫ = |ݔ‬െ3. Then,
summarize with the following points. Give these points great emphasis, perhaps adding grand gestures or voice
MP.1 inflection to recognize the importance of this moment, as it addresses a major part of A-REI.A.1:
ƒ So, our idea that adding the same number to both sides gives us another true statement depends on the idea
that the first equation has a value of ‫ ݔ‬that makes it true to begin with.

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ƒ It is a big assumption that we make when we start to solve equations using properties of equality. We are
assuming there is some value for the variable that makes the equation true. IF there is, then it makes sense
that applying the properties of equality will give another true statement. But we must be cognizant of that big
IF.
ƒ What if there was no value of ‫ ݔ‬to make the equation true? What is the effect of adding a number to both
MP.1 sides of the equation or multiplying both sides by a nonzero number?
à There still will be no value of ‫ ݔ‬that makes the equation true. The solution set is still preserved; it will
be the empty set.
ƒ Create another equation that initially seems like a reasonable equation to solve but in fact has no possible
solution.

Exercise 2 (7 minutes)

Exercise 2

Consider the equation ࢞૛ + ૚ = ૠ െ ࢞.

a. Verify that this has the solution set {െ૜, ૛}. Draw this solution set as a graph on the number line. We will
later learn how to show that these happen to be the ONLY solutions to this equation.

૛૛ + ૚ = ૠ െ ૛ True. (െ૜)૛ + ૚ = ૠ െ (െ૜) True.

b. Let’s add 4 to both sides of the equation and consider the new equation ࢞૛ + ૞ = ૚૚ െ ࢞. Verify ૛ and െ૜
are still solutions.

૛૛ + ૞ = ૚૚ െ ૛ True. (െ૜)૛ + ૞ = ૚૚ െ (െ૜) True. They are still solutions.

c. Let’s now add ࢞ to both sides of the equation and consider the new equation ࢞૛ + ૞ + ࢞ = ૚૚. Are ૛ and െ૜
still solutions?

૛૛ + ૞ + ૛ = ૚૚ True. (െ૜)૛ + ૞ + െ૜ = ૚૚ True. ૛ and െ૜ are still solutions.

d. Let’s add െ૞ to both sides of the equation and consider the new equation ࢞૛ + ࢞ = ૟. Are ૛ and െ૜ still
solutions?

૛૛ + ૛ = ૟ True. (െ૜)૛ + െ૜ = ૟ True. ૛ and െ૜ are still solutions.

૚ ࢞૛ ା࢞
e. Let’s multiply both sides by to get = ૚. Are ૛ and െ૜ still solutions?
૟ ૟
૛૛ ା૛ (ି૜)૛ା(ି૜)
= ૚ True. = ૚ True. ૛ and െ૜ are still solutions.
૟ ૟

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f. Let’s go back to part (d) and add ૜࢞૜ to both sides of the equation and consider the new equation
࢞૛ + ࢞ + ૜࢞૜ = ૟ + ૜࢞૜. Are ૛ and െ૜ still solutions?

૛૛ + ૛ + ૜(૛)૜ = ૟ + ૜(૛)૜ (െ૜)૛ + െ૜ + ૜(െ૜) ૜ = ૟ + ૜(െ૜)૜

૝ + ૛ + ૛૝ = ૟ + ૛૝ True. ૢ െ ૜ െ ૡ૚ = ૟ െ ૡ૚ True.

૛ and െ૜ are still solutions.

Discussion (4 minutes)
ƒ In addition to applying the commutative, associative, and distributive properties to equations, according to the
exercises above, what else can be done to equations that does not change the solution set?
à Adding a number to or subtracting a number from both sides.
à Multiplying or dividing by a nonzero number.
ƒ What we discussed in Example 1 can be rewritten slightly to reflect what we have just seen: If ‫ ݔ‬is a solution to
an equation, it will also be a solution to the new equation formed when the same number is added to (or
subtracted from) each side of the original equation or when the two sides of the original equation are
multiplied by the same number or divided by the same nonzero number. These are referred to as the
properties of equality. This now gives us a strategy for finding solution sets.
ƒ Is ‫ = ݔ‬5 an equation? If so, what is its solution set?
à Yes. Its solution set is 5.
ƒ This example is so simple that it is hard to wrap your brain around, but it points out that if ever we have an
equation that is this simple, we know its solution set.
ƒ We also know the solution sets to some other simple equations, such as
(a) ‫ ݓ‬ଶ = 64 (b) 7 + ܲ = 5 (c) 3ߚ = 10
ƒ Here’s the strategy:
If we are faced with the task of solving an equation, that is, finding the solution set of the equation:
Use the commutative, associative, distributive properties
AND
Use the properties of equality (adding, subtracting, multiplying by nonzeros, dividing by nonzeros)

to keep rewriting the equation into one whose solution set you easily recognize. (We observedthat the
solution set will not change under these operations.)
ƒ This usually means rewriting the equation so that all the terms with the variable appear on one side of the
equation.

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Exercise 3 (5 minutes)

Exercise 3
૜ ૚
a. Solve for ࢘: =
૛࢘ ૝
࢘ =૟

b. Solve for ࢙: ࢙૛ + ૞ = ૜૙

࢙ = ૞, ࢙ = െ૞

c. Solve for ࢟: ૝࢟ െ ૜ = ૞࢟ െ ૡ

࢟=૞

Exercise 4 (5 minutes)
ƒ Does it matter which step happens first? Let's see what happens with the following example.
Do a quick count-off, or separate the class into quadrants. Give groups their starting points. Have each group designate
a presenter so the whole class can see the results.

Exercise 4

Consider the equation ૜࢞ + ૝ = ૡ࢞ െ ૚૟. Solve for ࢞ using the given starting point.

Group 1 Group 2 Group 3 Group 4

Subtract ૜࢞ Subtract ૝ Subtract ૡ࢞ Add ૚૟
from both sides from both sides from both sides to both sides
૜࢞ + ૝ െ ૜࢞ = ૡ࢞ െ ૚૟ െ ૜࢞ ૜࢞ + ૝ െ ૝ = ૡ࢞ െ ૚૟ െ ૝ ૜࢞ + ૝ െ ૡ࢞ = ૡ࢞ െ ૚૟ െ ૡ࢞ ૜࢞ + ૝ + ૚૟ = ૡ࢞ െ ૚૟ + ૚૟
૝ = ૞࢞ െ ૚૟ ૜࢞ = ૡ࢞ െ ૛૙ െ૞࢞ + ૝ = െ૚૟ ૜࢞ + ૛૙ = ૡ࢞
૝ + ૚૟ = ૞࢞ െ ૚૟ + ૚૟ ૜࢞ െ ૡ࢞ = ૡ࢞ െ ૛૙ െ ૡ࢞ െ૞࢞ + ૝ െ ૝ = െ૚૟ െ ૝ ૜࢞ + ૛૙ െ ૜࢞ = ૡ࢞ െ ૜࢞
૛૙ = ૞࢞ െ૞࢞ = െ૛૙ െ૞࢞ = െ૛૙ ૛૙ = ૞࢞
૛૙ ૞࢞ െ૞࢞ െ૛૙ െ૞࢞ െ૛૙ ૛૙ ૞࢞
= = = =
૞ ૞ െ૞ െ૞ െ૞ െ૞ ૞ ૞
૝=࢞ ࢞=૝ ࢞=૝ ૝=࢞
MP.3 {૝} {૝} {૝} {૝}

ƒ Therefore, according to this exercise, does it matter which step happens first? Explain why or why not.
à No, because the properties of equality produce equivalent expressions, no matter the order in which
they happen.
ƒ How does one know “how much” to add/subtract/multiply/divide? What is the goal of using the properties,
and how do they allow equations to be solved?
Encourage students to verbalize their strategies to the class and to question each other’s reasoning and question the
precision of each other’s description of their reasoning. From middle school, students recall that the goal is to isolate
the variable by making 0s and 1s. Add/subtract numbers to make the zeros, and multiply/divide numbers to make the
1s. The properties say any numbers will work, which is true, but with the 0s and 1s goal in mind, equations can be
solved very efficiently.
ƒ The ability to pick the most efficient solution method comes with practice.

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Closing (5 minutes)
Answers will vary. As time permits, share several examples of student responses.

Closing

Consider the equation ૜࢞૛ + ࢞ = (࢞ െ ૛)(࢞ + ૞)࢞.

a. Use the commutative property to create an equation with the same solution set.

࢞ + ૜࢞૛ = (࢞ + ૞)(࢞ െ ૛)࢞

b. Using the result from part (a), use the associative property to create an equation with the same solution set.

(࢞ + ૜࢞૛) = ൫(࢞ + ૞)(࢞ െ ૛)൯ ࢞

c. Using the result from part (b), use the distributive property to create an equation with the same solution set.

࢞ + ૜࢞૛ = ࢞૜ + ૜࢞૛ െ ૚૙࢞

d. Using the result from part (c), add a number to both sides of the equation.
MP.2 ࢞ + ૜࢞૛ + ૞ = ࢞૜ + ૜࢞૜ െ ૚૙࢞ + ૞

e. Using the result from part (d), subtract a number from both sides of the equation.

࢞ + ૜࢞૛ + ૞ െ ૜ = ࢞૜ + ૜࢞૛ െ ૚૙࢞ + ૞ െ ૜

f. Using the result from part (e), multiply both sides of the equation by a number.

૝(࢞ + ૜࢞૛ + ૛) = ૝(࢞૜ + ૜࢞૛ െ ૚૙࢞ + ૛)

g. Using the result from part (f), divide both sides of the equation by a number.

࢞ + ૜࢞૛ + ૛ = ࢞૜ + ૜࢞૛ െ ૚૙࢞ + ૛

h. What do all seven equations have in common? Justify your answer.

They will all have the same solution set.

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Lesson Summary

If ࢞ is a solution to an equation, it will also be a solution to the new equation formed when the same number is
added to (or subtracted from) each side of the original equation or when the two sides of the original equation are
multiplied by (or divided by) the same nonzero number. These are referred to as the properties of equality.
MP.2
If one is faced with the task of solving an equation, that is, finding the solution set of the equation:

Use the commutative, associative, and distributive properties, AND use the properties of equality (adding,
subtracting, multiplying by nonzeros, dividing by nonzeros) to keep rewriting the equation into one whose
solution set you easily recognize. (We believe that the solution set will not change under these operations.)

Exit Ticket (5 minutes)

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Name Date

Lesson 12: Solving Equations

Exit Ticket

Determine which of the following equations have the same solution set by recognizing properties rather than solving.

13
a. 2‫ ݔ‬+ 3 = 13 െ 5‫ݔ‬ b. 6 + 4‫ = ݔ‬െ10‫ ݔ‬+ 26 c. 6‫ ݔ‬+ 9 = െ‫ݔ‬
5

13
d. 0.6 + 0.4‫ = ݔ‬െ‫ ݔ‬+ 2.6 e. 3(2‫ ݔ‬+ 3) = െ‫ݔ‬ f. 4‫ = ݔ‬െ10‫ ݔ‬+ 20
5

g. 15(2‫ ݔ‬+ 3) = 13 െ 5‫ݔ‬ h. 15(2‫ ݔ‬+ 3) + 97 = 110 െ 5‫ݔ‬

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Exit Ticket Sample Solutions

Determine which of the following equations have the same solution set by recognizing properties rather than solving.

a. ૛࢞ + ૜ = ૚૜ െ ૞࢞ b. ૟ + ૝࢞ = െ૚૙࢞ + ૛૟ ૚૜
૟࢞ + ૢ =
c.
૞ െ࢞

d. ૙. ૟ + ૙.૝࢞ = െ࢞ + ૛. ૟ ૚૜ f. ૝࢞ = െ૚૙࢞ + ૛૙
e. ૜(૛࢞ + ૜) = ૞ െ ࢞

g. ૚૞(૛࢞ + ૜) = ૚૜ െ ૞࢞ h. ૚૞(૛࢞ + ૜) + ૢૠ = ૚૚૙ െ ૞࢞

(a), (b), (d), and (f) have the same solution set. (c), (e), (g), and (h) have the same solution set.

Problem Set Sample Solutions

1. Which of the following equations have the same solution set? Give reasons for your answers that do not depend on
solving the equations.

I. ࢞ െ ૞ = ૜࢞ + ૠ II. ૜࢞ െ ૟ = ૠ࢞ + ૡ III. ૚૞࢞ െ ૢ = ૟࢞ + ૛૝

࢞ ૜࢞
IV. ૟࢞ െ ૚૟ = ૚૝࢞ + ૚૛ V. ૢ࢞ + ૛૚ = ૜࢞ െ ૚૞ VI. െ૙. ૙૞ + ૚૙૙ = ૚૙૙ + ૙. ૙ૠ

I, V, and VI all have the same solution set; V is the same as I after multiplying both sides by ૜ and switching the left
side with the right side; VI is the same as I after dividing both sides by ૚૙૙ and using the commutative property to
rearrange the terms on the left side of the equation.

II and IV have the same solution set. IV is the same as II after multiplying both sides by ૛ and subtracting ૝ from
both sides.

III does not have the same solution set as any of the others.

Solve the following equations, check your solutions, and then graph the solution sets.

2. െ૚૟ െ ૟࢜ = െ૛(ૡ࢜ െ ૠ ) 3. ૛(૟࢈ + ૡ) = ૝ + ૟࢈ 4. ࢞૛ െ ૝࢞ + ૝ = ૙

{ ૜} {െ૛} { ૛}

5. ૠ െ ૡ࢞ = ૠ(૚ + ૠ࢞) 6. ૜ૢ െ ૡ࢔ = െૡ(૜ + ૝࢔) + ૜࢔ 7. (࢞ െ ૚)(࢞ + ૞) = ࢞૛ + ૝࢞ െ ૛

{ ૙} {െ૜} no solution

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8. ࢞૛ െ ૠ = ࢞૛ െ ૟࢞ െ ૠ 9. െૠ െ ૟ࢇ + ૞ࢇ = ૜ࢇ െ ૞ࢇ 10. ૠ െ ૛࢞ = ૚ െ ૞࢞ + ૛࢞
{ ૙} { ૠ} {െ૟}

11. ૝(࢞ െ ૛) = ૡ(࢞ െ ૜) െ ૚૛ 12. െ૜(૚ െ ࢔) = െ૟ െ ૟࢔ 13. െ૛૚ െ ૡࢇ = െ૞(ࢇ + ૟)

{ ૠ} ૚ { ૜}
൜െ ൠ
૜

࢞ ࢞ ࢞
14. െ૚૚ െ ૛࢖ = ૟࢖ + ૞(࢖ + ૜) 15. =૝ 16. ૛ +ૢ = ૜ െ ૜
࢞ା૛
{െ૛} ૡ ૝૞
൜െ ൠ ൜ ൠ
૜ ૛

࢞ା૝ ࢞ା૛ 19. െ૞(૛࢘ െ ૙. ૜) + ૙. ૞(૝࢘ + ૜) = െ૟૝

17. െ૞(െ૞࢞ െ ૟) = െ૛૛ െ ࢞ 18. =
૜ ૞ ૟ૠ
{െ૛} ൜ ൠ
{െૠ} ૡ

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Lesson 13: Some Potential Dangers When Solving Equations

Student Outcomes
ƒ Students learn if-then moves using the properties of equality to solve equations. Students also explore moves
that may result in an equation having more solutions than the original equation.

In previous lessons, we have looked at techniques for solving equations, a common theme throughout algebra. In this
lesson, we examine some potential dangers where our intuition about algebra may need to be examined.

Classwork
Exercise 1 (4 minutes)
Give students a few minutes to answer the questions individually. Then, elicit responses from students.

Exercises

1. Describe the property used to convert the equation from one line to the next:
࢞(૚ െ ࢞) + ૛࢞ െ ૝ = ૡ࢞ െ ૛૝ െ ࢞૛
࢞ െ ࢞૛ + ૛࢞ െ ૝ = ૡ࢞ െ ૛૝ െ ࢞૛ Distributive property
࢞ + ૛࢞ െ ૝ = ૡ࢞ െ ૛૝ Added ࢞૛ to both sides of the equation
૜࢞ െ ૝ = ૡ࢞ െ ૛૝ Collected like terms
૜࢞ + ૛૙ = ૡ࢞ Added ૛૝ to both sides of the equation
૛૙ = ૞࢞ Subtracted ૜࢞ from both sides of the equation

In each of the steps above, we applied a property of real numbers and/or equations to create a new equation.

a. Why are we sure that the initial equation ࢞(૚ െ ࢞) + ૛࢞ െ ૝ = ૡ࢞ െ ૛૝ െ ࢞૛ and the final equation
૛૙ = ૞࢞ have the same solution set?

We established last class that making use of the commutative, associative, and distributive properties and
properties of equality to rewrite an equation does not change the solution set of the equation.

b. What is the common solution set to all these equations?

࢞=૝

ƒ Do we know for certain that ‫ = ݔ‬4 is the solution to every equation shown? Explain why.
à Have students verify this by testing the solution in a couple of the equations.

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Exercise 2 (4 minutes) Scaffolding:

Work through the exercise as a class. Perhaps have one student writing the problem on Students may point out that
the board and one student writing the operation used in each step as the class provides they solved the equation in a
responses. different way but got the same
answer. Consider allowing
Emphasize that the solution obtained in the last step is the same as the solution to each of
them to show their approach
the preceding equations. The moves made in each step did not change the solution set.
and discuss whether or not it
was algebraically sound.
2. Solve the equation for ࢞. For each step, describe the operation used to convert the
equation.

૜࢞ െ [ ૡ െ ૜(࢞ െ ૚)] = ࢞ + ૚ૢ
૜࢞ െ [ ૡ െ ૜(࢞ െ ૚)] = ࢞ + ૚ૢ
૜࢞ െ (ૡ െ ૜࢞ + ૜) = ࢞ + ૚ૢ Distributive property
૜࢞ െ (૚૚ െ ૜࢞) = ࢞ + ૚ૢ Commutative property/collected like terms
૜࢞ െ ૚૚ + ૜࢞ = ࢞ + ૚ૢ Distributive property
૟࢞ െ ૚૚ = ࢞ + ૚ૢ Commutative property/collected like terms
૞࢞ െ ૚૚ = ૚ૢ Subtracted ࢞ from both sides
૞࢞ = ૜૙ Added ૚૚ to both sides
࢞=૟ Divided both sides by ૞

Exercise 3 (8 minutes)

3. Solve each equation for ࢞. For each step, describe the operation used to convert the equation.
a. ૠ࢞ െ [૝࢞ െ ૜(࢞ െ ૚)] = ࢞ + ૚૛
ૠ࢞ െ (૝࢞ െ ૜࢞ + ૜) = ࢞ + ૚૛ Distributive property
ૠ࢞ െ (࢞ + ૜) = ࢞ + ૚૛ Collected like terms
ૠ࢞ െ ࢞ െ ૜ = ࢞ + ૚૛ Distributive property
૟࢞ െ ૜ = ࢞ + ૚૛ Collected like terms
૞࢞ െ ૜ = ૚૛ Subtracted ࢞ from both sides

૞࢞ = ૚૞ Added ૜ to both sides

࢞= ૜ Divided both sides by ૞

{૜}

b. ૛[૛(૜ െ ૞࢞) + ૝] = ૞[૛(૜ െ ૜࢞) + ૛]

૛(૟ െ ૚૙࢞ + ૝) = ૞(૟ െ ૟࢞ + ૛) Distributive property
૛(૚૙ െ ૚૙࢞) = ૞(ૡ െ ૟࢞) Commutative property/collected like terms
૛૙ െ ૛૙࢞ = ૝૙ െ ૜૙࢞ Distributive property
૛૙ + ૚૙࢞ = ૝૙ Added ૜૙࢞ to both sides
૚૙࢞ = ૛૙ Subtracted ૛૙ from both sides

࢞= ૛ Divided both sides by ૚૙

{૛}

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૚ ૚
c. (૚ૡ െ ૞࢞) = (૟ െ ૝࢞)
૛ ૜
૜(૚ૡ െ ૞࢞) = ૛(૟ െ ૝࢞) Multiplied both sides by ૟
૞૝ െ ૚૞࢞ = ૚૛ െ ૡ࢞ Distributive property
૞૝ = ૚૛ + ૠ࢞ Added ૚૞࢞ to both sides
૝૛ = ૠ࢞ Subtracted ૚૛ from both sides
૟= ࢞ Divided both sides by ૠ
{૟}

Note with the class that students may have different approaches that arrived at the same answer.
Ask students how they handled the fraction in part (c).
ƒ Was it easier to use the distributive property first or multiply both sides by 6 first?

Discussion (10 minutes)

Use the following sample dialogue to inspire a similar exchange between students where the teacher plays the part of
Mike, suggesting actions that could be performed on both sides of an equation that would not predictably preserve the
solution set of the original equation. Start by asking students to summarize what they have been studying over the last
two lessons, and then make Mike’s first suggestion. Be sure to provide more than one idea for things that could be done
to both sides of an equation that might result in solutions that are not part of the solution set for the original equation,
and conclude with an affirmation that students can try anything, but they will have to check to see if their solutions work
with the original equation.
ƒ Fergus says, “Basically, what I’ve heard over the last two lessons is that whatever you do to the left side of the
equation, do the same thing to the right side. Then, solutions will be good.”
ƒ Lulu says, “Well, we’ve only said that for the properties of equality—adding quantities and multiplying by
nonzero quantities. (And associative, commutative, and distributive properties, too.) Who knows if it is true in
general?”
ƒ Mike says, “Okay … Here’s an equation:
‫ݔ‬ 1
=
12 3
If I follow the idea, ‘Whatever you do to the left, do to the right as well,’ then I am in trouble. What if I decide
to remove the denominator on the left and also remove the denominator on the right? I get ‫ = ݔ‬1. Is that a
MP.3 solution?”
ƒ Fergus replies, “Well, that is silly. We all know that is a wrong thing to do. You should multiply both sides of
that equation by 12. That gives ‫ = ݔ‬4, and that does give the correct solution.”
ƒ Lulu says, “Okay, Fergus. You have just acknowledged that there are some things we can’t do! Even if you
don’t like Mike’s example, he’s got a point.”
ƒ Mike or another student says, “What if I take your equation and choose to square each side? This gives
‫ݔ‬ଶ 1
= .
144 9
144
Multiplying through by 144 gives ‫ ݔ‬ଶ = = 16, which has solutions ‫ = ݔ‬4 AND ‫ = ݔ‬െ4.”
9

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ƒ Fergus responds, “Hmmm. Okay. I do see the solution ‫ = ݔ‬4, but the appearance of ‫ = ݔ‬െ4 as well is weird.”
ƒ Mike says, “Lulu is right. Over the past two days, we have learned that using the commutative, associative,
and distributive properties, along with the properties of equality (adding and multiplying equations
throughout), definitely DOES NOT change solution sets. BUT if we do anything different from this, we might be
in trouble.”
MP.3 ƒ Lulu continues, “Yeah! Basically, when we start doing unusual operations on an equation, we are really saying
that IF we have a solution to an equation, then it should be a solution to the next equation as well. BUT
remember, it could be that there was no solution to the first equation anyway!”
ƒ Mike says, “So, feel free to start doing weird things to both sides of an equation if you want (though you might
want to do sensible weird things!), but all you will be getting are possible CANDIDATES for solutions. You are
going to have to check at the end if they really are solutions.”

Exercises 4–7 (12 minutes)

Allow students to work through Exercises 4–7 either individually or in pairs. Point out that they are trying to determine
what impact certain moves have on the solution set of an equation.

4. Consider the equations ࢞ + ૚ = ૝ and (࢞ + ૚)૛ = ૚૟.

a. Verify that ࢞ = ૜ is a solution to both equations.

૜ +૚ = ૝
(૜ + ૚) ૛ = ૚૟

b. Find a second solution to the second equation.

࢞ = െ૞

c. Based on your results, what effect does squaring both sides of an equation appear to have on the solution
set?

Answers will vary. The new equation seems to retain the original solution and add a second solution.

5. Consider the equations ࢞ െ ૛ = ૟ െ ࢞ and (࢞ െ ૛)૛ = (૟ െ ࢞)૛ .

a. Did squaring both sides of the equation affect the solution sets?

No. ࢞ = ૝ is the only solution to both equations.

b. Based on your results, does your answer to part (c) of the previous question need to be modified?

The new equation retains the original solution and may add a second solution.

6. Consider the equation ࢞૜ + ૛ = ૛࢞૛ + ࢞.

a. Verify that ࢞ = ૚, ࢞ = െ૚, and ࢞ = ૛ are each solutions to this equation.
(૚) ૜ + ૛ = ૛(૚)૛ + ૚ True
MP.3
(െ૚)૜ + ૛ = ૛(െ૚)૛ + (െ૚) True

(૛)૜ + ૛ = ૛(૛)૛ + ૛ True

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b. Bonzo decides to apply the action “ignore the exponents” on each side of the equation. He gets
࢞ + ૛ = ૛࢞ + ࢞. In solving this equation, what does he obtain? What seems to be the problem with his
technique?

࢞ = ૚ The problem is that he only finds one of the three solutions to the equation.

MP.3
c. What would Bonzo obtain if he applied his “method” to the equation ࢞૛ + ૝࢞ + ૛ = ࢞૝? Is it a solution to
the original equation?
૚
࢞ = െ ૛ No. It is not a solution to the original equation.

7. Consider the equation ࢞ െ ૜ = ૞.

a. Multiply both sides of the equation by a constant, and show that the solution set did not change.

ૠ(࢞ െ ૜) = ૠ(૞)
ૠ(ૡ െ ૜) = ૠ(૞)
ૠ(૞) = ૠ(૞)

Now, multiply both sides by ࢞.

࢞(࢞ െ ૜) = ૞࢞

b. Show that ࢞ = ૡ is still a solution to the new equation.

ૡ(ૡ െ ૜) = ૞(ૡ)
ૡ(૞) = ૞(ૡ)

c. Show that ࢞ = ૙ is also a solution to the new equation.

૙(૙ െ ૜) = ૞(૙)

Now, multiply both sides by the factor ࢞ െ ૚ .

(࢞ െ ૚)࢞(࢞ െ ૜) = ૞࢞(࢞ െ ૚)

d. Show that ࢞ = ૡ is still a solution to the new equation.

(ૡ െ ૚)(ૡ)(ૡ െ ૜) = ૞(ૡ)(ૡ െ ૚)
(ૠ)(ૡ)(૞) = ૞(ૡ)(ૠ)

e. Show that ࢞ = ૚ is also a solution to the new equation.

(૚ െ ૚)(૚)(૚ െ ૜) = ૞(૚)(૚ െ ૚)
૙(૚)(െ૛) = ૞(૚)(૙)
૙=૙

f. Based on your results, what effect does multiplying both sides of an equation by a constant have on the
solution set of the new equation?

Multiplying by a constant does not change the solution set.

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g. Based on your results, what effect does multiplying both sides of an equation by a variable factor have on the
solution set of the new equation?
Multiplying by a variable factor could produce additional solution(s) to the solution set.

Review answers and discuss the following points:

Scaffolding:
ƒ Does squaring both sides of an equation change the solution set?
Have early finishers explore the
à Sometimes but not always! idea of cubing both sides of an
ƒ For Exercise 6, was it just luck that Bonzo got one out of the three correct equation. If ‫ = ݔ‬2, then ‫ ݔ‬ଷ =
answers? 8. If ‫ ݔ‬ଷ = 8, can ‫ ݔ‬equal any
real number besides 2?
à Yes. In part (c), the answer obtained is not a solution to the original
equation.
Consider having students make up another problem to verify.
ƒ What effect did multiplying both sides by a variable factor have on the solution set?
à In our case, it added another solution to the solution set.
ƒ Can we predict what the second solution will be?
Have students make up another problem to test the prediction.

Closing (2 minutes)
ƒ What moves have we seen that do not change the solution set of an equation?
ƒ What moves did change the solution set?
ƒ What limitations are there to the principle “whatever you do to one side of the equation, you must do to the
other side”?

Lesson Summary
Assuming that there is a solution to an equation, applying the distributive, commutative, and associative properties
and the properties of equality to equations will not change the solution set.

Feel free to try doing other operations to both sides of an equation, but be aware that the new solution set you get
contains possible candidates for solutions. You have to plug each one into the original equation to see if it really is
a solution to your original equation.

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 13: Some Potential Dangers When Solving Equations

Exit Ticket

1. Solve the equation for ‫ݔ‬. For each step, describe the operation and/or properties used to convert the equation.

5(2‫ ݔ‬െ 4) െ 11 = 4 + 3‫ݔ‬

2. Consider the equation ‫ ݔ‬+ 4 = 3‫ ݔ‬+ 2.

a. Show that adding ‫ ݔ‬+ 2 to both sides of the equation does not change the solution set.

b. Show that multiplying both sides of the equation by ‫ ݔ‬+ 2 adds a second solution of ‫ = ݔ‬െ2 to the solution
set.

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Exit Ticket Sample Responses

1. Solve the equation for ࢞. For each step, describe the operation and/or properties used to convert the equation.

૞(૛࢞ െ ૝) െ ૚૚ = ૝ + ૜࢞

Solution set is {૞}.

2. Consider the equation ࢞ + ૝ = ૜࢞ + ૛.

a. Show that adding ࢞ + ૛ to both sides of the equation does not change the solution set.

࢞ + ૝ = ૜࢞ + ૛ ࢞ + ૝ + ࢞ + ૛ = ૜࢞ + ૛ + ࢞ + ૛
૝ = ૛࢞ + ૛ ૛࢞ + ૟ = ૝࢞ + ૝
૛ = ૛࢞ ૛ = ૛࢞
૚=࢞ ૚=࢞

b. Show that multiplying both sides of the equation by ࢞ + ૛ adds a second solution of ࢞ = െ૛ to the solution
set.

(࢞ + ૛)(࢞ + ૝) = (࢞ + ૛)(૜࢞ + ૛)
(െ૛ + ૛)(െ૛ + ૝) = (െ૛ + ૛)(૜(െ૛) + ૛)
(૙)(૛) = (૙)(െ૝)

૙=૙

Problem Set Sample Responses

1. Solve each equation for ࢞. For each step, describe the operation used to convert the equation. How do you know
that the initial equation and the final equation have the same solution set?

Steps will vary as in the Exit Ticket and exercises.

૚ ૚
a. [ ૚૙ െ ૞(࢞ െ ૛)] = (࢞ + ૚)
૞ ૚૙
૜ૢ
Solution set is ቄ૚૚ ቅ .

b. ࢞(૞ + ࢞) = ࢞૛ + ૜࢞ + ૚
૚
Solution set is ቄ૛ ቅ.

c. ૛࢞(࢞૛ െ ૛) + ૠ࢞ = ૢ࢞ + ૛࢞૜

Solution set is {૙}.

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2. Consider the equation ࢞ + ૚ = ૛.

Students should write the new equations and the solution sets:

a. Find the solution set.

Solution set is {૚}.

b. Multiply both sides by ࢞ + ૚, and find the solution set of the new equation.

New solution set is {±૚}.

c. Multiply both sides of the original equation by ࢞, and find the solution set of the new equation.

New solution set is {૙, ૚}.

3. Solve the equation ࢞ + ૚ = ૛࢞ for ࢞. Square both sides of the equation, and verify that your solution satisfies this
૚
new equation. Show that െ ૜ satisfies the new equation but not the original equation.

The solution of ࢞ + ૚ = ૛࢞ is ࢞ = ૚ . The equation obtained by squaring is (࢞ + ૚)૛ = ૝࢞૛.

Let ࢞ = ૚ in the new equation. (૚ + ૚)૛ = ૝(૚) ૛ is true, so ࢞ = ૚ is still a solution.

૛ ૛
૚ ૚ ૚ ૚
Let ࢞ = െ ૜ in the new equation. ቀെ ૜ + ૚ቁ = ૝ ቀെ ૜ ቁ is true, so ࢞ = െ ૜ is also a solution to the new equation.

4. Consider the equation ࢞૜ = ૛ૠ.

a. What is the solution set?

Solution set is {૜}.

b. Does multiplying both sides by ࢞ change the solution set?

Yes.

c. Does multiplying both sides by ࢞૛ change the solution set?

Yes.

5. Consider the equation ࢞૝ = ૚૟.

a. What is the solution set?

Solution set is {െ૛, ૛}.

b. Does multiplying both sides by ࢞ change the solution set?

Yes.

c. Does multiplying both sides by ࢞૛ change the solution set?

Yes.

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Lesson 14: Solving Inequalities

Student Outcomes
ƒ Students learn if-then moves using the addition and multiplication properties of inequality to solve inequalities
and graph the solution sets on the number line.

Classwork
Exercise 1 (5 minutes)
Allow students time to work through the warm-up individually. Then, discuss the results. Let several students share
values that work. For each part of the exercise, demonstrate that these values still work for each new inequality.

Exercise 1

1. Consider the inequality ࢞૛ + ૝࢞ ൒ ૞.

a. Sift through some possible values to assign to ࢞ that make this inequality a true statement. Find at least two
positive values that work and at least two negative values that work.

Any value such that ࢞ ൑ െ૞ or ࢞ ൒ ૚.

b. Should your four values also be solutions to the inequality ࢞(࢞ + ૝) ൒ ૞? Explain why or why not. Are they?

Yes. The inequality can be returned to its original form by using the distributive property, so the two are
equivalent.

c. Should your four values also be solutions to the inequality ૝࢞ + ࢞૛ ൒ ૞? Explain why or why not. Are they?

Yes. The terms on the left-hand side can be rearranged using the commutative property.

d. Should your four values also be solutions to the inequality ૝࢞ + ࢞૛ െ ૟ ൒ െ૚? Explain why or why not. Are
they?

Yes. ૟ was subtracted from both sides of the inequality. If the same principle of equality holds for
inequalities, then the original solutions should still work. (Make sure students confirm this with their answers
from (a)).

e. Should your four values also be solutions to the inequality ૚૛࢞ + ૜࢞૛ ൒ ૚૞? Explain why or why not. Are
they?

Yes. Both sides were multiplied by ૜. Using the same multiplication principle of Scaffolding:
equality, the solution set should not change. (Again, make sure students test this.)
Remind students about the
significance of the open circle
or solid circle on the endpoint
of the solution set.

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While discussing parts (b) and (c), guide the class discussion to lead to the following conclusion:
ƒ Just like all our previous work on equations, rewriting an inequality via the commutative, associative, and
distributive properties of the real numbers does not change the solution set of that inequality.
Make the point that we are talking about >, <, ൒, and ൑.
While discussing (d), point out that it appears we are choosing to accept the addition (and subtraction) property of
inequality (if ‫ܤ > ܣ‬, then ‫ ܣ‬+ ܿ > ‫ ܤ‬+ ܿ). Students have previously referred to this property as an if-then move.
Ask students to articulate the property as formally as they can; for example, “adding a value to each side of an inequality
does not change the solution set of that inequality.”
Conduct a similar discussion to those conducted in Lesson 12. Include the following:
ƒ Could the solution set to an inequality be changed by applying the commutative, associative, or distributive
properties to either side of an inequality?
à No, the solution set would not change.
ƒ Could the solution set to an inequality be changed by applying the additive property of inequality?
à No, the solution set would not change.
While discussing (e), make the same argument for multiplying both sides of an inequality by a positive value:
If ‫ܤ > ܣ‬, then ݇‫ ܤ݇ > ܣ‬provided ݇ is positive.
This action also does not change the solution set of an inequality.
ƒ So, if ‫ ݔ‬is a solution to an inequality, it will also be a solution to the new inequality formed when the same
number is added to or subtracted from each side of the original inequality or when the two sides of the
original inequality are multiplied by the same positive number. This gives us a strategy for finding solution
sets.

Example 1 (2 minutes)
Work through the example as a class using the addition and multiplication properties of inequality.

Example 1

What is the solution set to the inequality ૞ࢗ + ૚૙ > ૛૙? Express the solution set in words, in set notation, and
graphically on the number line.

ࢗ can be any value that is more than ૛.

{ࢗ real | ࢗ > ૛}

ƒ Point out to students that these are the only actions that we know do not affect the solution set.
ଵ
ƒ Dividing both sides by 5 is still applying the multiplication principle (multiplying both sides by ).
ହ

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Exercise 2 (6 minutes)
Allow students time to complete the problems individually and then pair up to compare responses.

Exercises 2–3

2. Find the solution set to each inequality. Express the solution in set notation and graphically on the number line.
࢓
a. ࢞+૝ ൑ૠ b. +ૡ ് ૢ c. ૡ࢟ + ૝ < ૠ࢟ െ ૛
૜
{࢞ real | ࢞ ൑ ૜} {࢟ real | ࢟ < െ૟}
{࢓ real | ࢓ ് ૜}

d. ૟(࢞ െ ૞) ൒ ૜૙ e. ૝(࢞ െ ૜) > ૛(࢞ െ ૛)

{࢞ real | ࢞ ൒ ૚૙} {࢞ real | ࢞ > ૝}

Exercise 3 (10 minutes)

Have students work in pairs on the exploration. Then, discuss results as a class. Make sure that students can provide a
reason or proof with their responses. Allow several students to share their reasoning for each one.
When discussing (a), ask the following:
ƒ What is the smallest value of ‫ ܤ‬that still works in the second inequality?
For part (b), examine how the solution sets differ.

3. Recall the discussion on all the strange ideas for what could be done to both sides of an equation. Let’s explore
some of the same issues here but with inequalities. Recall, in this lesson, we have established that adding (or
subtracting) and multiplying through by positive quantities does not change the solution set of an inequality. We’ve
made no comment about other operations.
a. Squaring: Do ࡮ ൑ ૟ and ࡮૛ ൑ ૜૟ have the same solution set? If not, give an example of a number that is in
one solution set but not the other.

No. In the first inequality, ࡮ can equal ૟ or any number smaller. The second inequality can only equal
numbers from ૟ down to െ૟. For example, ࡮ = െૠ is not in the solution set.

b. Multiplying through by a negative number: Do ૞ െ ࡯ > ૛ and െ૞ + ࡯ > െ૛ have the same solution set? If
not, give an example of a number that is in one solution set but not the other.

No. The first inequality has a solution of ࡯ < ૜, and the second has a solution of ࡯ > ૜. The number ૝, for
example, is a solution to the second but not the first inequality.

c. Bonzo’s ignoring exponents: Do ࢟૛ < ૞૛ and ࢟ < ૞ have the same solution set?

No. When both sides are squared, we end up introducing the possibility that ࢟ can be negative but not less
than െ૞. For example, ࢟ = െ૞ is a solution for the second inequality but not the first.

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ƒ Recall that we have established that making use of the properties of inequalities:
If ‫ܤ > ܣ‬, then ‫ ܣ‬+ ܿ > ‫ ܤ‬+ ܿ for any real number ܿ.
If ‫ܤ > ܣ‬, then ݇‫ ܤ݇ > ܣ‬for any positive real number k.
Along with all the usual commutative, associative, and distributive properties, to rewrite an inequality does not
change the solution set of that inequality.
ƒ Any action different from these offers no guarantee that your work is yielding valid solutions. These may be
candidates you can use to check for solutions, but they must be checked (as we saw in the previous exercise).
ƒ The next two examples illustrate some more dangers.

Example 2 (2 minutes)
Work through the responses as a class, reminding students of dangers that were seen in Lesson 13.

Example 2

Jojo was asked to solve ૟࢞ + ૚૛ < ૜࢞ + ૟, for ࢞. She answered as follows:

૟࢞ + ૚૛ < ૜࢞ + ૟

૟(࢞ + ૛) < ૜(࢞ + ૛) Apply the distributive property.

૚
૟<૜ Multiply through by .
࢞ା૛

a. Since the final line is a false statement, she deduced that there is no solution to this inequality (that the
solution set is empty).
MP.3 What is the solution set to ૟࢞ + ૚૛ < ૜࢞ + ૟?
{࢞ real | ࢞ < െ૛}

b. Explain why Jojo came to an erroneous conclusion.

૚ ૚
Multiplying through by is dangerous, as we do not know whether or not is positive or negative (or
࢞ା૛ ࢞ା૛
even well defined). Its value depends on the value one chooses to assign to the variable. We could,
potentially, multiply through by a negative value, making the final step invalid. (The property of inequalities
allows for only multiplication though by positives.) We do not know, then, if this step is actually valid. Things
can, and clearly have, gone wrong.

Example 3 (3 minutes)
ƒ During the last exercise, we saw that when both sides were multiplied by െ1, the solution set of the inequality
changed.
ƒ So, we cannot multiply through by െ1 as this does not match the allowable operations given by the properties
of inequality. However, we can use the property: If ‫ܤ > ܣ‬, then ‫ ܣ‬+ ܿ > ‫ ܤ‬+ ܿ for any real number ܿ. Can
MP.1 you figure out how to use this property in a way that is helpful?
Allow students time to work the problem, individually or in pairs, and then discuss the solution.

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Example 3

Solve െࢗ ൒ െૠ, for ࢗ.

െࢗ ൒ െૠ

૙ ൒ െૠ + ࢗ Add ࢗ to both sides.

ૠ൒ࢗ Add ૠ to both sides.

Exercises 4–7 (10 minutes)

Allow students to work individually or in pairs for each of the following exercises, pausing to review or compare answers
with a neighbor or the class after each exercise.

Exercises 4–7

4. Find the solution set to each inequality. Express the solution in set notation and graphically on the number line.

a. െ૛ࢌ < െ૚૟ ࢞ ૚

b. െ ૚૛ ൑ ૝
{ࢌ real | ࢌ > ૡ}
{࢞ real | ࢞ ൒ െ૜}

c. ૟ െ ࢇ ൒ ૚૞ d. െ૜(૛࢞ + ૝) > ૙
{ࢇ real | ࢇ ൑ െૢ} {࢞ real | ࢞ < െ૛}

Recall the properties of inequality:

ƒ Addition property of inequality:

If ࡭ > ࡮, then ࡭ + ࢉ > ࡮ + ࢉ for any real number ࢉ.

ƒ Multiplication property of inequality:

If ࡭ > ࡮, then ࢑࡭ > ࢑࡮ for any positive real number ࢑.

5. Use the properties of inequality to show that each of the following is true for any real numbers ࢖ and ࢗ.

a. If ࢖ ൒ ࢗ, then െ࢖ ൑ െࢗ. b. If ࢖ < ࢗ, then െ૞࢖ > െ૞ࢗ.

࢖൒ࢗ ࢖<ࢗ
࢖െ ࢗ ൒ ࢗെ ࢗ ૞࢖ < ૞ࢗ
MP.2
࢖െ ࢗ ൒ ૙ ૞࢖ െ ૞࢖ െ ૞ࢗ < ૞ࢗ െ ૞࢖ െ ૞ࢗ
࢖െ ࢖െ ࢗ ൒ ૙െ ࢖ െ૞ࢗ < െ૞࢖
െࢗ ൒ െ࢖ െ૞࢖ > െ૞ࢗ
െ࢖ ൑ െࢗ

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c. If ࢖ ൑ ࢗ, then െ૙.૙૜࢖ ൒ െ૙. ૙૜ࢗ.

࢖൑ࢗ
૙.૙૜࢖ ൑ ૙.૙૜ࢗ
MP.2 ૙. ૙૜࢖ െ ૙. ૙૜࢖ െ ૙. ૙૜ࢗ ൑ ૙.૙૜ࢗ െ ૙. ૙૜࢖ െ ૙. ૙૜ࢗ
െ૙. ૙૜ࢗ ൑ െ૙. ૙૜࢖
െ૙.૙૜࢖ ൒ െ૙. ૙૜ࢗ

d. Based on the results from parts (a) through (c), how might we expand the multiplication property of
inequality?

If ࡭ > ࡮, then ࢑࡭ < ࢑࡮ for any negative real number ࢑.

6. Solve െ૝ + ૛࢚ െ ૚૝ െ ૚ૡ࢚ > െ૟ െ ૚૙૙࢚, for ࢚ in two different ways: first without ever multiplying through by a
૚
negative number and then by first multiplying through by െ ૛.

െ૚ૡ െ ૚૟࢚ > െ૟ െ ૚૙૙࢚ ૚ ૚

െ (െ૝ + ૛࢚ െ ૚૝ െ ૚ૡ࢚) < െ (െ૟ െ ૚૙૙࢚)
െ૚૟࢚ + ૚૙૙࢚ > െ૟ + ૚ૡ ૛ ૛
૛ െ ࢚ + ૠ + ૢ࢚ < ૜ + ૞૙࢚
ૡ૝࢚ > ૚૛
ૢ + ૡ࢚ < ૜ + ૞૙࢚
૚
࢚> ૟ < ૝૛࢚
ૠ
૚
<࢚
ૠ

࢞ ૚
7. Solve െ ૝ + ૡ < ૛, for ࢞ in two different ways: first without ever multiplying through by a negative number and
then by first multiplying through by െ૝.
࢞ ૚ ࢞ ૚
െ +ૡ< െ૝(െ + ૡ) > െ૝ ൬ ൰
૝ ૛ ૝ ૛
૚ ࢞ ࢞ െ ૜૛ > െ૛
ૡെ <
૛ ૝
࢞ > ૜૙
૚૞ ࢞
૝ή <૝ή
૛ ૝
૜૙ < ࢞

Closing (2 minutes)
ƒ What moves do we know do not change the solution set of an inequality?
ƒ What moves did we see today that did change the solution set?

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 14: Solving Inequalities

Exit Ticket

1. Find the solution set to each inequality. Express the solution in set notation and graphically on the number line.
a. 6‫ ݔ‬െ 5 < 7‫ ݔ‬+ 4

b. ‫ ݔ‬ଶ + 3(‫ ݔ‬െ 1) ൒ ‫ ݔ‬ଶ + 5

2. Fergus was absent for today’s lesson and asked Mike to explain why the solution to െ5‫ > ݔ‬30 is ‫ < ݔ‬െ6. Mike said,
“Oh! That’s easy. When you multiply by a negative, just flip the inequality.” Provide a better explanation to Fergus
about why the direction of the inequality is reversed.

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Exit Ticket Sample Solutions

1. Find the solution set to each inequality. Express the solution in set notation and graphically on the number line.
a. ૟࢞ െ ૞ < ૠ࢞ + ૝

െ૞ < ࢞ + ૝
െૢ < ࢞ {࢞ real | ࢞ > െૢ}

b. ࢞૛ + ૜(࢞ െ ૚) ൒ ࢞૛ + ૞

૜࢞ െ ૜ ൒ ૞
૜࢞ ൒ ૡ
ૡ ૡ
࢞൒૜ ቊ࢞ real | ࢞ ൒ ቋ
૜

2. Fergus was absent for today’s lesson and asked Mike to explain why the solution to െ૞࢞ > ૜૙ is ࢞ < െ૟. Mike
said, “Oh! That’s easy. When you multiply by a negative, just flip the inequality.” Provide a better explanation to
Fergus about why the direction of the inequality is reversed.

The multiplication property of inequality only applies when multiplying by a positive value. Otherwise, the addition
property must be used.

૙ > ૞࢞ + ૜૙
െ૜૙ > ૞࢞
െ૟ > ࢞

Flipping the direction of the inequality is simply a shortcut for using the addition property.

Problem Set Sample Solutions

1. Find the solution set to each inequality. Express the solution in set notation and graphically on the number line.
a. ૛࢞ < ૚૙
{࢞ real | ࢞ < ૞}

b. െ૚૞࢞ ൒ െ૝૞
{࢞ real | ࢞ ൑ ૜}

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૛ ૚
c. ࢞ ് +૛
૜ ૛
૚૞
൜࢞ real | ࢞ ് ൠ
૝

d. െ૞(࢞ െ ૚) ൒ ૚૙
{࢞ real |࢞ ൑ െ૚}

e. ૚૜࢞ < ૢ(૚ െ ࢞)

ૢ
൜࢞ real | ࢞ < ൠ
૛૛

૛
2. Find the mistake in the following set of steps in a student’s attempt to solve ૞࢞ + ૛ ൒ ࢞ + ૞ , for ࢞. What is the
correct solution set?
૛
૞࢞ + ૛ ൒ ࢞ +
૞
૛ ૛
૞ ቀ࢞ + ૞ ቁ ൒ ࢞ + ૞ (factoring out ૞ on the left side)

૛
૞൒૚ (dividing by ቀ࢞ + ૞ ቁ)

So, the solution set is the set of all real numbers.

૛
The third line of the solution is incorrect. Since ࢞ is a variable, we do not know whether ࢞ + ૞ is positive,
૛
negative, or zero. The correct solution set to the given problem is ቄ࢞ real | ࢞ ൒ െ ૞ ቅ.

࢞ ૞࢞
3. Solve െ ૚૟ + ૚ ൒ െ ૛ , for ࢞ without multiplying by a negative number. Then, solve by multiplying through by
െ૚૟.
࢞ ૝૙࢞ ࢞ ૞࢞
െ +૚൒ െ െ૚૟(െ + ૚) ൑ െ૚૟ ൬െ ൰
૚૟ ૚૟ ૚૟ ૛
૝૙࢞ ࢞ ࢞ െ ૚૟ ൑ ૝૙࢞
െ ൒ െ૚
૚૟ ૚૟ െ૚૟ ൑ ૜ૢ࢞
૜ૢ࢞
൒ െ૚ ૚૟
૚૟ െ ൑࢞
૜ૢ
૚૟
࢞൒ െ
૜ૢ

4. Lisa brought half of her savings to the bakery and bought ૚૛ croissants for $૚૝ .૛૙. The amount of money she
brings home with her is more than $૛. ૙૙. Use an inequality to find how much money she had in her savings before
going to the bakery. (Write the inequality that represents the situation, and solve it.)
࢞
The inequality is ૛ < ૛ െ ૚૝. ૛. The original savings amount must have been more than $૜૛. ૝૙.

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Lesson 15: Solution Sets of Two or More Equations (or

Inequalities) Joined by “And” or “Or”

Student Outcomes
ƒ Students describe the solution set of two equations (or inequalities) joined by either “and” or “or” and graph
the solution set on the number line.

Classwork
Exercise 1 (6 minutes)
It may be helpful to some students to review some of the vocabulary used here, such as compound sentence (a sentence
that contains at least two clauses) or declarative sentence (a sentence in the form of a statement).

Give students a few minutes to work on the exploration independently and then one minute to compare answers with a
partner. Discuss results as a class, particularly the difference between separating the declarations by “and” and by “or.”

Exercise 1

Determine whether each claim given below is true or false.

a. Right now, I am in math class and English class. b. Right now, I am in math class or English class.

False True (assuming they are answering this in class)

c. ૜ + ૞ = ૡ and ૞ < ૠ െ ૚ d. ૚૙ + ૛ ് ૚૛ and ૡ െ ૜ > ૙

True False

e. ૜ < ૞ + ૝ or ૟ + ૝ = ૢ f. ૚૟ െ ૛૙ > ૚ or ૞. ૞ + ૝. ૞ = ૚૚

True False

These are all examples of declarative compound sentences.

g. When the two declarations in the sentences above were separated by “and,” what had to be true to make
the statement true?

Both declarations had to be true.

h. When the two declarations in the sentences above were separated by “or,” what had to be true to make the
statement true?

At least one declaration had to be true.

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Discuss the following points with students:

ƒ The word “and” means the same thing in a compound mathematical sentence as it does in an English
sentence.
ƒ If two clauses are separated by “and,” both clauses must be true for the entire compound statement to be
deemed true.
ƒ The word “or” also means a similar thing in a compound mathematical sentence as it does in an English
sentence. However, there is an important distinction: In English, the word “or” is commonly interpreted as
the exclusive or, one condition or the other is true, but not both. In mathematics, either or both could be true.
ƒ If two clauses are separated by “or,” one or both of the clauses must be true for the entire compound
statement to be deemed true.

Example 1 (4 minutes)
Work through the four examples as a class.

Example 1

Solve each system of equations and inequalities.

a. ࢞ + ૡ = ૜ or ࢞ െ ૟ = ૛ b. ૝࢞ െ ૢ = ૙ or ૜࢞ + ૞ = ૛

࢞ = െ૞ or ࢞ = ૡ ૢ
࢞= or ࢞ = െ૚
૝
{െ૞, ૡ}
ૢ
൜െ૚, ൠ
૝

c. ࢞ െ ૟ = ૚ and ࢞ + ૛ = ૢ d. ૛࢝ െ ૡ = ૚૙ and ࢝ > ૢ

࢞ = ૠ and ࢞ = ૠ The empty set

{ૠ} ‫׎‬

Exploratory Challenge/Exercise 2 (10 minutes)

Provide students with colored pencils, and allow them a couple of minutes to complete parts (a) through (c). Then, stop
and discuss the results.

Exercise 2
a. Using a colored pencil, graph the inequality ࢞ < ૜ on the number line below part (c).
b. Using a different colored pencil, graph the inequality ࢞ > െ૚ on the same number line.
c. Using a third colored pencil, darken the section of the number line where ࢞ < ૜ and ࢞ > െ૚.

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ƒ In order for the compound sentence ‫ > ݔ‬െ1 and ‫ < ݔ‬3 to be true, what has to be true about ‫?ݔ‬
à ‫ ݔ‬has to be both greater than െ1 and less than 3. (Students might also verbalize that it must be
between െ1 and 3, not including the points െ1 and 3.)
ƒ On the graph, where do the solutions lie?
à Between െ1 and 3, not including the points െ1 and 3.
Have students list some of the solutions to the compound inequality. Make sure to include examples of integer and non-
integer solutions.
ƒ How many solutions are there to this compound inequality?
à An infinite number.
Introduce the abbreviated way of writing this sentence:
ƒ Sometimes this is written as െ1 < ‫ < ݔ‬3.
Use this notation to further illustrate the idea of ‫ ݔ‬representing all numbers strictly between െ1 and 3.
Allow students a couple of minutes to complete parts (d) through (f). Then, stop and discuss the results.

d. Using a colored pencil, graph the inequality ࢞ < െ૝ on the number line below part (f).
e. Using a different colored pencil, graph the inequality ࢞ > ૙ on the same number line.
f. Using a third colored pencil, darken the section of the number line where ࢞ < െ૝ or ࢞ > ૙.

ƒ In order for the compound sentence ‫ < ݔ‬െ4 or ‫ > ݔ‬0 to be true, what has to be true about ‫?ݔ‬
à It could either be less than െ4, or it could be greater than 0.
ƒ On the graph, where do the solutions lie?
à To the left of െ4 and to the right of 0.
Have students list solutions to the compound inequality. Make sure to include examples of integer and non-integer
solutions.
ƒ How many solutions are there to this compound inequality?
à Infinitely many.
ƒ Would it be acceptable to abbreviate this compound sentence as follows: 0 < ‫ < ݔ‬െ4?
à No.
ƒ Explain why not.
à Those symbols suggest that ‫ ݔ‬must be greater than zero and less than െ4 at the same time, but the
solution is calling for ‫ ݔ‬to be either less than െ4 or greater than zero.
Allow students a couple of minutes to complete parts (g) through (i), and discuss answers.

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g. Graph the compound sentence ࢞ > െ૛ or ࢞ = െ૛ on the number line below.

h. How could we abbreviate the sentence ࢞ > െ૛ or ࢞ = െ૛?

࢞ ൒ െ૛

i. Rewrite ࢞ ൑ ૝ as a compound sentence, and graph the solutions to the sentence on the number line below.

࢞ < ૝ or ࢞ = ૝

Example 2 (3 minutes)
Work through Example 2 as a class.

Example 2

Graph each compound sentence on a number line.

a. ࢞ = ૛ or ࢞ > ૟

b. ࢞ ൑ െ૞ or ࢞ ൒ ૛

Rewrite as a compound sentence, and graph the sentence on a number line.

c. ૚൑࢞൑૜
࢞ ൒ ૚ and ࢞ ൑ ૜

Exercise 3 (5 minutes)
Give students a couple of minutes to read through Exercise 3 and try it independently before comparing answers with a
neighbor or discussing as a class.

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Exercise 3

Consider the following two scenarios. For each, specify the variable and say, “ࢃ is the width of the rectangle,” for
example, and write a compound inequality that represents the scenario given. Draw its solution set on a number line.

Scenario Variable Inequality Graph

a. Students are to present
a persuasive speech in
Let ࢞
English class. The ࢞ ൒ ૠ and ࢞ ൑ ૚૛
represent the
guidelines state that the
length of time
speech must be at least ૠ ൑ ࢞ ൑ ૚૛
of the speech.
ૠ minutes but not
exceed ૚૛ minutes.

b. Children and senior

citizens receive a
Let ࢞
discount on tickets at
represent the
the movie theater. To ૛ ൑ ࢞ ൑ ૚૛ or
age of
receive a discount, a
moviegoer
person must be between ࢞ ൒ ૟૙
who receives
the ages of ૛ and ૚૛,
a discount.
including ૛ and ૚૛, or
૟૙ years of age or older.
Scaffolding:
Ask students to think of other
scenarios that could be
Exercise 4 (10 minutes) modeled using a compound
Give students time to work on the problems, and then allow for sharing of answers, inequality.
possibly with a neighbor or with the class.

Exercise 4

Determine if each sentence is true or false. Explain your reasoning.

૚ ૚
a. ૡ + ૟ ൑ ૚૝ and < b. ૞ െ ૡ < ૙ or ૚૙ + ૚૜ ് ૛૜
૜ ૛
True True

Solve each system, and graph the solution on a number line.

c. ࢞ െ ૢ = ૙ or ࢞ + ૚૞ = ૙ d. ૞࢞ െ ૡ = െ૛૜ or ࢞ + ૚ = െ ૚૙
{ૢ, െ૚૞} {െ૜,െ૚૚}

Graph the solution set to each compound inequality on a number line.

e. ࢞ < െૡ or ࢞ > െૡ f. ૙ < ࢞ ൑ ૚૙

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Write a compound inequality for each graph.

g. h.

െ૜ ൑ ࢞ ൑ ૝ ࢞ < െ૝ or ࢞ > ૙

i. A poll shows that a candidate is projected to receive ૞ૠ% of the votes. If the margin for error is plus or
minus ૜%, write a compound inequality for the percentage of votes the candidate can expect to get.

Let ࢞ represent the percentage of votes. ૞૝ ൑ ࢞ ൑ ૟૙

j. Mercury is one of only two elements that are liquid at room temperature. Mercury is not liquid for
temperatures less than െ૜ૡ. ૙Ԭ or greater than ૟ૠ૜. ૡԬ. Write a compound inequality for the
temperatures at which mercury is not liquid.

Let ࢞ represent temperatures (in degrees Fahrenheit) for which mercury is not liquid. ࢞ < െ૜ૡ or ࢞ > ૟ૠ૜.ૡ

As an extension, students can come up with ways to alter parts (a)and (b) to make them
false compound statements. Share several responses. Scaffolding:
The other element that is liquid
Ask the following:
at room temperature is
ƒ What would be a more concise way of writing the sentence for part (e)? bromine. Students could be
à ‫ ് ݔ‬8. asked to look up the
temperatures at which
ƒ For part (f), list some numbers that are solutions to the inequality.
bromine is not liquid and write
ƒ What is the largest possible value of ‫?ݔ‬ a similar compound inequality.
à 10.
MP.2 ƒ What is the smallest possible value of ‫?ݔ‬
à This is tougher to answer. ‫ ݔ‬can be infinitely close to 0 but cannot equal zero. Therefore, there is no
absolute smallest value for ‫ ݔ‬in this case.
For parts (i) and (j), make sure students specify what the variable they choose represents.

Closing (2 minutes)
Lead a conversation on the idea that in math, as in English, it is important that we are precise in our use of language and
that we are able to read (and comprehend) and write mathematical sentences. Ask students to give examples to justify
why the precision is important in math and why it is important in English.

MP.6
Reinforce that, in mathematical sentences, like in English sentences, a compound sentence separated by
AND is true if both clauses are true.
OR is true if at least one of the clauses is true.

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Lesson Summary
In mathematical sentences, like in English sentences, a compound sentence separated by

AND is true if both clauses are true .

OR is true if at least one of the clauses is true .

Exit Ticket (5 minutes)

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Name Date

Lesson 15: Solution Sets of Two or More Equations (or

Inequalities) Joined by “And” or “Or”

Exit Ticket

1.
a. Solve the system, and graph the solution set on a number line.
‫ ݔ‬െ 15 = 5 or 2‫ ݔ‬+ 5 = 1

b. Write a different system of equations that would have the same solution set.

2. Swimming pools must have a certain amount of chlorine content. The United States standard for safe levels of
chlorine in swimming pools is at least 1 part per million and no greater than 3 parts per million. Write a compound
inequality for the acceptable range of chlorine levels.

3. Consider each of the following compound sentences:

‫ < ݔ‬1 and ‫ > ݔ‬െ1 ‫ < ݔ‬1 or ‫ > ݔ‬െ1
Does the change of the word from “and” to “or” change the solution set?
Use number line graphs to support your answer.

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Exit Ticket Sample Solutions

1.
a. Solve the system, and graph the solution set on a number line.
࢞ െ ૚૞ = ૞ or ૛࢞ + ૞ = ૚

࢞ = ૛૙ or ࢞ = െ૛ {െ૛, ૛૙}

b. Write a different system of equations that would have the same solution set.

Sample answer: ࢞ െ ૛૙ = ૙ or ࢞ + ૛ = ૙

2. Swimming pools must have a certain amount of chlorine content. The United States standard for safe levels of
chlorine in swimming pools is at least ૚ part per million and no greater than ૜ parts per million. Write a compound
inequality for the acceptable range of chlorine levels.

Let ࢞ represent the chlorine level in a swimming pool (in parts per million). ૚൑࢞൑૜

3. Consider each of the following compound sentences:

࢞ < ૚ and ࢞ > െ૚ ࢞ < ૚ or ࢞ > െ૚
Does the change of the word from “and” to “or” change the solution set?
Use number line graphs to support your answer.

For the first sentence, both statements must be true, so ࢞ can only equal values that are both greater than െ૚ and
less than ૚. For the second sentence, only one statement must be true, so ࢞ must be greater than െ૚ or less than ૚.
This means ࢞ can equal any number on the number line.

Problem Set Sample Solutions

1. Consider the inequality ૙ < ࢞ < ૜.

a. Rewrite the inequality as a compound sentence.

࢞ > ૙ and ࢞ < ૜

b. Graph the inequality on a number line.

c. How many solutions are there to the inequality? Explain.

There are an infinite number of solutions. ࢞ can be any value between ૙ and ૜, which includes the integer
values of ૚ and ૛ as well as non-integer values. The set of numbers between ૙ and ૜ is infinite.

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d. What are the largest and smallest possible values for ࢞? Explain.

There is no absolute largest or absolute smallest value for ࢞. ࢞ can be infinitely close to ૙ or to ૜ but cannot
equal either value.

e. If the inequality is changed to ૙ ൑ ࢞ ൑ ૜ , then what are the largest and smallest possible values for ࢞?

In this case, we can define the absolute maximum value to be ૜ and the absolute minimum value to be ૙.

Write a compound inequality for each graph.

2. 3.

࢞ < ૚ or ࢞ ൒ ૜ ࢞ < ૛ or ࢞ > ૛ , which can be written as ࢞ ് ૛

Write a single or compound inequality for each scenario.

4. The scores on the last test ranged from ૟૞% to ૚૙૙%.

Let ࢞ represent the scores on last test. ૟૞ ൑ ࢞ ൑ ૚૙૙

5. To ride the roller coaster, one must be at least ૝ feet tall.

Let ࢞ represent the height (in feet) to ride the roller coaster. ࢞൒૝

6. Unsafe body temperatures are those lower than ૢ૟°۴ or above ૚૙૝°۴.

Let ࢞ represent the body temperature (in degrees Fahrenheit) that are unsafe. ࢞ < ૢ૟ or ࢞ > ૚૙૝

Graph the solution(s) to each of the following on a number line.

7. ࢞ െ ૝ = ૙ and ૜࢞ + ૟ = ૚ૡ

8. ࢞ < ૞ and ࢞ ് ૙

9. ࢞ ൑ െૡ or ࢞ ൒ െ૚

10. ૜(࢞ െ ૟) = ૜ or ૞ െ ࢞ = ૛

11. ࢞ < ૢ and ࢞ > ૠ

12. ࢞ + ૞ < ૠ or ࢞ = ૛

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Lesson 16: Solving and Graphing Inequalities Joined by

“And” or “Or”

Student Outcomes
ƒ Students solve two inequalities joined by “and” or “or” and then graph the solution set on the number line.

Classwork
Exercise 1 (5 minutes)
Do parts (a)–(c) and as much of (d)–(e) as time permits depending on the level of the students. Present the challenge
problem given below if time allows.

Exercise 1

a. Solve ࢝૛ = ૚૛૚, for ࢝. Graph the solution on a number line.

࢝ = ±૚૚

b. Solve ࢝૛ < ૚૛૚, for ࢝. Graph the solution on a number line, and write the solution set as a compound
inequality.

െ૚૚ < ࢝ < ૚૚

c. Solve ࢝૛ ൒ ૚૛૚, for ࢝. Graph the solution on a number line, and write the solution set as a compound
inequality.

࢝ ൑ െ૚૚ or ࢝ ൒ ૚૚

d. Quickly solve (࢞ + ૠ)૛ = ૚૛૚, for ࢞. Graph the solution on a number line.

࢞ = െ૚ૡ or ࢞ = ૝

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e. Use your work from part (d) to quickly graph the solution on a number line to each inequality below.
i. (࢞ + ૠ) ૛ < ૚૛૚

ii. (࢞ + ૠ) ૛ ൒ ૚૛૚

Extension
Use the following to challenge students who finish early.
Scaffolding:
a. Poindexter says that (ܽ + ܾ) ଶ equals ܽ ଶ + 2ܾܽ + ܾ ଶ. Is he correct?
Remind students of their
b. Solve ‫ ݔ‬ଶ + 14‫ ݔ‬+ 49 < 121, for ‫ݔ‬. Present the solution graphically on a experience from the previous
number line. lesson. For a statement
separated by “and” to be true,
BOTH statements must be true.
Exercises 2–3 (6 minutes) If it is separated by “or,” at
least one statement must be
Give students four minutes to work on Exercises 2 and 3. Then, discuss the results as a true.
class. Students are applying their knowledge from the previous lesson to solve an
unfamiliar type of problem.

Exercise 2

Consider the compound inequality െ૞ < ࢞ < ૝.

a. Rewrite the inequality as a compound statement of inequality.

࢞ > െ૞ and ࢞ < ૝

b. Write a sentence describing the possible values of ࢞.

࢞ can be any number between െ૞ and ૝.

c. Graph the solution set on the number line below.

Exercise 3

Consider the compound inequality െ૞ < ૛࢞ + ૚ < ૝.

a. Rewrite the inequality as a compound statement of inequality.

૛࢞ + ૚ > െ૞ and ૛࢞ + ૚ < ૝

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b. Solve each inequality for ࢞. Then, write the solution to the compound inequality.
૜ ૜
࢞ > െ૜ and ࢞ < ૛ OR െ૜ < ࢞ < ૛

c. Write a sentence describing the possible values of ࢞.

૜
࢞ can be any number between െ૜ and .
૛

d. Graph the solution set on the number line below.

Review Exercise 3 with students to demonstrate how to solve it without rewriting it.
ƒ A friend of mine suggested I could solve the inequality as follows. Is she right?
െ5 < 2‫ ݔ‬+ 1 < 4
െ5 െ 1 < 2‫ ݔ‬+ 1 െ 1 < 4 െ 1
െ6 < 2‫ < ݔ‬3
3
െ3 < ‫< ݔ‬
2
MP.3 Encourage students to articulate their thoughts and scrutinize each other’s reasoning.
Scaffolding:
Point out to students that solving the two inequalities did not require any new skills. They Remind students that when an
are solved just as they learned in previous lessons. inequality is multiplied or
divided by a negative number,
Have students verify their solutions by filling in a few test values.
the direction of the inequality
Remind students that the solution can be written two ways: changes.
3 3
‫ > ݔ‬െ3 and ‫< ݔ‬ OR െ3 < ‫< ݔ‬
2 2

Exercises 4–5 (5 minutes)

Give students four minutes to work on Exercises 4 and 5. Then, review the results as a class. Again, point out to
students that solving the two inequalities did not require any new skills. They are solved just as they learned in previous
lessons. Have students verify their solutions by filling in a few test values.

Exercise 4

Given ࢞ < െ૜ or ࢞ > െ૚:

a. What must be true in order for the compound inequality to be a true statement?

One of the statements must be true, so either ࢞ has to be less than െ૜, or it has to be greater than െ૚. (In
this case, it is not possible that both are true.)

b. Write a sentence describing the possible values of ࢞.

࢞ can be any number that is less than െ૜ or any number that is greater than െ૚.

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c. Graph the solution set on the number line below.

Exercise 5

Given ࢞ + ૝ < ૟ or ࢞ െ ૚ > ૜:

a. Solve each inequality for ࢞. Then, write the solution to the compound inequality.

࢞ < ૛ or ࢞ > ૝

b. Write a sentence describing the possible values of ࢞.

࢞ can be any number that is less than ૛ or any number that is greater than ૝.

c. Graph the solution set on the number line below.

Exercise 6 (14 minutes)

Have students work the exercises individually, with partners, or with small groups. Circulate around the room
monitoring progress and offering guidance as needed. Make sure students are attending to the detail of correctly using
open and closed endpoints.

Exercise 6

Solve each compound inequality for ࢞, and graph the solution on a number line.

a. ࢞ + ૟ < ૡ and ࢞ െ ૚ > െ૚

࢞ < ૛ and ࢞ > ૙ ՜ ૙ < ࢞ < ૛

b. െ૚ ൑ ૜ െ ૛࢞ ൑ ૚૙
ૠ ૠ
࢞ ൒ െ ૛ and ࢞ ൑ ૛ ՜ െ ૛ ൑ ࢞ ൑ ૛

c. ૞࢞ + ૚ < ૙ or ૡ ൑ ࢞ െ ૞
૚
࢞ < െ ૞ or ࢞ ൒ ૚૜

d. ૚૙ > ૜࢞ െ ૛ or ࢞ = ૝

࢞ < ૝ or ࢞ = ૝ ՜ ࢞ ൑ ૝

e. ࢞ െ ૛ < ૝ or ࢞ െ ૛ > ૝

࢞ < ૟ or ࢞ > ૟ ՜ ࢞ ് ૟

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f. ࢞ െ ૛ ൑ ૝ and ࢞ െ ૛ ൒ ૝

࢞=૟

Debrief the exercise with the following questions:

ƒ Look at the solution to part (f) closely. Remind students that both statements must be true. Therefore, the
solution is only ‫ = ݔ‬6.
ƒ How would the solution to part (f) change if the “and” was an “or”? Let this discussion lead in to Exercise 7.

Exercise 7 (9 minutes)
Have students work in groups to answer the questions. Students are exploring variations of previously seen problems.
After completing the exercises, ask students to articulate how the problems differed from most of the other examples
seen thus far.

Exercise 7

Solve each compound inequality for ࢞, and graph the solution on a number line. Pay careful attention to the inequality
symbols and the “and” or “or” statements as you work.

a. ૚ + ࢞ > െ૝ or ૜࢞ െ ૟ > െ૚૛

MP.1 Scaffolding:
࢞ > െ૞
Have early finishers explore
further with the following:
b. ૚ + ࢞ > െ૝ or ૜࢞ െ ૟ < െ૚૛
ƒ Is it possible to write a
࢞ can be any real number. problem separated by “or”
that has no solution?
c. ૚ + ࢞ > ૝ and ૜࢞ െ ૟ < െ૚૛ ƒ Is it possible to have a
࢞ > ૜ and ࢞ < െ૛ problem separated by
“and” that has a solution
No solution (empty set) since there are no numbers that satisfy both statements
set consisting of all real
numbers?
Closing (2 minutes)
For the first problem, students may have written the solution as ‫ > ݔ‬െ5 or ‫ > ݔ‬െ2. Look at the graph as a class, and
remind them that the solution is the set of all of the numbers included in either of the two solution sets (or the union of
the two sets). Lead them to the idea that the solution is ‫ > ݔ‬െ5.
For the second problem, the two graphs overlap and span the entire number line. Lead them to the idea that the
solution is all real numbers. Have students fill in a few test values to verify that any number will work.
For the third problem, the two graphs do not overlap. Remind them that the solution set is only the values that are in
both of the individual solution sets. There is no number that will make both statements true. Lead them to the idea that
there is no solution.
Read the questions at the end of the exploration, and give students a few minutes to summarize their thoughts on the
work in Exercise 7 independently. Call for a few volunteers to read their solutions.

Exit Ticket (4 minutes)

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Name ___________________________________________________ Date____________________

Lesson 16: Solving and Graphing Inequalities Joined by “And” or

“Or”

Exit Ticket

1. Solve each compound inequality for ‫ݔ‬, and graph the solution on a number line.
a. 9 + 2‫ < ݔ‬17 or 7 െ 4‫ < ݔ‬െ9

‫ݔ‬
b. 6 ൑ ൑ 11
2

2.
a. Give an example of a compound inequality separated by “or” that has a solution of all real numbers.

b. Take the example from part (a), and change the “or” to an “and.” Explain why the solution set is no longer all
real numbers. Use a graph on a number line as part of your explanation.

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Exit Ticket Sample Solutions

1. Solve each compound inequality for ࢞, and graph the solution on a number line.
a. ૢ + ૛࢞ < ૚ૠ or ૠ െ ૝࢞ < െૢ

࢞ < ૝ or ࢞ > ૝ or ࢞ ് ૝

࢞
b. ૟ ൑ ૛ ൑ ૚૚

૚૛ ൑ ࢞ ൑ ૛૛

2.
a. Give an example of a compound inequality separated by “or” that has a solution of all real numbers.

Sample response: ࢞ > ૙ or ࢞ < ૛

b. Take the example from part (a), and change the “or” to an “and.” Explain why the solution set is no longer all
real numbers. Use a graph on a number line as part of your explanation.

Sample response: ࢞ > ૙ and ࢞ < ૛

In the first example, only one of the inequalities needs to be true to make the compound statement true. Any
number selected is either greater than ૙ or less than ૛ or both. In the second example, both inequalities must
be true to make the compound statement true. This restricts the solution set to only numbers between ૙ and
૛.

Problem Set Sample Solutions

Solve each inequality for ࢞, and graph the solution on a number line.
࢞ ࢞+૚
1. ࢞ െ ૛ < ૟ or >૝ 2. െ૟ < ૝ < ૜
૜
࢞ < ૡ or ࢞ > ૚૛ െ૛૞ < ࢞ < ૚૚

3. ૞࢞ ൑ ૛૚ + ૛࢞ or ૜(࢞ + ૚) ൒ ૛૝ 4. ૞࢞ + ૛ ൒ ૛ૠ and ૜࢞ െ ૚ < ૛ૢ

࢞ ൑ ૠ or ࢞ ൒ ૠ ՜ all real numbers ࢞ ൒ ૞ and ࢞ < ૚૙ ՜ ૞ ൑ ࢞ < ૚૙

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5. ૙ ൑ ૝࢞ െ ૜ ൑ ૚૚ 6. ૛࢞ > ૡ or െ૛࢞ < ૝

૜ ૠ ࢞ > ૝ or ࢞ > െ૛ ՜ ࢞ > െ૛
൑ ࢞൑
૝ ૛

૚
7. ૡ ൒ െ૛(࢞ െ ૢ) ൒ െૡ 8. ૝࢞ + ૡ > ૛࢞ െ ૚૙ or ࢞െ૜ < ૛
૜
૞ ൑ ࢞ ൑ ૚૜ ࢞ > െૢ or ࢞ < ૚૞ ՜ all real numbers

9. ૠ െ ૜࢞ < ૚૟ and ࢞ + ૚૛ < െૡ

࢞ > െ૜ and ࢞ < െ૛૙ ՜ no solution

10. If the inequalities in Problem 8 were joined by “and” instead of “or,” what would the solution set become?

െૢ < ࢞ < ૚૞

11. If the inequalities in Problem 9 were joined by “or” instead of “and,” what would the solution set become?

࢞ > െ૜ or ࢞ < െ૛૙

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Lesson 17: Equations Involving Factored Expressions

Student Outcomes
ƒ Students learn that equations of the form (‫ ݔ‬െ ܽ)(‫ ݔ‬െ ܾ) = 0 have the same solution set as two equations
joined by “or”: ‫ ݔ‬െ ܽ = 0 or ‫ ݔ‬െ ܾ = 0. Students solve factored or easily factorable equations.

Classwork
Exercise 1 (5 minutes)
Allow students a few minutes to complete only parts (a) through (d) of Exercise 1, either individually or in pairs.

Exercise 1

1. Solve each equation for ࢞.

a. ࢞ െ ૚૙ = ૙
{૚૙}

࢞
b. + ૛૙ = ૙
૛
{െ૝૙}

c. Demanding Dwight insists that you give him two solutions to the following equation:
MP.7 ࢞
(࢞ െ ૚૙) ቀ + ૛૙ቁ = ૙
& ૛
MP.8 Can you provide him with two solutions?
{૚૙, െ૝૙}

d. Demanding Dwight now wants FIVE solutions to the following equation:

࢞
(࢞ െ ૚૙)(૛࢞ + ૟)(࢞૛ െ ૜૟)(࢞૛ + ૚૙)ቀ + ૛૙ቁ = ૙
૛
Can you provide him with five solutions?
{െ૝૙,െ૟, െ૜, ૟,૚૙}

Do you think there might be a sixth solution?

There are exactly ૞ solutions.

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Discussion (5 minutes)
ƒ If I told you that the product of two numbers is 20, could you tell me anything about the two numbers?
ƒ Would the numbers have to be 4 and 5?
ƒ Would both numbers have to be smaller than 20?
ƒ Would they both have to be positive?
ƒ Is there much at all you could say about the two numbers?
MP.7
& à Not really. They have to have the same sign is about all we can say.
MP.8 ƒ If I told you that the product of two numbers is zero, could you tell me anything about the two numbers?
à At least one of the numbers must be zero.
ƒ How could we phrase this mathematically?
à If ܾܽ = 0, then either ܽ = 0 or ܾ = 0 or ܽ = ܾ = 0.
ƒ This is known as the zero-product property.
ƒ What if the product of three numbers is zero? What if the product of seven numbers is zero?
à If any product of numbers is zero, at least one of the terms in that product is zero.

Exercise 1 (continued) (2 minutes)

Give students a few minutes to complete parts (e) and (f), and elicit student responses.
Scaffolding:
Consider the equation (࢞ െ ૝)(࢞ + ૜) = ૙.
Give early finishers this
e. Rewrite the equation as a compound statement.
challenge: Write a factored
࢞ െ ૝ = ૙ or ࢞ + ૜ = ૙ equation that has the solution:
{െ5, െ4}.
f. Find the two solutions to the equation.

{െ૜,૝}

Examples 1–2 (5 minutes)

Work the two examples as a class.

Example 1

Solve ૛࢞૛ െ ૚૙࢞ = ૙, for ࢞.

{૙,૞} Scaffolding:
Remind students of the
Example 2 practice of applying the
distribution property
Solve ࢞(࢞ െ ૜) + ૞(࢞ െ ૜) = ૙, for ࢞.
“backward” that they saw in
{െ૞, ૜} the Lesson 6 Problem Set. This
practice is called factoring.

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Lead a discussion about the application of the distributive property, in the form of factoring polynomial expressions,
when solving the equations in these two examples.
MP.6 Students may want to divide both sides by ‫ݔ‬. Remind them that ‫ ݔ‬is an unknown quantity that could be positive,
negative, or zero. These cases need to be handled separately to get the correct answer. Here we will take a more
familiar approach in the solution process: factoring.
Continue to emphasize the idea of rewriting the factored equation as a compound statement. Do not let students skip
this step!

Exercises 2–7 (7 minutes)

Give students time to work on the problems individually. As students finish, have them work the problems on the board.
Answers are below.

Exercises 2–7

2. (࢞ + ૚)(࢞ + ૛) = ૙ 3. (૜࢞ െ ૛)(࢞ + ૚૛) = ૙ 4. (࢞ െ ૜)(࢞ െ ૜) = ૙

{െ૛, െ૚} ૛ {૜}

൜െ૚૛, ൠ
૜

5. (࢞ + ૝)(࢞ െ ૟)(࢞ െ ૚૙) = ૙ 6. ࢞૛ െ ૟࢞ = ૙ 7. ࢞(࢞ െ ૞) + ૝(࢞ െ ૞) = ૙

{െ૝, ૟,૚૙} {૙,૟} {െ૝, ૞}

Example 3 (3 minutes)

Example 3

૚
Consider the equation (࢞ െ ૛)(૛࢞ െ ૜) = (࢞ െ ૛)(࢞ + ૞). Lulu chooses to multiply through by and gets the
࢞ି૛
answer ࢞ = ૡ . But Poindexter points out that ࢞ = ૛ is also an answer, which Lulu missed.

a. What’s the problem with Lulu’s approach?

૚
You cannot multiply by because ࢞ െ ૛ could equal ૙, which means that you would be dividing by ૙.
࢞ି૛

b. Use factoring to solve the original equation for ࢞.

(࢞ െ ૛)(૛࢞ െ ૜) െ (࢞ െ ૛)(࢞ + ૞) = ૙
(࢞ െ ૛)൫ ૛࢞ െ ૜ െ (࢞ + ૞)൯ = ૙
(࢞ െ ૛)(࢞ െ ૡ) = ૙
࢞ െ ૛ = ૙ or ࢞ െ ૡ = ૙
࢞ = ૛ or ࢞ = ૡ

Work through the responses as a class.

ଵ
ƒ Emphasize the idea that multiplying by is a problem when ‫ ݔ‬െ 2 equals 0.
௫ିଶ

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Exercises 8–11 (10 minutes) Scaffolding:

Give students time to work on Exercises 8–11 in pairs. Then, elicit student responses. The problems seen in Exercise
Remind students of the danger of multiplying both sides by a variable expression. 9 are often called the
difference of two squares. Give
Exercises 8–11 early finishers this challenge:
8. Use factoring to solve the equation for ࢞: (࢞ െ ૛)(૛࢞ െ ૜) = (࢞ െ ૛)(࢞ + ૚). ‫ ݔ‬ସ െ 81 = (‫ ݔ‬ଶ )ଶ െ 9ଶ = ?
{૛, ૝}

9. Solve each of the following for ࢞:

a. ࢞+૛= ૞ b. ࢞૛ + ૛࢞ = ૞࢞
{ ૜} {૙, ૜}

c. ࢞(૞࢞ െ ૛૙) + ૛(૞࢞ െ ૛૙) = ૞(૞࢞ െ ૛૙)

{૜,૝}

10.
a. Verify: (ࢇ െ ૞)(ࢇ + ૞) = ࢇ૛ െ ૛૞. b. Verify: (࢞ െ ૡૡ)(࢞ + ૡૡ) = ࢞૛ െ ૡૡ૛.

ࢇ૛ + ૞ࢇ െ ૞ࢇ െ ૛૞ = ࢇ૛ െ ૛૞ ࢞૛ + ૡૡ࢞ െ ૡૡ࢞ െ ૡૡ૛ = ࢞૛ െ ૡૡ૛

૛ ૛
ࢇ െ ૛૞ = ࢇ െ ૛૞ ࢞૛ െ ૡૡ૛ = ࢞૛ െ ૡૡ૛

c. Verify: ࡭ ૛ െ ࡮૛ = (࡭ െ ࡮)(࡭ + ࡮). d. Solve for ࢞: ࢞૛ െ ૢ = ૞(࢞ െ ૜).

࡭ ૛ െ ࡮૛ = ࡭ ૛ + ࡭࡮ െ ࡭࡮ െ ࡮૛ {૛, ૜}
࡭ ૛ െ ࡮૛ = ࡭ ૛ െ ࡮૛

e. Solve for ࢝: (࢝ + ૛)(࢝ െ ૞) = ࢝૛ െ ૝ .

{െ૛}

11. A string ૟૙ inches long is to be laid out on a tabletop to make a rectangle of perimeter ૟૙ inches. Write the width
of the rectangle as ૚૞ + ࢞ inches. What is an expression for its length? What is an expression for its area? What
value for ࢞ gives an area of the largest possible value? Describe the shape of the rectangle for this special value of
࢞.

Length: ૚૞ െ ࢞ Area: (૚૞ െ ࢞)(૚૞ + ࢞)

The largest area is when ࢞ = ૙. In this case, the rectangle is a square with length and width both equal to ૚૞.

Discuss the results of Exercise 10.

Work through Exercise 11 as a class, explaining why ‫ = ݔ‬0 gives the largest area.
ƒ Since (15 + ‫()ݔ‬15 െ ‫ = )ݔ‬225 െ ‫ ݔ‬ଶ as ‫ ݔ‬gets larger, 225 െ ‫ ݔ‬ଶ gets smaller until ‫ = ݔ‬15 at which point the
area is zero. So, the domain of ‫ ݔ‬for this problem is 0 ൑ ‫ ݔ‬൑ 15.
ƒ How can we change the domain if we don’t want to allow zero area?
à You can leave the 15 end of the interval open if you don’t want to allow zero area.

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Closing (3 minutes)
Elicit student responses. Students should make notes of responses in the Lesson Summary rectangle.
ƒ If the product of 4 numbers is zero, what do we know about the numbers? At least one of them must equal 0.
ƒ What is the danger of dividing both sides of an equation by a variable factor? What should be done instead?

Lesson Summary
The zero-product propertY says that if ࢇ࢈ = ૙, then either ࢇ = ૙ or ࢈ = ૙ or ࢇ = ࢈ = ૙.

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 17: Equations Involving Factored Expressions

Exit Ticket

1. Find the solution set to the equation 3‫ ݔ‬ଶ + 27‫ = ݔ‬0.

2. Determine if each statement is true or false. If the statement is false, explain why, or show work proving that it is
false.
a. If ܽ = 5, then ܽܿ = 5ܿ.

b. If ܽܿ = 5ܿ, then ܽ = 5.

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Exit Ticket Solutions

1. Find the solution set to the equation ૜࢞૛ + ૛ૠ࢞ = ૙.

૜࢞(࢞ + ૢ) = ૙
૜࢞ = ૙ or ࢞ + ૢ = ૙
࢞ = ૙ or ࢞ = െૢ

Solution set: {െૢ, ૙}

2. Determine if each statement is true or false. If the statement is false, explain why, or show work proving that it is
false.
a. If ࢇ = ૞, then ࢇࢉ = ૞ࢉ.

True.

b. If ࢇࢉ = ૞ࢉ, then ࢇ = ૞.

False. ࢇ could equal ૞, or ࢉ could equal ૙.

ࢇࢉ = ૞ࢉ
ࢇࢉ െ ૞ࢉ = ૙
ࢉ(ࢇ െ ૞) = ૙
ࢉ = ૙ or ࢇെ ૞ = ૙
ࢉ = ૙ or ࢇ = ૞

Problem Set Solutions

1. Find the solution set of each equation:

a. (࢞ െ ૚)(࢞ െ ૛)(࢞ െ ૜) = ૙
{૚, ૛, ૜}

b. (࢞ െ ૚૟. ૞)(࢞ െ ૚૙ૢ) = ૙

{૚૟. ૞, ૚૙ૢ}

c. ࢞(࢞ + ૠ) + ૞(࢞ + ૠ) = ૙
{െૠ,െ૞}

d. ࢞૛ + ૡ࢞ + ૚૞ = ૙
{െ૞,െ૜}

e. (࢞ െ ૜)(࢞ + ૜) = ૡ࢞
{െ૚,ૢ}

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2. Solve ࢞૛ െ ૚૚࢞ = ૙, for ࢞.

{૙, ૚૚}

3. Solve (࢖ + ૜)(࢖ െ ૞) = ૛(࢖ + ૜), for ࢖. What solution do you lose if you simply divide by ࢖ + ૜ to get ࢖ െ ૞ = ૛?

࢖ = െ૜ or ࢖ = ૠ. The lost solution is ࢖ = െ૜. We assumed ࢖ + ૜ was not zero when we divided by ࢖ + ૜;
therefore, our solution was only complete for ࢖ values not equal to െ૜.

4. The square of a number plus ૜ times the number is equal to ૝. What is the number?

Solve ࢞૛ + ૜࢞ = ૝, for ࢞, to obtain ࢞ = െ૝ or ࢞ = ૚ .

5. In the right triangle shown below, the length of side AB is ࢞, the length of side BC is ࢞ + ૛, and the length of the
hypotenuse AC is ࢞ + ૝. Use this information to find the length of each side. (Use the Pythagorean theorem to get
an equation, and solve for ࢞.)

Use the Pythagorean theorem to get the equation ࢞૛ + (࢞ + ૛) ૛ = (࢞ + ૝)૛. This is

equivalent to ࢞૛ െ ૝࢞ െ ૚૛ = ૙, and the solutions are െ૛ and ૟. Choose ૟ since ࢞
represents a length, and the lengths are

AB: ૟

BC: ૡ

AC: ૚૙

6. Using what you learned in this lesson, create an equation that has ૞૜ and ૛૛ as its only solutions.

(࢞ െ ૛૛)(࢞ െ ૞૜) = ૙

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Lesson 18: Equations Involving a Variable Expression in the

Denominator

Student Outcomes
ଵ ଵ
ƒ Students interpret equations like = 3 as two equations, = 3 and ‫ ് ݔ‬0, joined by “and.” Students find
௫ ௫
the solution set for this new system of equations.

Classwork
Opening Exercise (5 minutes)
Allow students time to complete the warm-up, and then discuss the results.

Opening Exercise

Nolan says that he checks the answer to a division problem by performing multiplication. For example, he says that
૜ ૚
૛૙ ÷ ૝ = ૞ is correct because ૞ × ૝ is ૛૙, and ૚ = ૟ is correct because ૟ × ૛ is ૜.
૛
a. Using Nolan’s reasoning, explain why there is no real number that is the answer to the division problem
૞ ÷ ૙.

There is no number ࢔ such that ૙ × ࢔ = ૞.

૙
b. Quentin says that = ૚ૠ. What do you think?
MP.3 ૙
૙
While it is true that ૙ × ૚ૠ = ૙ , the problem is that by that principle could equal any number.
૙

૞
c. Mavis says that the expression has a meaningful value for whatever value one chooses to assign to ࢞.
࢞ା૛
Do you agree?

No. The expression does not have a meaningful value when ࢞ = െ૛.

૜࢞ି૟
d. Bernoit says that the expression always has the value ૜ for whichever value one assigns to ࢞. Do you
࢞ି૛
agree?

The expression does equal ૜ for all values of ࢞ except ࢞ = ૛.

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଴
Note that the problem with is that too many numbers pass Nolan’s criterion! Have students change 17 to a different
଴
ହ
number. It still passes Nolan’s multiplication check. Like , it is a problematic notion. For this reason, we want to
଴
disallow the possibility of ever dividing by zero.
ହ
Point out that an expression like is really accompanied with the clause “under the assumption the denominator is
௫ାଶ
ହ
not zero.” So, should be read as a compound statement:
௫ାଶ
ହ ହ
and ‫ ݔ‬+ 2 ് 0 OR and ‫ ് ݔ‬െ2
௫ାଶ ௫ାଶ

Exercises 1–2 (5 minutes)

Scaffolding:
Give students a few minutes to complete the problems individually. Then, elicit answers Remind students of the
from students. difference between dividing 0
by a number and dividing a
Exercises 1–2 number by 0.
૚૙
1. Rewrite as a compound statement.
࢞ା૞
૚૙
and ࢞ ് െ૞
࢞ା૞

࢞૛ି૛૞
2. Consider ( ૛ .
࢞ ିૢ) (࢞ା૝)
a. Is it permissible to let ࢞ = ૞ in this expression?
૙
Yes. ૚૝૝ = ૙

b. Is it permissible to let ࢞ = ૜ in this expression?

૚૟
No. െ is not permissible.
૙

c. Give all the values of ࢞ that are not permissible in this expression.

࢞ ് െ૜, ૜, െ૝

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Examples 1–2 (10 minutes)

Work through the examples as a whole class.

Example 1
૚ ૜
Consider the equation = .
࢞ ࢞ି૛
a. Rewrite the equation into a system of equations.
૚ ૜
= and ࢞ ് ૙ and ࢞ ് ૛
࢞ ࢞ି૛

b. Solve the equation for ࢞, excluding the value(s) of ࢞ that lead to a denominator of zero.

࢞ = െ૚ and ࢞ ് ૙ and ࢞ ് ૛ Solution set: {െ૚}

Example 2
࢞ା૜ ૞
Consider the equation = .
࢞ି૛ ࢞ି૛
a. Rewrite the equation into a system of equations.
࢞ା૜ ૞
= and ࢞ ് ૛
࢞ି૛ ࢞ି૛

b. Solve the equation for ࢞, excluding the value(s) of ࢞ that lead to a denominator of zero.

࢞ = ૛ and ࢞ ് ૛ Solution set: ‫׎‬

Emphasize the process of recognizing a rational equation as a system composed of the equation itself and the excluded
value(s) of ‫ݔ‬. For Example 1, this is really the compound statement:
ଵ ଷ
= and ‫ ് ݔ‬0 and ‫ ݔ‬െ 2 ് 0
௫ ௫ିଶ
ƒ By the properties of equality, we can multiply through by nonzero quantities. Within this compound
statement, ‫ ݔ‬and ‫ ݔ‬െ 2 are nonzero, so we may write ‫ ݔ‬െ 2 = 3‫ ݔ‬and ‫ ് ݔ‬0 and ‫ ݔ‬െ 2 ് 0, which is
equivalent to െ2 = 2‫ ݔ‬and ‫ ് ݔ‬0 and ‫ ് ݔ‬2.
ƒ All three declarations in this compound statement are true for ‫ = ݔ‬െ1. This is the solution set.
In Example 2, remind students of the previous lesson on solving equations involving factored expressions. Students will
need to factor out the common factor and then apply the zero-product property.
ƒ What happens in Example 2 when we have ‫ = ݔ‬2 and ‫ ് ݔ‬2? Both declarations cannot be true. What can we
say about the solution set of the equation?
à There is no solution.

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Exercises 3–11 (15 minutes)

Allow students time to complete the problems individually. Then, have students compare their work with another
student. Make sure that students are setting up a system of equations as part of their solution.
Work through Exercises 11 as a class.

Exercises 3–11

Rewrite each equation into a system of equations excluding the value(s) of ࢞ that lead to a denominator of zero; then,
solve the equation for ࢞.

૞ ૚ ࢞
3. =૚ 4. =૜ 5. =૝
࢞ ࢞ି૞ ࢞ା૚
૞ ૚ ࢞
= ૚ and ࢞ ് ૙ = ૜ and ࢞ ് ૞ = ૝ and ࢞ ് െ૚
࢞ ࢞ି૞ ࢞ା૚
૚૟ ૝
{૞} ൜ ൠ ൜െ ൠ
૜ ૜

૛ ૜ ࢞ ૟ ࢞ି૜
6. = 7. =െ 8. =૙
࢞ ࢞ି૝ ࢞ା૟ ࢞ା૟ ࢞ା૛
૛ ૜ ࢞ ૟ ࢞ି૜
= and ࢞ ് ૙ and ࢞ ് ૝ =െ and ࢞ ് െ૟ = ૙ and ࢞ ് െ૛
࢞ ࢞ି૝ ࢞ା૟ ࢞ା૟ ࢞ା૛
{െૡ} No solution {૜}

࢞ା૜ ࢞ା૜
9. =૞ 10. =૚
࢞ା૜ ࢞ା૜
࢞ା૜ ࢞ା૜
= ૞ and ࢞ ് െ૜ = ૚ and ࢞ ് െ૜
࢞ା૜ ࢞ା૜
No solution All real numbers except െ૜

11. A baseball player’s batting average is calculated by dividing the number of times a player got a hit by the total
number of times the player was at bat. It is expressed as a decimal rounded to three places. After the first ૚૙
games of the season, Samuel had ૚૛ hits off of ૜૜ at bats.
a. What is his batting average after the first ૚૙ games?
૚૛
ൎ ૙ . ૜૟૝
૜૜

b. How many hits in a row would he need to get to raise his batting average to above ૙.૞૙૙ ?

૚૛ + ࢞
> ૙.૞૙૙
૜૜ + ࢞
࢞>ૢ

He would need ૚૙ hits in a row to be above ૙.૞૙૙ .

c. How many at bats in a row without a hit would result in his batting average dropping below ૙. ૜૙૙?
૚૛
< ૙.૜૙૙
૜૜ + ࢞
࢞ > ૠ
If he went ૡ at bats in a row without a hit, he would be below ૙.૜૙૙ .

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Ask:
ƒ What was the difference between Exercises 9 and 10? How did that affect the solution set?

Closing (5 minutes)
Ask these questions after going over the exercises:
ƒ When an equation has a variable in the denominator, what must be considered?
ƒ When the solution to the equation is also an excluded value of ‫ݔ‬, then what is the solution set to the equation?

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 18: Equations Involving a Variable Expression in the

Denominator

Exit Ticket

௫ିଶ
1. Rewrite the equation = 2 as a system of equations. Then, solve for ‫ݔ‬.
௫ିଽ

2. Write an equation that would have the restriction ‫ ് ݔ‬െ3.

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Exit Ticket Sample Solutions

࢞ି૛
1. Rewrite the equation = ૛ as a system of equations. Then, solve for ࢞.
࢞ିૢ
࢞െ૛
= ૛ and ࢞ ് ૢ
࢞െૢ
࢞ െ ૛ = ૛(࢞ െ ૢ)
࢞ െ ૛ = ૛࢞ െ ૚ૡ
૚૟ = ࢞
{૚૟}

2. Write an equation that would have the restriction ࢞ ് െ૜.

૝
Sample answer: =૛
࢞ା૜

Problem Set Sample Solutions

૚૙ ൫ ࢞૛ି૝ૢ൯
1. Consider the equation = ૙ . Is ࢞ = ૠ permissible? Which values of ࢞ are excluded? Rewrite as a
૜࢞ (࢞૛ି૝)(࢞ା૚)
system of equations.

Yes, ࢞ = ૠ is permissible. The excluded values are ૙, ±૛, and െ૚. The system is
૚૙ ൫ ࢞૛ି૝ૢ൯
= ૙ and ࢞ ് ૙ and ࢞ ് െ૛ and ࢞ ് െ૚ and ࢞ ് ૛.
૜࢞ (࢞૛ି૝)(࢞ା૚)

2. Rewrite each equation as a system of equations excluding the value(s) of ࢞ that lead to a denominator of zero.
Then, solve the equation for ࢞.
૚
a. ૛૞࢞ = ࢞

૚ ૚
System: ૛૞࢞ = ࢞ and ࢞ ് ૙; solution set: ቄ± ૞ ቅ

૚
b. = ૚૙
૞࢞
૚ ૚
System: = ૚૙ and ࢞ ് ૙; solution set: ቄ ૞૙ ቅ
૞࢞

࢞
c. = ૛࢞
ૠି࢞
࢞ ૚૜
System: = ૛࢞ and ࢞ ് ૠ; solution set: ቄ૙, ૛ ቅ
ૠି࢞

૛ ૞
d. =
࢞ ࢞ା૚
૛ ૞ ૛
System: = and ࢞ ് െ૚ and ࢞ ് ૙ ; solution set: ቄ૜ ቅ
࢞ ࢞ା૚

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૜ା࢞ ૜ା૛࢞
e. =
૜ି࢞ ૜ି૛࢞
૜ା࢞ ૜ା૛࢞ ૜
System: = and ࢞ ് ૛ and ࢞ ് ૜ ; solution set: {૙}
૜ି࢞ ૜ି૛࢞

3. Ross wants to cut a ૝૙-foot rope into two pieces so that the length of the first piece divided by the length of the
second piece is ૛.
a. Let ࢞ represent the length of the first piece. Write an equation that represents the relationship between the
pieces as stated above.
࢞
=૛
૝૙ െ ࢞

b. What values of ࢞ are not permissible in this equation? Describe within the context of the problem what
situation is occurring if ࢞ were to equal this value(s). Rewrite as a system of equations to exclude the value(s).
࢞
૝૙ is not a permissible value because it would mean the rope is still intact. System: = ૛ and ࢞ ് ૝૙
૝૙ ି࢞

c. Solve the equation to obtain the lengths of the two pieces of rope. (Round to the nearest tenth if necessary.)
ૡ૙ ૝૙
First piece is ൎ ૛૟. ૠ feet long; second piece is ൎ ૚૜. ૜ feet long.
૜ ૜

4. Write an equation with the restrictions ࢞ ് ૚૝, ࢞ ് ૛, and ࢞ ് ૙.

૚
Answers will vary. Sample equation: =૙
࢞(࢞ି૛) (࢞ି૚૝)

5. Write an equation that has no solution.

૚
Answers will vary. Sample equation: =૙
࢞

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Lesson 19: Rearranging Formulas

Student Outcomes
ƒ Students learn to think of some of the letters in a formula as constants in order to define a relationship
between two or more quantities, where one is in terms of another, for example holding ܸ in ܸ = ‫ ܴܫ‬as
constant and finding ܴ in terms of ‫ܫ‬.

Classwork
Scaffolding:
Provide an introduction to the lesson: ƒ Before starting the warm-
ƒ Formulas that relate two or more variable symbols such as ‫ݓ݈ = ܣ‬, ‫ݐݎ = ܦ‬, or up, ask students to read
ܽ ଶ + ܾ ଶ = ܿ ଶ arise in different applications of mathematics, science, and other the introduction and
areas of study. These formulas have meaning based on a situation. discuss other formulas
ƒ However, even without an applied setting, formulas can stand on their own as a they have seen in previous
relationship between variables. grades.

ƒ You can use the equation-solving techniques from earlier lessons to rearrange ƒ As students work the
formulas and solve for a specific variable symbol. warm-up and first few
exercises, adjust the
pacing depending on how
Exercise 1 (5 minutes) well students are doing
with Exercises 1(c) and 3.
Have students work independently. Monitor their progress on part (c), and have them
review and correct their solutions with a partner.

Exercises 1–3

1. Solve each equation for ࢞. For part (c), remember a variable symbol, like ࢇ, ࢈, and ࢉ, represents a number.

a. ૛࢞ െ ૟ = ૚૙ b. െ૜࢞ െ ૜ = െ૚૛ c. ࢇ࢞ െ ࢈ = ࢉ
࢞=ૡ ࢞=૜ ࢇ࢞ െ ࢈ = ࢉ
ࢇ࢞ = ࢈ + ࢉ
࢈+ ࢉ
࢞=
ࢇ

Exercises 2–3 (5 minutes)

2. Compare your work in parts (a) through (c) above. Did you have to do anything differently to solve for ࢞ in part (c)?

The process to solve all three equations is the same.

3. Solve the equation ࢇ࢞ െ ࢈ = ࢉ for ࢇ. The variable symbols ࢞, ࢈, and ࢉ represent numbers.
࢈+ࢉ
Solving for ࢇ is the same process as solving for ࢞. ࢇ = ࢞

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Debrief student responses to Exercises 2 and 3 as a whole class. Make sure to emphasize the points below.
ƒ Variables are placeholders for numbers and as such have the same properties.
ƒ When solving an equation with several variables, you use the same properties and reasoning as with single-
variable equations.
ƒ The equation in Exercise 3 holds as long as ‫ ݔ‬does not equal 0 (division by 0 is undefined). Consider your result
from Exercise 1(c). Does this equation hold for all values of the variables involved?
à No. It only holds if ܽ ് 0.

Example 1 (5 minutes): Rearranging Familiar Formulas

Example 1: Rearranging Familiar Formulas

The area ࡭ of a rectangle is ૛૞ ܑ‫ܖ‬૛ . The formula for area is ࡭ = ࢒࢝.

ƒ If the width ࢝ is ૚૙ inches, what is the length ࢒?

࡭ = ૛૞ ܑ‫ܖ‬૛ ࢒
૞
࢒=
૛
૞
If the width ࢝ is ૚૙ inches, then the length ࢒ is inches.
૛
࢝

ƒ If the width ࢝ is ૚૞ inches, what is the length ࢒?

૞
࢒=
૜
૞
If the width ࢝ is ૚૞ inches, then the length ࢒ is inches.
૜

ƒ Rearrange the area formula to solve for ࢒.

࡭ = ࢒࢝
࡭ ࢒࢝
=
࢝ ࢝
࡭ ࡭
= ࢒ or ࢒ =
࢝ ࢝

ƒ Verify that the area formula, solved for ࢒, will give the same results for ࢒ as having solved for ࢒ in the original
area formula.

࡭ = ࢒࢝
࡭ ૛૞ ૞
࢒= = =
࢝ ૚૙ ૛
࡭ ૛૞ ૞
࢒= = =
࢝ ૚૞ ૜

Walk students through the solution to this problem. Have them write the reasons for each step in the equation-solving
process on their papers. Much of the work students will do in future classes will involve rearranging formulas to
MP.3 highlight a variable of interest. Begin to set the stage that solving for a variable before plugging in values is often easier
than solving after substituting the values, especially when the numbers are not user friendly. If time permits, give them
3
‫ = ܣ‬10.356 and ‫ = ݓ‬5 , and ask them to solve for the length.
11

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Exercise 4 (7 minutes)
Have students work in small groups or with a partner. Solving these exercises two ways will help students to further
understand that rearranging a formula with variables involves the same reasoning as solving an equation for a single
variable.

Exercises 4–5

4. Solve each problem two ways. First, substitute the given values, and solve for the given variable. Then, solve for
the given variable, and substitute the given values.
a. The perimeter formula for a rectangle is ࢖ = ૛(࢒ + ࢝), where ࢖ represents the perimeter, ࢒ represents the
length, and ࢝ represents the width. Calculate ࢒ when ࢖ = ૠ૙ and ࢝ = ૚૞.

Sample responses:

Substitute and solve. ૠ૙ = ૛(࢒ + ૚૞), ࢒ = ૛૙

࢖
Solve for the variable first: ࢒ = ૛ െ ࢝

૚
b. The area formula for a triangle is ࡭ = ૛ ࢈ࢎ, where ࡭ represents the area, ࢈ represents the length of the base,
and ࢎ represents the height. Calculate ࢈ when ࡭ = ૚૙૙ and ࢎ = ૛૙.
૛࡭
࢈ = ࢎ , ࢈ = ૚૙

Have one or two students present their solutions to the entire class.

Exercise 5 (7 minutes)
The next set of exercises increases slightly in difficulty. Instead of substituting, students solve for the requested variable.
Have students continue to work in groups or with a partner. If the class seems to be getting stuck, solve part of one
exercise as a whole class, and then have them go back to working with their partner or group.
Have students present their results to the entire class. Look for valid solution methods that arrive at the same answer
using a slightly different process to isolate the variable. For parts (b–ii), students may need a reminder to use the square
root to “undo” the square of a number. They learned about square roots and solving simple quadratic equations in
Grade 8.

5. Rearrange each formula to solve for the specified variable. Assume no variable is equal to ૙.
a. Given ࡭ = ࡼ(૚ + ࢚࢘),
i. Solve for ࡼ.
࡭
ࡼ=
૚ + ࢚࢘

ii. Solve for ࢚.

࡭
࢚ = ൬ െ ૚൰ ÷ ࢘
ࡼ

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૚
b. Given ࡷ = ૛ ࢓࢜૛ ,
i. Solve for ࢓.
૛ࡷ
࢓=
࢜૛

ii. Solve for ࢜.

૛ࡷ
࢜ = ±ඨ
࢓

Example 2 (10 minutes): Comparing Equations with One Variable to Those with More Than One Variable
Demonstrate how to reverse the distributive property (factoring) to solve for ‫ݔ‬. Start by Scaffolding:
solving the related equation OR solve both equations at the same time, one line at a time.
In Example 2, some students
Encourage students to make notes justifying their reasoning on each step. Continue
may not need to solve the
emphasizing that the process is the same because variables are just numbers whose
problems in the right column
values have yet to be assigned.
first. Others may need to start
there before solving the literal
Example 2: Comparing Equations with One Variable to Those with More Than One Variable
equations in the left column.

Equation Containing More Than One Variable Related Equation

Solve ࢇ࢞ + ࢈ = ࢊ െ ࢉ࢞ for ࢞. Solve ૜࢞ + ૝ = ૟ െ ૞࢞ for ࢞.

ࢇ࢞ + ࢉ࢞ + ࢈ = ࢊ ૜࢞ + ૞࢞ + ૝ = ૟
ࢇ࢞ + ࢉ࢞ = ࢊ െ ࢈ ૜࢞ + ૞࢞ = ૟ െ ૝
࢞(ࢇ + ࢉ) = ࢊ െ ࢈ ࢞(૜ + ૞) = ૛
ࢊെ ࢈ ૡ࢞ = ૛
࢞=
ࢇ +ࢉ ૛ ૚
࢞= =
ૡ ૝

Solve for ࢞. Solve for ࢞.

ࢇ࢞ ࢉ࢞ ૛࢞ ࢞
+ =ࢋ + =૜
࢈ ࢊ ૞ ૠ
ࢇ࢞ ࢉ࢞ ૛࢞ ࢞
࢈ࢊ ቀ + ቁ = ࢈ࢊ (ࢋ ) + =૜
࢈ ࢊ ૞ ૠ
ࢊࢇ࢞ + ࢉ࢈࢞ = ࢈ࢊࢋ ૛࢞ ࢞
૜૞ ൬ + ൰ = ૜૞(૜)
࢞(ࢊࢇ + ࢉ࢈) = ࢈ࢊࢋ ૞ ૠ
࢈ࢊࢋ ૚૝࢞ + ૞࢞ = ૚૙૞
࢞=
ࢊࢇ + ࢉ࢈ ࢞(૚૝ + ૞) = ૚૙૞
૚ૢ࢞ = ૚૙૞
૚૙૞
࢞=
૚ૢ

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Closing (2 minutes)
Review the Lesson Summary, and close with these questions.
ƒ How is rearranging formulas the same as solving equations that contain a single variable symbol?
ƒ How is rearranging formulas different from solving equations that contain a single variable symbol?
While wrapping up, make sure students understand that while there is essentially no difference when rearranging
formulas, it may seem more difficult, and the final answers may appear more complicated because the variables cannot
be combined into a single numerical expression like they can when numbers are added, subtracted, multiplied, or
divided in the course of solving a typical equation.

Lesson Summary

The properties and reasoning used to solve equations apply regardless of how many variables appear in an
equation or formula. Rearranging formulas to solve for a specific variable can be useful when solving applied
problems.

Exit Ticket (4 minutes)

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Name ___________________________________________________ Date____________________

Lesson 19: Rearranging Formulas

Exit Ticket

1+ܽ
Given the formula ‫= ݔ‬ ,
1െܽ

1. Solve for ܽ when ‫ = ݔ‬12.

2. Rearrange the formula to solve for ܽ.

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Exit Ticket Sample Responses

૚+ࢇ
Given the formula ࢞ = ૚ െ ࢇ ,

1. Solve for ࢇ when ࢞ = ૚૛.

૚+ࢇ
૚૛ =
૚െࢇ
૚૛(૚ െ ࢇ) = ૚ + ࢇ
૚૛ െ ૚૛ࢇ = ૚ + ࢇ
૚૚ = ૚૜ࢇ
૚૚
=ࢇ
૚૜

2. Rearrange the formula to solve for ࢇ.

૚+ࢇ
࢞=
૚െࢇ
࢞(૚ െ ࢇ) = ૚ + ࢇ
࢞ െ ࢞ࢇ = ૚ + ࢇ
࢞ െ ૚ = ࢇ + ࢞ࢇ
࢞ െ ૚ = ࢇ(૚ + ࢞)
࢞െ૚
=ࢇ
૚+࢞

Problem Set Sample Solutions

For Problems 1–8, solve for ࢞.

࢞ା࢈
1. ࢇ࢞ + ૜࢈ = ૛ࢌ 2. ࢘࢞ + ࢎ = ࢙࢞ െ ࢑ 3. ૜࢖࢞ = ૛ࢗ(࢘ െ ૞࢞) 4. =ࢉ
૝
૛ࢌ െ ૜࢈ ࢎ+ ࢑ ૛ࢗ࢘
࢞= ࢞= ࢞= ࢞ = ૝ࢉ െ ࢈
ࢇ ࢙െ࢘ ૜࢖ + ૚૙ࢗ

࢞ ࢞ ࢞ ࢞ ࢞ ૚ ૜ࢇ࢞ା૛࢈
5. െ ૠ = ૛ࢗ 6. െ = ࢇ࢈ 7. െ = 8. = ૝ࢊ
૞ ૟ ૠ ࢓ ࢔ ࢖ ࢉ
࢔࢓ ૝ࢉࢊ െ ૛࢈
࢞ = ૚૙ࢗ + ૜૞ ࢞ = ૝૛ࢇ࢈ ࢞= ࢞=
(࢔ െ ࢓) ࢖ ૜ࢇ

9. Solve for ࢓. 10. Solve for ࢛. 11. Solve for ࢙. 12. Solve for ࢎ.
࢓࢙ ૚ ૚ ૚ ࡭=࢙ ૛
ࢂ = ࣊࢘૛ ࢎ
࢚= + =
࢓+ ࢔ ࢛ ࢜ ࢌ
࢔࢚ ࢜ࢌ ࢂ
࢓= ࢛= ࢙ = ±ξ࡭ ࢎ=
࢙െ࢚ ࢜ െࢌ ࣊࢘૛

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13. Solve for ࢓. 14. Solve for ࢊ. 15. Solve for ࢟. 16. Solve for ࢈૚ .
࢓࢔ ࢇ࢞ + ࢈࢟ = ࢉ ૚
ࢀ = ૝ξ࢓ ࡲ=ࡳ ૛ ࡭ = ࢎ(࢈૚ + ࢈૛)
ࢊ ૛

ࢀ૛ ࡳ࢓࢔ ࢉ െ ࢇ࢞ ૛࡭
࢓= ࢊ = ±ඨ ࢟= ࢈૚ = െ ࢈૛
૚૟ ࡲ ࢈ ࢎ

17. The science teacher wrote three equations on a board that relate velocity, ࢜, distance traveled, ࢊ, and the time to
travel the distance, ࢚, on the board.
ࢊ ࢊ
࢜= ࢚= ࢊ = ࢚࢜
࢚ ࢜

Would you need to memorize all three equations, or could you just memorize one? Explain your reasoning.

You could just memorize ࢊ = ࢚࢜ since the other two equations are obtained from this one by solving for ࢜ and ࢚.

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Lesson 20: Solution Sets to Equations with Two Variables

Student Outcomes
ƒ Students recognize and identify solutions to two-variable equations. They represent the solution set
graphically. They create two-variable equations to represent a situation. They understand that the graph of
the line ܽ‫ ݔ‬+ ܾ‫ ܿ = ݕ‬is a visual representation of the solution set to the equation ܽ‫ ݔ‬+ ܾ‫ܿ = ݕ‬.

Classwork
Scaffolding:
Open the lesson with the following:
ƒ Circulate to make sure
ƒ When working with equations that contain more than one variable, there is students are substituting
often more than one solution. Solutions can be represented using ordered pairs the first coordinate for ‫ݔ‬
when the equation contains two variables. All of the solutions to an equation and the second one for ‫ݕ‬.
are called the solution set. ƒ Create a class graph using
ƒ What do we know about the graph of equations of the form ܽ‫ ݔ‬+ ܾ‫?ܿ = ݕ‬ a sheet of poster paper,
à We know from Grade 8, the graph of ܽ‫ ݔ‬+ ܾ‫ ܿ = ݕ‬is a line. and give each student a
sticky dot. Have them
write the solution on the
Exercise 1 (5 minutes) sticky dot and post theirs
on the class graph. They
Exercises can correct errors when
their solution is not on the
1.
line.
a. Circle all the ordered pairs (࢞, ࢟) that are solutions to the equation ૝࢞ െ ࢟ = ૚૙.

(૜, ૛) (૛, ૜) ( െ૚, െ૚૝) (૙, ૙) (૚ ,െ૟)

(૞, ૚૙) (૙, െ૚૙) (૜, ૝) (૟, ૙) (૝ ,െ૚)

b. How did you decide whether or not an ordered pair was a solution to the equation?

Most students will explain that they substituted and checked to see whether or not the equation was true.

Point out the two-variable equation in Exercise 1 and the possible solutions represented as ordered pairs. Working
independently, students use their prior knowledge to verify which ordered pairs are solutions to an equation. Ask
students to compare their solutions with a partner. Briefly share answers, and give students a chance to revise their
work or add to their written responses to part (b).

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Exercise 2 (15 minutes)

Students should work in groups on Exercise 2 part (a) only. After about four minutes, have each group share their
solutions and their solution strategies with the entire class. Highlight the different approaches to finding solutions.
Most groups will likely start by picking a value for either ‫ ݔ‬or ‫ ݕ‬and then deciding what the other variable should equal to
make the number sentence true. Value groups that began to organize their solutions in a meaningful way, such as by
increasing ‫ݔ‬-values. Groups may even organize their solutions in a graph.

2.
a. Discover as many additional solutions to the equation ૝࢞ െ ࢟ = ૚૙ as possible. Consider the best way to
organize all the solutions you have found. Be prepared to share the strategies you used to find your
solutions.

Sample answers: (െ૞, െ૜૙); (െ૛, െ૚ૡ); (૛, െ૛); (૝, ૟)

b. Now, find five more solutions where one or more variables are negative numbers or non-integer values. Be
prepared to share the strategies you used to find your solutions.
૚ ૜ ૞
Sample answers: (െ૝, െ૛૟); (െ૜, െ૛૛); ቀ૛ , െૡቁ; ቀ૛ , െ૝ቁ; ቀ૛ , ૙ቁ

c. How many ordered pairs (࢞, ࢟) will be in the solution set of the equation ૝࢞ െ ࢟ = ૚૙ ?

Infinitely many.

d. Create a visual representation of the solution set by plotting each solution as a point (࢞, ࢟) in the coordinate
plane.

e. Why does it make sense to represent the solution to the equation ૝࢞ െ ࢟ = ૚૙ as a line in the coordinate
plane?

Drawing the line is the only way to include all possible solutions. It would be impossible to plot every point
that is a solution to the equation since there are infinitely many solutions.

Next, have the groups complete parts (b) through (d). Debrief the entire class by having each group share their work, or
if time permits, create a class graph. Parts (c) and (e) are the most important. Students need to realize that listing all the
solutions is impossible. A visual representation of a curve (in this case a line) is a way to include ALL possible solutions
including those with fractional or irrational values. Prove this to students by letting ‫ = ݔ‬ξ 2 and then solving for ‫= ݕ‬
4ξ 2 െ 10. Then, use a graphing calculator or graphing software to graph the line and find the value when ‫ = ݔ‬ξ 2.

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Exercises 3–5 (15 minutes)

These exercises ask students to create a linear equation in two variables that represents a Scaffolding:
situation. The equations in Exercises 3 and 4 are the same, but the domain of each
Teach a method for getting
variable is different due to the context. Require students to attend to precision in
solutions by selecting values
MP.2 depicting answers that reflect the domain given the context. Are they using “let” for ‫ ݔ‬and substituting them
& statements to name each variable? Are they getting correct solutions to the equations?
MP.6 Notice whether or not they are using some of the strategies developed in the exercise to into the equation to find ‫ݕ‬.
Have students organize the
find their solutions. In Exercise 3, the graph should be a solid line that extends to the
ordered pairs in a table.
boundaries of the coordinate plane, but in Exercise 4, the graph should be discrete and
only contain whole number values in the ordered pairs.

3. The sum of two numbers is ૛૞. What are the numbers?

a. Create an equation using two variables to represent this situation. Be sure to explain the meaning of each
variable.

Let ࢞ represent one number, and let ࢟ represent another number.

Equation: ࢞ + ࢟ = ૛૞

b. List at least six solutions to the equation you created in part (a).

Answers will vary but should be pairs of numbers whose sum is ૛૞.

c. Create a graph that represents the solution set to the equation.

See graph to the right.

4. Gia had ૛૞ songs in a playlist composed of songs from her two favorite artists, Beyonce and Jennifer Lopez. How
many songs did she have by each one in the playlist?
a. Create an equation using two variables to represent this situation. Be sure to explain the meaning of each
variable.

Let ࢞ represent the number of Beyonce songs, and let ࢟ represent the number of Jennifer Lopez songs.
Equation: ࢞ + ࢟ = ૛૞

b. List at least three solutions to the equation you created in part

(a).

Answers will vary but should be limited to pairs of whole

numbers whose sum is ૛૞.

c. Create a graph that represents the solution set to the equation.

See graph to the right.

5. Compare your solutions to Exercises 3 and 4. How are they alike? How are they different?

The solution set to Exercise 3 is an infinite number of ordered pairs, and the graph is a solid line. The solution set to
Exercise 4 is a finite set of ordered pairs that also happens to be in the solution set to Exercise 3. The graph is a
discrete set of points that lie on the line ࢟ = െ࢞ + ૛૞.

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When debriefing these exercises with the whole class, be sure to reinforce that the domain depends on the situation.
Review expectations for making a complete graph (scaling, labeling, etc.). Emphasize the difference between a discrete
and continuous graph.

Closing (5 minutes)
Review the Lesson Summary by reading closely and posing the questions below.
ƒ Is the graph of the line ‫ = ݕ‬2‫ ݔ‬െ 3 the same as the solution set to the equation ‫ = ݕ‬2‫ ݔ‬െ 3? Explain your
reasoning.
à Yes. According to the Lesson Summary, the set of (‫ݔ‬, ‫ )ݕ‬points that forms the solution set will be points
on the graph. Since the degree of ‫ ݔ‬and ‫ ݕ‬are both one, the resulting graph is a line.
ƒ Suppose I am using the equation to represent the following context: The number of trucks manufactured is
always 3 fewer than twice the number of cars manufactured. Does it still make sense that every point on the
line is a solution to my equation considering the context of my problem?
à No. Only the points (‫ݔ‬, ‫ )ݕ‬that are in the domain of whole numbers (since they don’t manufacture 0.3
of a car or truck) are solutions to the equation within this context.
ƒ Why is it useful to represent the solutions to a two-variable equation using a graph?
à If the domain of ‫ ݔ‬and ‫ ݕ‬are the real numbers, then it would be impossible to list all of the solutions as
ordered pairs. A continuous graph implies that every ‫ݔ‬-value in the domain of the graph has a
corresponding ‫ݕ‬-value that makes the equation true.
à Even if the domain of ‫ ݔ‬and ‫ ݕ‬are integers or whole numbers or something other than the real numbers,
it is helpful to extend a line along all the solution points and use that line to find other solutions within
the domain (much more so than trying to draw out a bunch of dots along the ruler).
à It is also cool and convenient that the graph of each class of equation has a distinctive shape on the
coordinate plane. The graphs of equations are usually visually striking and telling in a very efficient
way. As we learn in future lessons, the two-variable version of inequalities, solutions, systems, etc.,
each carries an interesting geometrical meaning in its two-dimensional graph.

Lesson Summary
An ordered pair is a solution to a two-variable equation when each number substituted into its corresponding
variable makes the equation a true number sentence. All of the solutions to a two-variable equation are called the
solution set.

Each ordered pair of numbers in the solution set of the equation corresponds to a point on the coordinate plane.
The set of all such points in the coordinate plane is called the graph of the equation.

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 20: Solution Sets to Equations with Two Variables

Exit Ticket

The Math Club sells hot dogs at a school fundraiser. The club earns $108.00 and has a combination of five-dollar and
one-dollar bills in its cash box. Possible combinations of bills are listed in the table below. Complete the table.

Number of five-dollar bills Number of one-dollar bills Total = $૚૙ૡ. ૙૙

19 13 5(19) + 1(13) = 108
16 28
11 53
4 88

1. Find one more combination of ones and fives that totals $108.00.

2. The equation 5‫ ݔ‬+ 1‫ = ݕ‬108 represents this situation. A graph of the

line ‫ = ݕ‬െ5‫ ݔ‬+ 108 is shown. Verify that each ordered pair in the table
lies on the line.

3. What is the meaning of the variables (‫ ݔ‬and ‫ )ݕ‬and the numbers

(1, 5, and 108) in the equation 5‫ ݔ‬+ 1‫ = ݕ‬108?

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Exit Ticket Sample Solutions

The Math Club sells hot dogs at a school fundraiser. The club earns $૚૙ૡ.૙૙ and has a combination of five-dollar and
one-dollar bills in its cash box. Possible combinations of bills are listed in the table below. Complete the table.

Number of five-dollar bills Number of one-dollar bills Total = $૚૙ૡ.૙૙

૚ૢ ૚૜ ૞(૚ૢ) + ૚(૚૜) = ૚૙ૡ
૚૟ ૛ૡ ૞(૚૟) + ૚(૛ૡ) = ૚૙ૡ

૚૚ ૞૜ ૞(૚૚) + ૚(૞૜) = ૚૙ૡ

૝ ૡૡ ૞(૝) + ૚(ૡૡ) = ૚૙ૡ

1. Find one more combination of ones and fives that totals $૚૙ૡ.૙૙ .
(૛૙ ,ૡ), which stands for ૛૙ fives and ૡ ones.

2. The equation ૞࢞ + ૚࢟ = ૚૙ૡ represents this situation. A graph of the

line ࢟ = െ૞࢞ + ૚૙ૡ is shown. Verify that each ordered pair in the
table lies on the line.

Graph is shown with points plotted for the solutions. Verify by

substituting the ordered pairs in the table into the equation for the
line.

3. What is the meaning of the variables (࢞ and ࢟) and the numbers

(૚,૞ , and ૚૙ૡ) in the equation ૞࢞ + ૚࢟ = ૚૙ૡ?

࢞ is the number of ૞-dollar bills; ࢟ is the number of ૚-dollar bills; ૚ is

the value of a ૚-dollar bill; ૞ is the value of a ૞-dollar bill, and ૚૙ૡ is
the total dollar amount. If there are ࢞ fives, then ૞࢞ is the value of all
the five-dollar bills.

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Problem Set Sample Solutions

1. Match each equation with its graph. Explain your reasoning.

Justifications will vary. Sample response: I identified points on each graph and substituted them into the equations.
Some graphs had the same points, like (૙, െ૟), so I needed to check the solutions with at least one other point.

a. ࢟ = ૞࢞ െ ૟
1 y 2 y
Graph 4
10 10

b. ࢞ + ૛࢟ = െ૚૛ 5 5

Graph 5

-10 -5 5 10 -10 -5 5 10 x
x
c. ૛࢞ + ࢟ = ૝
-5 -5
Graph 1

-10 -10
d. ࢟ = ૜࢞ െ ૟

Graph 3 3 y 4 y

10 10

e. ࢞ = െ࢟ െ ૝
5 5
Graph 2

-10 -5 5 10 x -10 -5 5 10 x

-5 -5

-10 -10

5 y

10

-10 -5 5 10 x

-5

-10

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2. Graph the solution set in the coordinate plane. Label at least two ordered pairs that are solutions on your graph.

a. ૚૙࢞ + ૟࢟ = ૚૙૙ b. ࢟ = ૢ. ૞࢞ + ૛૙ c. ૠ࢞ െ ૜࢟ = ૛૚ d. ࢟ = ૝(࢞ + ૚૙)

Solutions are shown below.

Graph a Graph b

y y

20 100

16 80

12 60

(4,10)
8 40
(2,39)
4 20
(10,0) (0,20)
0 2 4 6 8 10 0 2 4 6 8 10 x
x

Graph c Graph d

3. Mari and Lori are starting a business to make gourmet toffee. They gather the following information from another
business about prices for different amounts of toffee. Which equation and which graph are most likely to model the
price, ࢖, for ࢞ pounds of toffee? Justify your reasoning.

Graph
p 1 Graph 2
y y
Pounds, ࢞ Price, ࢖, for 20
20
࢞ pounds
૙. ૛૞ $૜. ૟૙
15 15
૙. ૡ૚ $૟. ૝ૡ
૚ $ૠ. ૛૙
10 10
૚. ૝૝ $ૡ. ૟૝

5 5

Equation A: ࢖ = ૞࢞ + ૛. ૛

Equation B: ࢖ = ૠ. ૛ξ ࢞ 0 1 2 3 4 0 1 2 3 4 x
x

Graph 1 is a nonlinear function. It fits the table data better and seems to be the correct equation. I estimated a few
ordered pairs on the graph, and they were close matches to the values in the table. The points on the second graph
do not match the table values at all for ࢞-values larger than ૚.

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Lesson 21: Solution Sets to Inequalities with Two Variables

Student Outcomes
ƒ Students recognize and identify solutions to two-variable inequalities. They represent the solution set
graphically. They create two-variable inequalities to represent a situation.
ƒ Students understand that a half-plane bounded by the line ܽ‫ ݔ‬+ ܾ‫ ܿ = ݕ‬is a visual representation of the
solution set to a linear inequality, such as ܽ‫ ݔ‬+ ܾ‫ܿ < ݕ‬. They interpret the inequality symbol correctly to
determine which portion of the coordinate plane is shaded to represent the solution.

Lesson Notes
Students explore an inequality related to the equation from the previous lesson’s Exercises 1–2. Using the same
equation will help students to distinguish the differences between solution sets and graphs of two-variable equations
versus two-variable inequalities.

Materials
ƒ Graph paper

Classwork
Consider opening the lesson with the following:
ƒ When working with inequalities in one variable, you learned to graph the solution set on a number line. When
working with inequalities with two variables, the solutions are also represented visually but in two-dimensions
in the coordinate plane.

Exercise 1 (5 minutes)
Discuss the two-variable equation in Exercise 1 and the possible solutions represented as ordered pairs.
Have students work independently, using their prior knowledge to verify which ordered pairs are solutions to an
equation (i.e., make a true number sentence).

Exercises 1–2

1.
a. Circle each ordered pair (࢞,࢟) that is a solution to the equation ૝࢞ െ ࢟ ൑ ૚૙.

i. (૜,૛) (૛,૜) (െ૚, െ૚૝) (૙, ૙) (૚, െ૟)

ii. (૞,૚૙) (૙,െ૚૙) (૜, ૝) (૟ ,૙) (૝, െ૚)

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b. Plot each solution as a point (࢞,࢟) in the coordinate plane.

c. Describe the location of the solutions in the coordinate plane.

(Students may struggle to describe the points. Here is one possible

description.) The points do not all fall on any one line, but if I drew a
line through any two of the points, the others are not too far away
from that line.

Ask students to compare their solutions with a partner. Briefly share answers and give students a chance to revise their
work or add to their written response to part (a). Do not linger on part (c); the activity that follows will help to clarify
their thinking.

Scaffolding
Exercise 2 (10 minutes) Pay attention to students who
are still struggling to interpret
Students should work in groups on part (a) only. After about 4 minutes, have each group the inequality symbols
share their solutions and their solution strategies with the entire class. Highlight the correctly. Perhaps creating a
MP.1 different approaches to finding solutions. Most groups will likely start by picking a value chart or adding terms to a
for either ‫ ݔ‬or ‫ ݕ‬and then deciding what the other variable should equal to make the word wall could serve as a
number sentence true. reminder to the students.

2.
a. Discover as many additional solutions to the inequality ૝࢞ െ ࢟ ൑ ૚૙ as
possible. Organize solutions by plotting each as a point (࢞,࢟) in the
coordinate plane. Be prepared to share the strategies used to find the
solutions.

(There are an infinite number of correct answers, as well as an infinite

number of incorrect answers. Some sample correct answers are shown.)

(૚,૚), (૚, െ૜), (െ૛, ૛), (െ૞, ૝)

b. Graph the line ࢟ = ૝࢞ െ ૚૙. What do you notice about the solutions
to the inequality ૝࢞ െ ࢟ ൑ ૚૙ and the graph of the line ࢟ = ૝࢞ െ ૚૙?

All of the points are either on the line, to the left of the line, or above
the line.

c. Solve the inequality for ࢟.

࢟ ൒ ૝࢞ െ ૚૙

d. Complete the following sentence.

If an ordered pair is a solution to ૝࢞ െ ࢟ ൑ ૚૙, then it will be located on, above, or to the left of the line
࢟ = ૝࢞ െ ૚૙.
Explain how you arrived at your conclusion.

I observed that all the points were on one side of the line, and then I tested some points on the other side of
the line and found that none of the points I tested from that side of the line were solutions to the inequality.

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Next have the groups complete parts (b)–(d). As they work, circulate around the room answering questions and
providing support. Make sure that students reversed the inequality symbol when solving for ‫ ݕ‬in part (c). Discuss the
following:
ƒ I noticed some of you wrote that all the points are on the left side of the line and others wrote that all the
points are above the line. Are both of those descriptions correct?
ƒ Now, look at your answer to part (c). When you solved the inequality for ‫ݕ‬, what does that statement seem to
tell you?
à It tells me that all the ‫ݕ‬-values have to be greater than or equal to something related to ‫ݔ‬.
ƒ Then which description would you say best correlates to the inequality we wrote in part (c)? Points to the left
of the line or points above the line? Why?
à Points above the line because when we solve for ‫ݕ‬, we are describing where the ‫ݕ‬-values are in relation
to the line, and ‫ݕ‬-values are plotted on the vertical axis; therefore, the words above and below are the
accurate descriptors.
ƒ How can we depict the entire solution set of ALL the points above the line? When we worked with equations
in one variable and graphed our solution set on the number line, how did we show what the solution set was?
à We colored it darker or shaded it. So we can just shade in the entire area above the line.
ƒ What about the line itself, is it part of the solution set?
à Yes.
ƒ What if it wasn’t? What if the inequality was ‫ > ݕ‬4‫ ݔ‬െ 10? How could we show that it is all the points except
that line?
à We traditionally make the line a dashed line instead of a solid line to indicate that the points on the line
are not part of the solution set.
Before moving on, make sure students understand that any ordered pair in the solution set will be a point (‫ݔ‬, ‫ )ݕ‬that is
located on or above the line because that is the portion of the coordinate plane where ‫ ݕ‬is greater than or equal to the
difference of 4‫ ݔ‬and 10.

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Example (10 minutes)

Example

The solution to ࢞ + ࢟ = ૛૙ is shown on the graph below.

a. Graph the solution to ࢞ + ࢟ ൑ ૛૙. c. Graph the solution to ࢞ + ࢟ < ૛૙.

b. Graph the solution to ࢞ + ࢟ ൒ ૛૙. d. Graph the solution to ࢞ + ࢟ > ૛૙.

Exercises 3–5 (15 minutes)

Students will need graph paper for this portion of the lesson. Have students work individually to complete as much of
Exercise 3 as they can in 8 minutes, reserving the final 7 minutes for comparing with a neighbor and debating any
conflicting answers. Alternatively, differentiate by assigning only a subset of the problems most appropriate for each
student or group of students. In any case, make the assignments in pairs so that students have someone with whom to
compare answers. Students may struggle as they work on parts (f)–(j), graphing solutions to equations like ‫ = ݕ‬5; allow
the students to struggle and discuss with each other. (Exercise 4 will revisit this idea with the entire class.) Students will
rely on their experiences in Grade 8 as well as their explorations in Lessons 1–5 of this module to distinguish between
the linear and nonlinear inequalities and answer the question that concludes Exercise 3.
Allow students to debate and discuss. Guide them to the correct conclusion, and then review the definition of a half-
plane that follows Exercise 3, clarifying for students that a strict inequality does not include the or equal to option. It
must be either strictly less than or greater than.

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Exercises 3–5

3. Using a separate sheet of graph paper, plot the solution sets to the following equations and inequalities:

a. ࢞ െ ࢟ = ૚૙ f. ࢟=૞ k. ࢞> ૙
b. ࢞ െ ࢟ < ૚૙ g. ࢟<૞ l. ࢟<૙
c. ࢟ > ࢞ െ ૚૙ h. ࢞൒ ૞ m. ࢞૛ െ ࢟ = ૙
d. ࢟൒࢞ i. ്࢟૚ n. ࢞ ૛ + ࢟૛ > ૙
e. ࢞൒ ࢟ j. ࢞= ૙ o. ࢞࢟ ൑ ૙

a. b. c.

d. e. f.

g. h. i.

j. k. l.

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m. n. o.

Which of the inequalities in this exercise are linear inequalities?

Parts (a)–(l) are linear. Parts (m)–(o) are not.

A half-plane is the graph of a solution set in the Cartesian coordinate plane of an inequality in two real-number
variables that is linear and strict.

4. Describe in words the half-plane that is the solution to each inequality.

a. ࢟൒૙

The half-plane lying above the ࢞-axis and including the ࢞-axis.

b. ࢞ < െ૞
The half plane to the left of the vertical line ࢞ = െ૞, not including the line ࢞ = െ૞.

c. ࢟ ൒ ૛࢞ െ ૞

The line ࢟ = ૛࢞ െ ૞ and the half-plane lying above it.

d. ࢟ < ૛࢞ െ ૞

The half-plane lying below the line ࢟ = ૛࢞ െ ૞ .

5. Graph the solution set to ࢞ < െ૞, reading it as an inequality in one variable, and describe the solution set in words.
Then graph the solution set to ࢞ < െ૞ again, this time reading it as an inequality in two variables, and describe the
solution set in words.

Read in one variable: All real numbers less than െ૞. The graph will have
an open circle at the endpoint െ૞ and extend as a ray to the left of െ૞ on
the number line.

Read in two variables: All ordered pairs (࢞, ࢟) such that ࢞ is less than െ૞.
The graph will be a dashed vertical line through ࢞ = െ૞, and all points to
the left of the line will be shaded.

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Closing (2 minutes)
ƒ Why is it useful to represent the solution to an inequality with two variables graphically?
ƒ How does graphing the solution set of a one-variable inequality compare to graphing the solution set to a two-
variable inequality?

Lesson Summary

An ordered pair is a solution to a two-variable inequality if, when each number is substituted into its corresponding
variable, it makes the inequality a true number sentence.

Each ordered pair of numbers in the solution set of the inequality corresponds to a point on the coordinate plane.
The set of all such points in the coordinate plane is called the graph of the inequality.

The graph of a linear inequality in the coordinate plane is called a half-plane.

Exit Ticket (3 minutes)

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Name ___________________________________________________ Date____________________

Lesson 21: Solution Sets to Inequalities with Two Variables

Exit Ticket

What pairs of numbers satisfy the statement: The sum of two numbers is less than 10?
Create an inequality with two variables to represent this situation, and graph the solution set.

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Exit Ticket Sample Solution

What pairs of numbers satisfy the statement: The sum of two numbers is less than ૚૙?

Create an inequality with two variables to represent this situation, and graph the
solution set.

Let ࢞ represent one number, and let ࢟ represent a second number.

Inequality: ࢞ + ࢟ < ૚૙

Graph the line ࢟ = െ࢞ + ૚૙ using a dashed line and shade below the line.

Problem Set Sample Solutions

1. Match each inequality with its graph. Explain your reasoning.

a. ૛࢞ െ ࢟ > ૟

Graph 2

b. ࢟ ൑ ૛࢞ െ ૟

Graph 4

c. ૛࢞ < ࢟ + ૟

Graph 3

d. ૛࢞ െ ૟ ൑ ࢟
Graph 1

Student explanations will vary. Sample response:

I rearranged each equation and found that they were all the same except for the inequality symbol. The strict
inequalities are the dashed lines, and the others are solid lines. When solving for ࢟, you can decide the shading.
Greater than is shaded above the line, and less than is shaded below the line.

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2. Graph the solution set in the coordinate plane. Support your answer by selecting two ordered pairs in the solution
set and verifying that they make the inequality true.
a. െ૚૙࢞ + ࢟ > ૛૞ b. െ૟ ൑ ࢟ c. ࢟ ൑ െૠ. ૞࢞ + ૚૞

d. ૛࢞ െ ૡ࢟ ൑ ૛૝ e. ૜࢞ < ࢟ f. ૛࢞ > ૙

a. b. c.

d. e. f.

3. Marti sells tacos and burritos from a food truck at the farmers market. She sells burritos for $૜. ૞૙ each and tacos
for $૛. ૙૙ each. She hopes to earn at least $૚૛૙ at the farmers market this Saturday.
a. Identify three combinations of tacos and burritos that will earn Marti more than $૚૛૙.

Answers will vary but should be solutions to the inequality ૜. ૞࢞ + ૛࢟ > ૚૛૙.

b. Identify three combinations of tacos and burritos that will earn Marti exactly $૚૛૙.

Answers will vary but should be solutions to the equation ૜.૞࢞ + ૛࢟ = ૚૛૙.

c. Identify three combinations of tacos and burritos that will not earn Marti at least $૚૛૙.

Answers will vary but should not be solutions to the inequality or equation.

d. Graph your answers to parts (a)–(c) in the coordinate plane and then shade a half-plane that contains all
possible solutions to this problem.

The graph shown for part (d) is shown to the right. Answers to part (a) should lie in the shaded half-plane.
Answers to part (b) should lie on the line, and answers to part (c) should lie in the un-shaded half-plane.

e. Create a linear inequality that represents the solution to this problem. Let ࢞ represent the number of burritos
that Marti sells, and let ࢟ represent the number of tacos that Marti sells.

૜. ૞࢞ + ૛࢟ ൒ ૚૛૙

f. Are the points (૚૙, ૝ૢ.૞) a solution to the inequality you created in part (e)? Explain your reasoning.

The point would not be valid because it would not make sense in this situation to sell a fractional amount of
tacos or burritos.

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Lesson 22: Solution Sets to Simultaneous Equations

Student Outcomes
ƒ Students identify solutions to simultaneous equations or inequalities; they solve systems of linear equations
and inequalities either algebraically or graphically.

Classwork
Opening Exercise (8 minutes)
Allow students time to work on parts (a)–(d) individually. Then have students compare responses with a partner or
share responses as a class.

Opening Exercise

Consider the following compound sentence: ࢞ + ࢟ > ૚૙ and ࢟ = ૛࢞ + ૚.

a. Circle all the ordered pairs (࢞, ࢟) that are solutions to the inequality ࢞ + ࢟ > ૚૙ .

b. Underline all the ordered pairs (࢞, ࢟) that are solutions to the equation ࢟ = ૛࢞ + ૚.

c. List the ordered pair(s) (࢞, ࢟) from above that are solutions to the compound sentence ࢞ + ࢟ > ૚૙ and ࢟ =
૛࢞ + ૚.

(૞,૚૚) and (૚૛,૛૞)

d. List three additional ordered pairs that are solutions to the compound sentence ࢞ + ࢟ > ૚૙ and ࢟ = ૛࢞ + ૚.

(૝,ૢ), (૟, ૚૜), and (ૠ, ૚૞)

Ask:
ƒ How many possible answers are there to part (d)?
ƒ Can anyone come up with a non-integer solution?
Discuss that just as they saw with compound equations in one variable, solving pairs of equations in two variables linked
by AND is given by common solution points.
ƒ How does the solution set change if the inequality is changed to ‫ ݔ‬+ ‫ ݕ‬൒ 10?
à The point (3, 7) would be added to the solution set.

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Have students complete parts (e) and (f) in pairs and discuss responses.

e. Sketch the solution set to the inequality ࢞ + ࢟ > ૚૙ and the solution set
to ࢟ = ૛࢞ + ૚ on the same set of coordinate axes. Highlight the points
that lie in BOTH solution sets.

f. Describe the solution set to ࢞ + ࢟ > ૚૙ and ࢟ = ૛࢞ + ૚ .

All points that lie on the line ࢟ = ૛࢞ + ૚ and above the line ࢟ = െ࢞ +
૚૙.

ƒ Which gives a more clear idea of the solution set: the graph or the verbal description?
à Answers could vary. The verbal description is pretty clear, but later in the lesson we will see systems
with solution sets that would be difficult to describe adequately without a graph.

Example 1 (6 minutes)
In Grade 8, students solved systems of linear equations both graphically and algebraically (using both substitution and
elimination techniques), so this should primarily be a review. Work through the example as a class, introducing the
notation shown as indicating a system of equations, wherein the two or more equations given are understood to be
compound statements connected with an “and.” Also convey that the word simultaneous from the title of the lesson is
another way of saying that all equations must be simultaneously true.

Example 1

Solve the following system of equations.

࢟ = ૛࢞ + ૚
൜
࢞െ࢟= ૠ

Graphically: Algebraically:

࢞ െ (૛࢞ + ૚) = ૠ
࢞ = െૡ
࢟ = ૛( െૡ) + ૚
࢟ = െ૚૞
Solution: (െૡ, െ૚૞)

Reinforce that even though the “and” is not stated explicitly, it is implied when given a system of equations. Problems
written using this notation are asking one to find the solution(s) where ‫ = ݕ‬2‫ ݔ‬+ 1 and ‫ ݔ‬െ ‫ = ݕ‬17. Work the problem
using substitution. The elimination method is reviewed in the next lesson.

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Exercise 1 (9 minutes)
Have students complete Exercise 1 individually. Scaffolding:
In Algebra II, students will solve
Exercise 1 systems containing three
Solve each system first by graphing and then algebraically. unknowns. Challenge early
finishers with this problem:
ƒ If ‫ ݔ‬+ ‫ = ݕ‬1 and ‫ ݕ‬+ ‫= ݖ‬
࢟ = ૝࢞ െ ૚
a. ቊ 2 and ‫ ݔ‬+ ‫ = ݖ‬3, find ‫ݔ‬, ‫ݕ‬,
૚
࢟ =െ ࢞+ૡ
૛ and ‫ݖ‬.
࢟ = ૝࢞ െ ૚ à Answer: (1,0,2).
૚
࢟ =െ ࢞+ૡ
૛
(૛, ૠ)

૛‫ ܠ‬+ ‫ = ܡ‬૝
b. ൜
૛‫ ܠ‬+ ૜‫ૢ = ܡ‬
૛࢞ + ࢟ = ૝
૛࢞ + ૜࢟ = ૢ
૜ ૞
൬ , ൰
૝ ૛

c. ൜૜‫ ܠ‬+ ‫ = ܡ‬૞

૜‫ ܠ‬+ ‫ = ܡ‬ૡ
૜࢞ + ࢟ = ૞
૜࢞ + ࢟ = ૡ
No solution

As students finish, have them put both the graphical and algebraic approaches on the board for parts (a)–(c) or display
student work using a document camera. Discuss as a class.
ƒ Were you able to find the exact solution from the graph?
à Not for part (b).
ƒ Solving by graphing sometimes only yields an approximate solution.
ƒ How can you tell when a system of equations will have no solution from the graph?
à The graphs do not intersect. For linear systems, this occurs when the lines have the same slope but
have different ‫ݕ‬-intercepts, which means the lines will be parallel.
ƒ What if a system of linear equations had the same slope and the same ‫ݕ‬-intercept?
à There would be an infinite number of solutions (all points that lie on the line).

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Example 2 (4 minutes)

Example 2

Now suppose the system of equations from Exercise 1 part (c) was instead a system of inequalities:

൜૜࢞ + ࢟ ൒ ૞
૜࢞ + ࢟ ൑ ૡ

Graph the solution set.

ƒ How did the solution set change from Exercise 1 part (c) to Example 2? What if we changed the problem to
MP.7 3‫ ݔ‬+ ‫ ݕ‬൑ 5 and 3‫ ݔ‬+ ‫ ݕ‬൒ 8?
à There would be no solution.
The solution to a system of inequalities is where their shaded regions intersect. Let this idea lead into Example 3.

Example 3 (4 minutes)
Instruct students to graph and shade the solution set to each inequality in two different colored pencils. Give them a
few minutes to complete this individually. Then discuss the solution to the system as a class.

Example 3
Graph the solution set to the system of inequalities.

૛࢞ െ ࢟ < ૜ and ૝࢞ + ૜࢟ ൒ ૙

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ƒ Where does the solution to the system of inequalities lie?

à Where the shaded regions overlap.
ƒ What is true about all of the points in this region?
à These points are the only ones that satisfy both inequalities.
Verify this by testing a couple of points from the shaded region and a couple of points that are not in the shaded region
to confirm this idea to students.

Exercise 2 (7 minutes)
Have students complete Exercise 2 individually and then compare their answers with a neighbor.

Exercise 2

Graph the solution set to each system of inequalities.

a. ቄ࢞ െ ࢟ > ૞
࢞ > െ૚

࢟ ൑࢞+૝
b. ൝࢟ ൑ ૝ െ ࢞
࢟൒૙

ƒ Could you express the solution set of a system of inequalities without using a graph?
à Yes, using set notation, but a graph makes it easier to visualize and conceptualize which points are in
the solution set.
ƒ How can you check your solution graph?
à Test a few points to confirm that the points in the shaded region satisfy all the inequalities.

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Closing (2 minutes)
ƒ What are the different ways to solve a system of equations?
à Graphically, algebraically, or numerically (using a table).
ƒ Explain the limitations of solving a system of equations graphically.
à It is always subject to inaccuracies associated with reading graphs, so we are only able to approximate
an intersection point.
ƒ Explain the limitations of expressing the solution to a system of inequalities without using a graph.
à It is difficult to describe the solution set without simply restating the problem in set notation, which is
hard to visualize or conceptualize.

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 22: Solution Sets to Simultaneous Equations

Exit Ticket

1. Estimate the solution to the system of equations whose graph is

shown to the right.

2. Write the two equations for the system of equations, and find
the exact solution to the system algebraically.

3. Write a system of inequalities that represents the shaded region

on the graph shown to the right.

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Exit Ticket Sample Solutions

1. Estimate the solution to the system of equations whose graph is shown.

(૞.૛, ૙. ૢ)

2. Write the two equations for the system of equations, and find the exact
solution to the system algebraically.
࢟ = െ࢞ + ૟
൝ ૜
࢟ = ࢞െ૜
૝
૜ ૜૟ ૟
࢞ െ ૜ = െ࢞ + ૟ ࢟=െ +૟=
૝ ૠ ૠ
ૠ
࢞=ૢ
૝
૜૟
࢞=
ૠ
૜૟ ૟
൬ , ൰
ૠ ૠ

3. Write a system of inequalities that represents the shaded region on the

graph shown to the right.
࢟ ൒ െ࢞ + ૟
൝ ૜
࢟ ൒ ࢞െ૜
૝

Problem Set Sample Solutions

1. Estimate the solution to the system of equations by graphing and then find the exact solution to the system
algebraically.

൜૝࢞ + ࢟ = െ૞
࢞ + ૝࢟ = ૚૛

Estimated solution: (െ૛.૚, ૜. ૞)

െ૜૛ ૞૜
Exact solution: ቀ ૚૞ , ૚૞ ቁ

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2.
a. Without graphing, construct a system of two linear equations where (૙, ૞) is a solution to the first equation
but is not a solution to the second equation, and (૜, ૡ) is a solution to the system.

The first equation must be ࢟ = ࢞ + ૞; the second equation could be any equation that is different from
࢟ = ࢞ + ૞, and whose graph passes through (૜, ૡ); for example, ࢟ = ૛࢞ + ૛ will work.

b. Graph the system and label the graph to show that the system you created in part (a) satisfies the given
conditions.

3. Consider two linear equations. The graph of the first equation is shown. A table of values satisfying the second
equation is given. What is the solution to the system of the two equations?

࢞ െ૝ െ૛ ૙ ૛ ૝
࢟ െ૛૟ െ૚ૡ െ૚૙ െ૛ ૟

The form of the second equation can be determined exactly to be ࢟ = ૝࢞ െ ૚૙. Since the first equation is only given
graphically, one can only estimate the solution graphically. The intersection of the two graphs appears to occur at
(૛,െ૛). This may not be exactly right. Solving a system of equations graphically is always subject to inaccuracies
associated with reading graphs.

࢞൒ ૙
4. Graph the solution to the following system of inequalities: ൝ ࢟<૚
࢞ + ૜࢟ > ૙

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5. Write a system of inequalities that represents the shaded region of the

graph shown.
࢟ ൒ െ࢞ + ૟
൜
࢟<૚

6. For each question below, provide an explanation or an example to support your claim.
a. Is it possible to have a system of equations that has no solution?

Yes, for example, if the equations’ graphs are parallel lines.

b. Is it possible to have a system of equations that has more than one solution?

Yes, for example, if the equations have the same graph, or in general, if the graphs intersect more than once.

c. Is it possible to have a system of inequalities that has no solution?

Yes, for example, if the solution sets of individual inequalities, represented by shaded regions on the
coordinate plane, do not overlap.

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Lesson 23: Solution Sets to Simultaneous Equations

Student Outcomes
ƒ Students create systems of equations that have the same solution set as a given system.
ƒ Students understand that adding a multiple of one equation to another creates a new system of two linear
equations with the same solution set as the original system. This property provides a justification for a method
to solve a system of two linear equations algebraically.

Lesson Notes
Students explore standard A.REI.C.5 in great detail. They have already developed proficiency with solving a system of
two linear equations. This lesson delves into why the elimination method works and further enhances student
understanding of equivalence.

Classwork
Opening Exercise (3 minutes)
This should go very quickly. Expect students to substitute 3 for ‫ ݔ‬and 4 for ‫ ݕ‬into both equations. If students struggle
with this piece, you may need to reinforce what it means when an ordered pair is a solution to simultaneous equations
and continue to reinforce that notion throughout the lesson.

Opening Exercise

Here is a system of two linear equations. Verify that the solution to this system is (૜,૝).

Equation A1: ࢟ = ࢞ + ૚

Equation A2: ࢟ = െ૛࢞ + ૚૙

Substitute ૜ for ࢞ and ૝ for ࢟ into both equations.

૝ = ૜ + ૚ is a true equation.

૝ = െ૛(૜) + ૚૙ is a true equation.

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Exploratory Challenge (23 minutes) Scaffolding:

Students should work in groups to complete parts (a)–(e) for about 5–7 minutes. Have If groups are struggling to get
one or more groups share their solutions with the class. These first questions get students started, remind them that
thinking about ways to create a new system of equations with the same solution set as the (3, 4) must be a solution to
Opening Exercise. Expect a variety of responses from groups as they create their new their new equations. Then ask
systems. them to consider how to make
a line that includes that point.
Exploratory Challenge Encourage them to use the grid
or to work with graph paper.
a. Write down another system of two linear equations, B1 and B2, whose solution is
(૜,૝). This time make sure both linear equations have a positive slope.

Equation B1: ࢟ = ࢞ + ૚

Equation B2: ࢟ = ૛(࢞ െ ૜) + ૝

b. Verify that the solution to this system of two linear equations is (૜, ૝).

૝ = ૜ +૚ and ૝ = ૛(૜ െ ૜) + ૝

૝=૝ ૝=૝

c. Graph equations B1 and B2.

10

0
x

-5

-10
-10 -5 0 5 10

d. Are either B1 or B2 equivalent to the original A1 or A2? Explain your reasoning.

Yes, I used the same B1. B2 is a different equation because it has a different slope. The only thing all the
equations have in common is the point (૜, ૝).

e. Add A1 and A2 to create a new equation C1. Then, multiply A1 by ૜ to create a new equation C2. Why is the
solution to this system also (૜, ૝)? Explain your reasoning.

Equation C1: ૛࢟ = െ࢞ + ૚૚

Equation C2: ૜࢟ = ૜࢞ + ૜

If you we substitute ૜ for ࢞ and ૝ for ࢟, both equations are true, so (૜,૝) is a solution. When A1 was
multiplied by ૜, it did not create a new equation. Both equations had (૜, ૝) as a solution; therefore, when we
add the equations, (૜,૝) will still be a solution because of the addition property of equality.

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Hold a class discussion before moving on to parts (f)–(i). When you debrief and discuss, be sure to highlight the different
approaches. Begin to distinguish between solutions where students created a new system by simply multiplying one
equation or both by a constant factor and those who create two new equations that both contain the point (3, 4).
ƒ What different approaches did groups use to solve this problem?
à I used guess and check.
à I started with the point (3, 4) and realized I could pick any slope I wanted. I moved left 3 and down 4
4
until I got to the (0, 0); therefore, my equation would be ‫ݔ = ݕ‬.
3
ƒ When you multiplied one equation by a constant, did it actually create a different linear equation? When you
added two equations together, did it actually create a different equation?
à Multiplying by a constant doesn’t create a different equation because the slope and ‫ݕ‬-intercept are the
same. Adding two equations together does create a new equation because the slope is different.
Move on to parts (f)–(i). These questions specifically direct students to consider creating a new system by multiplying
one equation by a constant and adding it to another. Students are considering whether or not this is a valid way to
generate a system with the same solution. Have each group record their answer to part (i) on the board to show that
this method works regardless of the number by which you multiply.

The following system of equations was obtained from the original system by adding a multiple of equation A2 to equation
A1.

Equation D1: ࢟ = ࢞ + ૚

Equation D2: ૜࢟ = െ૜࢞ + ૛૚

f. What multiple of A2 was added to A1 to create D2?

A2 was multiplied by ૛ and then added to A1.

g. What is the solution to the system of two linear equations formed by D1 and D2?

The solution is still (૜, ૝). I checked by substituting (૜, ૝) into both equations.

h. Is D2 equivalent to the original A1 or A2? Explain your reasoning.

No, the slope of D2 is െ૚. Neither of the original equations had that slope.

i. Start with equation A1. Multiply it by a number of your choice and add the result to equation A2. This
creates a new equation E2. Record E2 below to check if the solution is (૜, ૝).

Equation E1: ࢟ = ࢞ + ૚

Equation E2: ૞࢟ = ૛࢞ + ૚૝

I multiplied A1 by ૝ to get ૝࢟ = ૝࢞ + ૝. Adding it to A2 gives ૞࢟ = ૛࢞ + ૚૝. We already know (૜, ૝) is a

solution to ࢟ = ࢞ + ૚. Substituting into E2 gives ૞(૝) = ૛(૜) + ૚૝, which is a true equation. Therefore,
(૜,૝) is a solution to this new system.

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Wrap up the discussion by emphasizing the following:

ƒ Will this method of creating a new system work every time? Why does it work?
à This method will always work because multiplying by a constant is a property of equality that keeps the
point of intersection (i.e., the solution set) the same.
ƒ Who said you can add two equations like that? Left-hand side to left-hand side; right-hand side to right-hand
side? How do you know that the solutions are not changed by that move?

Example (4 minutes): Why Does the Elimination Method Work?

Students will see how A.REI.C.5 provides a justification for solving a system by elimination. Choose a multiple that will
eliminate a variable when the two equations are added together. Be sure to emphasize that this process generates a
new system of two linear equations where one of the two equations contains only a single variable and is thus easy to
solve.

Example: Why Does the Elimination Method Work?

Solve this system of linear equations algebraically.

ORIGINAL SYSTEM NEW SYSTEM SOLUTION

૛࢞ + ࢟ = ૟

࢞ െ ૜࢟ = െ૚૚

ORIGINAL SYSTEM NEW SYSTEM SOLUTION

૛࢞ + ࢟ = ૟ ૟࢞ + ૜࢟ = ૚ૡ ࢞=૚

࢞ െ ૜࢟ = െ૚૚ ࢞ െ ૜࢟ = െ૚૚ ૠ࢞ = ૠ ૛(૚) + ࢟ = ૟ so ࢟ = ૝

Multiply the first equation by ૜, and add it to the second. Solve the new system. (૚, ૝)

ƒ Why did I multiply by the number 3?

à Multiplying by 3 allows one to generate 3‫ ݕ‬to eliminate the െ3‫ ݕ‬in the other equation when both
equations are added together; it leads to an equation in ‫ ݔ‬only. Selecting this number strategically
created a new system where one equation had only a single variable.
ƒ Could I have selected a different number and created a system that was easy to solve?
à Yes, you could have multiplied the second equation by െ2 to create a system that eliminated ‫ݔ‬.

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Exercises (8 minutes)
Both of these exercises mimic the example. Students should be able to work quickly through them since they learned to
solve systems by elimination in Grade 8.

Exercises

1. Explain a way to create a new system of equations with the same solution as the original that eliminates variable ࢟
from one equation. Then determine the solution.
ORIGINAL SYSTEM NEW SYSTEM SOLUTION
૛࢞ + ૜࢟ = ૠ

࢞െ࢟= ૚
Multiply the second equation by ૜, and add it to the first one.

ORIGINAL SYSTEM NEW SYSTEM SOLUTION

૛࢞ + ૜࢟ = ૠ ૛࢞ + ૜࢟ = ૠ ࢞= ૛
࢞െ࢟= ૚ + (૜࢞ െ ૜࢟ = ૜) ૛(૛) + ૜࢟ = ૠ, so ࢟ = ૚
૞࢞ = ૚૙ (૛, ૚)

2. Explain a way to create a new system of equations with the same solution as the original that eliminates variable ࢞
from one equation. Then determine the solution.
ORIGINAL SYSTEM NEW SYSTEM SOLUTION
૛࢞ + ૜࢟ = ૠ

࢞െ࢟= ૚

Multiply the second equation by െ૛, and add it to the first one.

ORIGINAL SYSTEM NEW SYSTEM SOLUTION

૛࢞ + ૜࢟ = ૠ ૛࢞ + ૜࢟ = ૠ ࢟=૚
࢞െ࢟= ૚ +(െ૛࢞ + ૛࢟ = െ૛) ૛࢞ + ૜(૚) = ૠ, so ࢞ = ૛
૞࢟ = ૞ (૛, ૚)

Closing (2 minutes)
Close with a reminder that this lesson was about proving that a technique to solve a system of equations is valid.
ƒ There are many ways to generate systems of equations that have the same solution set, but the technique
explored in Exercises 1 and 2 is especially helpful if you are trying to solve a system algebraically.

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 23: Solution Sets to Simultaneous Equations

Exit Ticket

The sum of two numbers is 10 and the difference is 6. What are the numbers?
1. Create a system of two linear equations to represent this problem.

2. What is the solution to the system?

3. Create a new system of two linear equations using the methods described in part (i) of the Exploratory Challenge.
Verify that the new system has the same solution.

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Exit Ticket Sample Solutions

The sum of two numbers is ૚૙ and the difference is ૟. What are the numbers?

1. Create a system of two linear equations to represent this problem.

࢞ + ࢟ = ૚૙ and ࢞ െ ࢟ = ૟

2. What is the solution to the system?

࢞ = ૡ and ࢟ = ૛

3. Create a new system of two linear equations using the methods described in part (i) of the Exploratory Challenge.
Verify that the new system has the same solution.
૝(࢞ + ࢟ = ૚૙) Æ ૝࢞ + ૝࢟ = ૝૙

+ (࢞ െ ࢟ = ૟)
૞࢞ + ૜࢟ = ૝૟

Solution to ࢞ + ࢟ = ૚૙ and ૞࢞ + ૜࢟ = ૝૟ is still (ૡ,૛)

ૡ + ૛ = ૚૙ ૞(ૡ) + ૜(૛) = ૝૟

Problem Set Sample Solutions

Try to answer the following without solving for ࢞ and ࢟ first:

1. If ૜࢞ + ૛࢟ = ૟ and ࢞ + ࢟ = ૝, then

a. ૛࢞ + ࢟ = ? b. ૝࢞ + ૜࢟ = ?

૛࢞ + ࢟ = ૛ ૝࢞ + ૜࢟ = ૚૙

Answers in parts (a) and (b) are obtained by adding and subtracting the two original equations WITHOUT actually
solving for ࢞ and ࢟ first.

2. You always get the same solution no matter which two of the four equations you choose from Problem 1 to form a
system of two linear equations. Explain why this is true.

The reason is that the third equation is the difference of the first and the second; the fourth equation is the sum of
the first and the second. When we add (or subtract) two equations to create a new equation, no new (or
independent) information is created. The third and fourth equations are thus not independent of the first and the
second. They still contain the solution common to their parent equations, the first and second. The solution (െ૛, ૟)
satisfies all four equations.

૚
3. Solve the system of equations ൝ ࢟ = ૝ ࢞ by graphing. Then, create a new system of equations that has the same
࢟ = െ࢞ + ૞
solution. Show either algebraically or graphically that the systems have the same solution.

Solution is (૝,૚).
૛ ૞
One example of a second system: ൝ ࢟ = ૜ ࢞ െ ૜
࢟ = ૝࢞ െ ૚૞

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4. Without solving the systems, explain why the following systems must have the same solution.

System (i): ૝࢞ െ ૞࢟ = ૚૜ System (ii): ૡ࢞ െ ૚૙࢟ = ૛૟

૜࢞ + ૟࢟ = ૚૚ ࢞ െ ૚૚࢟ = ૛

The first equation in system (ii) is created by multiplying the first equation in system (i) by ૛. The second equation in
system (ii) is created by subtracting the two equations from system (i). Neither of these actions will change the
solution to the system. Multiplying and adding equations are properties of equality that keep the point(s) of
intersection (which is the solution set) the same.

Solve each system of equations by writing a new system that eliminates one of the variables.

5. ૛࢞ + ࢟ = ૛૞
૝࢞ + ૜࢟ = ૢ

൜െ૝࢞ െ ૛࢟ = െ૞૙
૝࢞ + ૜࢟ = ૢ
࢟ = െ૝૚

(૜૜,െ૝૚)

6. ૜࢞ + ૛࢟ = ૝
૝࢞ + ૠ࢟ = ૚
૚૛࢞ + ૡ࢟ = ૚૟
൜
െ૚૛࢞ െ ૛૚࢟ = െ૜
࢟ = െ૚

(૛,െ૚)

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Lesson 24: Applications of Systems of Equations and

Inequalities

Student Outcomes
ƒ Students use systems of equations or inequalities to solve contextual problems and interpret solutions within a
particular context.

Lesson Notes
This lesson introduces students to the idea of using systems to solve various application problems in order to prepare
them for more extensive modeling tasks that they encounter in Topic D.

Classwork
Opening Exercise (8 minutes)
Have students brainstorm this problem in groups. Allow groups to share different approaches to solving the problem
MP.3 (i.e., guess and check, making a table, or algebraically). Encourage students to critique the various approaches.

What were the advantages or disadvantages to the various approaches? Lead students through the algebraic approach.
Then, discuss the following:

Opening Exercise

In Lewis Carroll’s Through the Looking Glass, Tweedledum says, “The sum of your weight and twice mine is ૜૟૚ pounds.”
Tweedledee replies, “The sum of your weight and twice mine is ૜૟૛ pounds.” Find both of their weights.

Let ࢞ represent the number of pounds Tweedledee weighs, and let ࢟ represent the number of pounds Tweedledum
weighs.
࢞ + ૛࢟ = ૜૟૚
࢟ + ૛࢞ = ૜૟૛

Tweedledum weighs ૚૛૙ pounds, and Tweedledee weighs ૚૛૚ pounds.

Discussion (5 minutes)
ƒ Could we solve the problem above using only Tweedledum’s sentence?
à No. There are two unknowns, and as we saw in earlier lessons, the equation ‫ ݔ‬+ 2‫ = ݕ‬361 has an
infinite number of solutions.
ƒ In a situation where there are two unknowns, how many equations do we need to write in order to solve the
system?
à Two equations.

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ƒ If I told you I was holding 20 coins that were some mix of dimes and quarters, could you tell me anything about
how many of each I have?
à You could only list possible combinations (e.g.,1 dime and 19 quarters, 2 dimes and 18 quarters).
ƒ What other piece of information would be useful in determining how many of each type of coin I was holding?
à The total amount of money, how many more or fewer quarters than dimes, etc.

Example (5 minutes)
Let the discussion lead into the example. Work through the example as a class. Make sure students specify the variables
being used in the equations. Discuss the various ways of solving (i.e., graphically, making a table, algebraically). In the
previous lesson, we did not solve systems by making a table. Demonstrate how this might be a useful technique in the
following situation.

Example

Lulu tells her little brother, Jack, that she is holding ૛૙ coins, all of which are either dimes or quarters. They have a value
of $૝. ૚૙. She says she will give him the coins if he can tell her how many of each she is holding. Solve this problem for
Jack.

Let ࢊ represent the number of dimes, and let ࢗ represent the number of quarters.
ࢊ + ࢗ = ૛૙ Scaffolding:
૙. ૚૙ࢊ + ૙. ૛૞ࢗ = ૝.૚૙
Allow students to decide how
they want to solve the
Lulu is holding ૟ dimes and ૚૝ quarters. problem. However, encourage
them to look at other
approaches. Discuss the
Exploratory Challenge (20 minutes) limitations of the various
Have students work in groups on part (a). Then, discuss responses as a class. methods.

Emphasize that regardless of how each group chooses to solve the problem, every group should specify the variables and
MP.6 clearly label the graph.

Then have students work in groups on part (b). Guide them through the problem as needed. This is a fairly complicated
MP.1 problem, so students may need assistance. Encourage the students to persevere and to break up the problem into
manageable pieces.

Exploratory Challenge

a. At a state fair, there is a game where you throw a ball at a pyramid of cans. If you knock over all of the cans,
you win a prize. The cost is ૜ throws for $૚, but if have you an armband, you get ૟ throws for $૚. The
armband costs $૚૙.
i. Write two cost equations for the game in terms of the number of throws purchased, one without an
armband and one with.
Let ࢞ represent the number of throws, and let ࡯ represent the cost.
૚
Without armband: ࡯ = ૜ ࢞
૚
With armband: ࡯ = ૟ ࢞ + ૚૙

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ii. Graph the two cost equations on the same graph. Be sure to label the axes and show an appropriate
scale.

See graph at right.

iii. Does it make sense to buy the armband?

Only if you want ૟૙ or more throws.

Point out the constraints of ‫ݔ‬. Without the armband, ‫ ݔ‬must be a multiple of 3; with the armband, ‫ ݔ‬must be a multiple
of 6.
Remind students about discrete and continuous graphs. The graphs of each equation should actually be discrete rather
than continuous. Discuss why other points on the graph would not make sense for this scenario.

b. A clothing manufacturer has ૚, ૙૙૙ ‫܌ܡ‬. of cotton to make shirts and pajamas. A shirt requires ૚ ‫܌ܡ‬. of fabric,
and a pair of pajamas requires ૛ ‫܌ܡ‬. of fabric. It takes ૛ ‫ܚܐ‬. to make a shirt and ૜ ‫ܚܐ‬. to make the pajamas,
and there are ૚, ૟૙૙ ‫ܚܐ‬. available to make the clothing.
i. What are the variables?

Number of shirts made and number of pajamas made. Scaffolding:

ƒ Students may need help
ii. What are the constraints?
graphing the system.
Point out that it is easier
How much time the manufacturer has and how much material is available.
to find the ‫ݔ‬- and ‫ݕ‬-
intercepts in this problem
iii. Write inequalities for the constraints. than to rearrange the
Let ࢞ represent the number of shirts, and let ࢟ represent the number of pajamas. inequality.
࢞ ൒ ૙ and ࢟ ൒ ૙ ƒ This branch of
mathematics is called
࢞ + ૛࢟ ൑ ૚૙૙૙
linear programming. Have
૛࢞ + ૜࢟ ൑ ૚૟૙૙ early finishers research it.

iv. Graph the inequalities and shade the solution set.

v. What does the shaded region represent?

The various combinations of shirts and pajamas that it would be possible for the manufacturer to make.

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vi. Suppose the manufacturer makes a profit of $૚૙ on shirts and $૚ૡ on pajamas. How would it decide
how many of each to make?

The manufacturer wants to make as many as possible, so the maximum should be at one of the
endpoints of the shaded region.

vii. How many of each should the manufacturer make, assuming it will sell all the shirts and pajamas it
makes?

Profit = ૚૙࢞ + ૚ૡ࢟

Possible points Profit

(૙,૞૙૙) $ૢ, ૙૙૙

(૛૙૙,૝૙૙) $ૢ, ૛૙૙

(ૡ૙૙,૙) $ૡ, ૙૙૙

He should make ૛૙૙ shirts and ૝૙૙ pairs of pajamas for a maximum profit.

ƒ Why does this scenario call for inequalities rather than equations?
à He cannot exceed the amount of time or material available but does not necessarily have to use all of it.
ƒ The shaded region in a problem of this type is sometimes called the feasible region. Why does this name make
sense?
à This is the region that represents the number of shirts and pajamas that he can feasibly make given the
constraints.
Students should intuitively believe that the maximum profit should be at one of the endpoints of the shaded region
(which is true because he is maximizing the given resources). However, you can have students test other points to prove
that intersection point is, in fact, the maximum.

Closing (3 minutes)
Recap the steps followed in solving these problems. Do not have students copy the steps, just discuss the strategy, both
specifically for this problem and then making generic descriptions (e.g., identified the variables, created equations or
inequalities based on the constraints of the problem, decided on the best method for solving, interpreted the solution).

Exit Ticket (4 minutes)

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Name ___________________________________________________ Date____________________

Lesson 24: Applications of Systems of Equations and Inequalities

Exit Ticket

Andy’s Cab Service charges a $6 fee plus $0.50 per mile. His twin brother Randy starts a rival business where he charges
$0.80 per mile but does not charge a fee.
1. Write a cost equation for each cab service in terms of the number of miles.

2. Graph both cost equations.

3. For what trip distances should a customer use

Andy’s Cab Service? For what trip distances should
a customer use Randy’s Cab Service? Justify your
answer algebraically, and show the location of the
solution on the graph.

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Exit Ticket Sample Solutions

Andy’s Cab Service charges a $૟ fee plus $૙.૞૙ per mile. His twin brother Randy starts a rival business where he
charges $૙. ૡ૙ per mile but does not charge a fee.

1. Write a cost equation for each cab service in terms of the number of miles.

Let ࢞ represent the number of miles, and let ࡯ represent the cost.

Andy’s: ࡯ = ૙. ૞࢞ + ૟

Randy’s: ࡯ = ૙.ૡ࢞

2. Graph both cost equations.

See graph.

3. For what trip distances should a customer use Andy’s Cab Service?
For what trip distances should a customer use Randy’s Cab Service?
Justify your answer algebraically, and show the location of the
solution on the graph.

૙. ૞࢞ + ૟ = ૙. ૡ࢞
࢞ = ૛૙

If the trip is less than ૛૙ miles, use Randy’s. If the trip is more than ૛૙ miles use Andy’s. If the trip is exactly
૛૙ miles, either choice will result in the same cost.

Problem Set Sample Solutions

1. Find two numbers such that the sum of the first and three times the second is ૞ and the sum of the second and two
times the first is ૡ.
૚ૢ ૛
The two numbers are and .
૞ ૞

2. A chemist has two solutions: a ૞૙% methane solution and an ૡ૙% methane solution. He wants ૚૙૙ ‫ ۺܕ‬of a ૠ૙%
methane solution. How many ‫ ۺܕ‬of each solution does he need to mix?
૚ ૛
The chemist should use ૜૜ ૜ ‫ ۺܕ‬of the ૞૙% solution and ૟૟ ૜ ‫ ۺܕ‬of the ૡ૙% solution.

3. Pam has two part-time jobs. At one job, she works as a cashier and makes $ૡ per hour. At the second job, she
works as a tutor and makes $૚૛ per hour. One week she worked ૜૙ hours and made $૛૟ૡ. How many hours did
she spend at each job?

She worked at the cashier job for ૛૜ hours and tutored for ૠ hours.

4. A store sells Brazilian coffee for $૚૙ per ‫܊ܔ‬. and Columbian coffee for $૚૝ per ‫܊ܔ‬. If the store decides to make a
૚૞૙-‫܊ܔ‬. blend of the two and sell it for $૚૚ per ‫܊ܔ‬., how much of each type of coffee should be used?
૚ ૚
They should use ૚૚૛ ૛ ‫܊ܔ‬. of Brazilian coffee and ૜ૠ ૛ ‫܊ܔ‬. of Columbian coffee.

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5. A potter is making cups and plates. It takes her ૟ ‫ܖܑܕ‬. to make a cup and ૜ ‫ܖܑܕ‬. to make a plate. Each cup uses
૜
‫܊ܔ‬. of clay, and each plate uses ૚ ‫܊ܔ‬. of clay. She has ૛૙ ‫ܚܐ‬. available to make the cups and plates and has ૛૞૙ ‫܊ܔ‬.
૝
of clay.
a. What are the variables?

Let ࢉ represent the number of cups made.

Let ࢖ represent the number of plates made.

b. Write inequalities for the constraints.

૚ ૚ ૜
ࢉ ൒ ૙ and ࢖ ൒ ૙ and ࢉ+ ࢖ ൑ ૛૙ and ࢉ + ࢖ ൑ ૛૞૙
૚૙ ૛૙ ૝

c. Graph and shade the solution set.

See graph at right.

d. If she makes a profit of $૛ on each cup and $૚. ૞૙ on each plate,

how many of each should she make in order to maximize her
profit?

૚૛૙ cups and ૚૟૙ plates

e. What is her maximum profit?

$૝ૡ૙

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Mathematics Curriculum
ALGEBRA I • MODULE 1

Topic D
Creating Equations to Solve Problems
N-Q.A.1, A-SSE.A.1, A-CED.A.1, A-CED.A.2, A-REI.B.3

Focus Standards: N-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-
step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.˔
A-SSE.A.1 Interpret expressions that represent a quantity in terms of its context.˔季
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts
as a single entity. For example, interpret ܲ(1 + ‫ )ݎ‬௡ as the product of ܲ
and a factor not depending on ܲ.
A-CED.A.1 Create equations and inequalities in one variable and use them to solve
problems. Include equations arising from linear and quadratic functions, and
simple rational and exponential functions.˔
A-CED.A.2 Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.˔
A-REI.B.3 Solve linear equations and inequalities in one variable, including equations
with coefficients represented by letters.
Instructional Days: 4
Lesson 25: Solving Problems in Two Ways—Rules and Algebra (M) 1
Lessons 26–27: Recursive Challenge Problem—The Double and Add 5 Game (M, M)
Lesson 28: Federal Income Tax (M)

1Lesson Structure Key: P-Problem Set Lesson, M-Modeling Cycle Lesson, E-Exploration Lesson, S-Socratic Lesson

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This topic introduces students to the modeling cycle (see page 61 of the Common Core Learning Standards)
through problems that can be solved using equations and inequalities in one variable, systems of equations,
and graphing. From the CCLS (page 61):

Modeling links classroom mathematics and statistics to everyday life, work, and decision-making.

The basic modeling cycle is summarized in the diagram. It involves (1) identifying variables in the
situation and selecting those that represent essential features; (2) formulating a model by creating
and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe
relationships between the variables; (3) analyzing and performing operations on these relationships
to draw conclusions; (4) interpreting the results of the mathematics in terms of the original situation;
(5) validating the conclusions by comparing them with the situation and then either improving the
model; (6) or, if it is acceptable, reporting on the conclusions and the reasoning behind them.
Choices, assumptions, and approximations are present throughout this cycle.

The first lesson introduces parts of the modeling cycle using problems and situations that students have
encountered before: creating linear equations, tape diagrams, rates, systems of linear equations, graphs of
systems, etc.
The next lesson, The Double and Add 5 Game, employs the modeling cycle in a mathematical context. In this
2-day lesson, students formulate a model and build an equation to represent the model (in this case,
converting a sequence defined recursively to an explicit formula). After they play the game in a specific case,
double and add 5, they have to interpret the results of the mathematics in terms of the original model and
validate whether their model is acceptable. Then they use the model to analyze and report on a problem that
is too difficult to do by hand without the model.
Finally, Lesson 28 serves as a signature lesson on modeling as students take on the very real-life example of
understanding federal marginal income tax rates (i.e., the progressive income tax brackets). Students are
provided the current standard deduction tables per dependent or marital status and the marginal income tax
table per marital filing status. For a specific household situation (e.g., married filing jointly with two
dependents), students determine equations for the total Federal Income Tax for different income intervals,
graph the piecewise-defined equations, and answer specific questions about the total effective rate for
different income levels. All elements of the modeling cycle occur as students analyze the information to find,
for example, roughly how much their favorite famous performer paid in federal taxes the previous year.

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Lesson 25: Solving Problems in Two Ways—Rates and

Algebra

Student Outcomes
ƒ Students investigate a problem that can be solved by reasoning quantitatively and by creating equations in one
variable.
ƒ Students compare the numerical approach to the algebraic approach.

Classwork
Exercise 1 (10 minutes)

Exercise 1
૚
a. Solve the following problem first using a tape diagram and then using an equation: In a school choir, of the
૛
members were girls. At the end of the year, ૜ boys left the choir, and the ratio of boys to girls became ૜: ૝.
How many boys remained in the choir?

Using a tape diagram: Using an equation:

Initially: # of boys initially: ࢈

૜
# of girls initially: ࢈
boys
# of boys at the end of the year: ࢈ െ ૜
girls
Ratio of boys to girls at the end of the year: ࢈ െ ૜: ࢈ = ૜: ૝

At end of year: Therefore,

࢈െ૜ ૜
=
MP.2 ࢈ ૝
૜ ࢈െ ૜ ૜
࢈ ‫ڄ‬൬ ൰=൬ ൰ ‫࢈ڄ‬
boys ࢈ ૝
૜
࢈െ ૜ = ࢈
girls ૝
૜ ૜ ૜
࢈ െ૜ െ ࢈ = ࢈െ ࢈
૝ ૝ ૝
૚ unit = ૜ boys ૚
࢈െ ૜ = ૙
૜ units = ૢ boys ૝
૚
࢈െ ૜+ ૜ = ૙+ ૜
૝
There are ૢ boys in the choir. ૚
૝ ൬ ࢈൰ = (૜) ૝
૝
࢈ = ૚૛

The number of boys remaining in the choir is ૚૛ െ ૜, or ૢ.

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b. Which problem solution, the one using a tape diagram or the one using an equation, was easier to set up and
solve? Why?
Answers will vary. Most should say the tape diagram since it requires significantly less work than solving the
problem algebraically. Point out that this may not always be the case.

ƒ Modify the question so that the tape diagram solution would definitely not be the easier way to solve the
problem.
଺
ƒ Sample question: In a school choir, of the members were girls. At the end of the year, 3 boys had left the
ଵଵ
choir, and the ratio of the number of boys to the number of girls was 3: 4. How many boys remained in the
choir?

Mathematical Modeling Exercise/Exercise 2 (27 minutes)

The following problem is nontrivial for students. Please study the different solution types carefully before working the
problem with your students. Always let students work (individually or in groups of two) on each solution type for 5–10
minutes before summarizing with the entire class. While they are working, walk around and help, looking for students or
MP.1
groups who could present a correct solution (or could present a solution with your guidance). If no one solves the
problem, that’s okay. They should now better understand the challenges the problem presents as they work through it
with you.

Mathematical Modeling Exercise/Exercise 2

Read the following problem:

All the printing presses at a print shop were scheduled to make copies of a novel and a cookbook. They were to print the
same number of copies of each book, but the novel had twice as many pages as the cookbook. All of the printing presses
worked for the first day on the larger book, turning out novels. Then, on day two, the presses were split into two equally
sized groups. The first group continued printing copies of the novel and finished printing all the copies by the evening of
the second day. The second group worked on the cookbook but did not finish by evening. One printing press, working for
two additional full days, finished printing the remaining copies of the cookbooks. If all printing presses printed pages (for
both the novel and cookbook) at the same constant rate, how many printing presses are there at the print shop?

Analyze the problem with your students, rereading the problem together as you answer questions like:
ƒ What is this story about?
à Printing novels and cookbooks.
ƒ Will more novels be printed than cookbooks or fewer?
à Neither. The same number of each will be printed.
ƒ How many pages does the novel have compared to the cookbook?
à Twice as many as the cookbook.
ƒ How much longer would one printing press take to print a novel versus a cookbook?
à Twice as long.
ƒ Is it important to know how many pages each book has or how many of each book will need to be printed?
Why?
à No. Answers will vary.

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ƒ How many of the printing presses are used to print the novel on the first day?
à All of them.
ƒ How many of the printing presses are used to print the novel on the second day?
à One half of them.
ƒ How many of the printing presses are used to print the cookbook on the second day?
à One half of them.
ƒ How many printing presses are used to print the remainder of the cookbooks on the third and fourth days?
à One.
ƒ How many printing presses could be used to print the remainder of the cookbooks in one day instead of two?
à Two printing presses could have finished the cookbooks on the third day.
ƒ What are we trying to find in this problem?
à The number of printing presses at the print shop.

a. Solve the problem working with rates to setup a tape diagram or an area model.

One of the keys to a (somewhat) simple solution using an area model is recognizing that the novel has twice as many
pages as the cookbook, so the area that represents the novel job should be twice the size as the area used to represent
the cookbook job.
Draw a rectangular region to represent the work needed to complete the novel job and another rectangular region, half
the size, to represent the work needed to complete the cookbook job.

On the first day, all the printing presses were used on printing copies of the novel, and on the second day, half
completed the novel while half worked on the cookbook.

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ଵ
Students can test conjectures on why the novel job is split into thirds. For example, if all printing presses completed of
ଶ
ଵ ଵ ଷ
the novel job on day one, then of the printing presses would only complete of the job on day two. Therefore, only
ଶ ସ ସ
of the novel job would be complete by the end of day two. But the story says the whole novel job is complete by the
end of day two (i.e., something is wrong with that conjecture).
Once students understand that the novel job must be split into thirds, label the novel job as the “whole unit” and each
ଵ ଵ ଵ
third unit as the fractional unit “ of the whole.” The cookbook job is then “ of the whole.” The same unit must have
ଷ ଶ ଷ

ଵ ଵ ଵ
also been completed on the cookbook job on day two, leaving െ = of the whole unit left for days three and four.
ଶ ଷ ଺

Each of the small rectangles in the picture above represents how much of the whole job (i.e., the novel job) one printing
press can do in one day. Drawing in the small rectangle units into the rest of the diagram, one sees that eight printing
presses worked on the novel job on day one, which was all of the printing presses. Hence, there are eight printing
presses at the print shop. Students now know there are eight printing presses at the workshop. This should help them
confirm their solution paths in Exercise 2 part (b).

b. Solve the problem by setting up an equation.

Start by asking students to write down all variables for the quantities they see in the problem, giving an appropriate
letter for each. While it does not matter if they work with the number of copies of cookbooks or the number of pages
MP.2
per cookbook, guide them to use the number of copies of cookbooks as you walk around your class. (Tell students not to
worry about writing down too many letters—there is no need to write all of them.)
Be careful not to write “printing presses = ‫ ”ݔ‬on the board. Such a statement abuses how the = symbol should be used.
Such statements do not make sense—printing presses are not numbers. It is a good idea to require students to develop
the habit of always properly labeling their variables using short descriptions (e.g., number of printing presses: ‫)ݔ‬. This
habit can help them significantly in setting up equations and solving algebra problems.

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Number of printing presses: ࢞. (This is what we wish to find.)

Number of copies of cookbooks printed by one printing press in one day: ࢘.

૚
Number of copies of novels printed by one printing press in one day: ࢘. (Only half the number of novels can
૛
be produced each day.)

Number of copies in the cookbook job: ࢉ.

Number of copies in the novel job: ࢉ.

Next, ask students to write down important expressions using the variables above. There are many valid possible
expressions they can write down that can be used to solve the problem. Here is one possible list:

Novels:
૚
Number of copies of novels printed in one day by the entire print shop: ࢘࢞ .
૛
૚
Number of copies of novels printed in one day by half of the entire print shop: ࢘࢞.
૝
૚ ૚ ૜
Total number of copies of novels printed: ࢘࢞ + ࢘࢞, or ࢘࢞ .
૛ ૝ ૝

Cookbooks:
૚
Number of copies of cookbooks printed in one day by half of the entire print shop: ࢘࢞.
૛
Number of copies of cookbooks printed in two days by one printing press: ૛࢘.
૚
Total number of copies of cookbooks printed: ࢘࢞ + ૛࢘.
૛

Since the number of cookbooks and novels is the same, we can equate the expressions of the totals above to get:
3 1
‫ ݔݎ = ݔݎ‬+ 2‫ݎ‬.
4 2
Since ‫ ݎ‬is known not to be zero, we can divide both sides of the equation by ‫ݎ‬, and solve the resulting equation for ‫ݔ‬:

૜ ૚
࢞ = ࢞+૛
૝ ૛
૜ ૚ ૚ ૚
࢞െ ࢞ = ࢞+૛െ ࢞
૝ ૛ ૛ ૛
૚
࢞=૛
૝
૚
૝ ൬ ࢞൰ = ૝(૛)
૝
࢞=ૡ

૜
Check by substituting ૡ back into the original equation. The left-hand side is ࢘ (ૡ) = ૟࢘, which is equal to
૝
૚
the right-hand side, ࢘(ૡ) + ૛࢘ = ૝࢘ + ૛࢘ = ૟࢘.
૛
There are ૡ printing presses in the print shop.

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Because there are a number of ways to set up a correct equation, students will inevitably create several solution paths.
MP.1 If time permits, explore the different solution paths with students. Help them see that their solutions are just as valid as
the teacher’s.

Closing (3 minutes)
Pose the following questions to your students:
ƒ How can you tell that this problem was not about a real situation? That is, how can you tell it was completely
made up?
à The clue that this is a made up problem is the following question: Why would the number of printing
presses not be known in this situation?
ƒ In a real-life situation, not only would the number of printing presses be known, but the constant speed in
which they print pages would be known, too. Plus, knowing the page quantity for each book would certainly
be a factor in scheduling the job, as well as knowing exactly how many books each client wanted in total.
ƒ The problem was made up to ask the following Exit Ticket question.

Exit Ticket (5 minutes)

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Name ___________________________________________________ Date____________________

Lesson 25: Solving Problems in Two Ways—Rates and Algebra

Exit Ticket

Suppose we know that the print shop had 8 printing presses and each printing press runs at a constant speed of 5,000
pages per hour for 6 hours a day.
1. Compute the total number of pages printed for the cookbook job, and the total number of pages printed for the
novel job following the schedule and situation described in Exercise 2.

2. Describe a scenario where it would make sense for the job scheduler to schedule both jobs as described in
Exercise 2.

BONUS
3. If the novel was 500 pages and the cookbook 250 pages, how many copies of each were printed?

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Exit Ticket Sample Solutions

Suppose we know that the print shop had ૡ printing presses, and each printing press runs at a constant speed of ૞,૙૙૙
pages per hour for ૟ hours a day.

1. Compute the total number of pages printed for the cookbook job and the total number of pages printed for the
novel job following the schedule and situation described in Exercise 2(a).

Number of pages printed by a printing press in ૚ day: ૜૙, ૙૙૙

Number of pages printed by ૡ printing presses in ૚ day: ૛૝૙, ૙૙૙
Number of pages printed by ૡ printing presses in ૛ days: ૝ૡ૙, ૙૙૙
Number of pages ૚ printing press prints in ૛ days: ૟૙, ૙૙૙
Number of pages printed for both jobs: ૟૙᩺૙૙૙ + ૝ૡ૙᩺૙૙૙ = ૞૝૙᩺૙૙૙.

Ratio of number of pages of the novel to the number of pages of the cookbook: ૛: ૚.
Therefore, ૜૟૙,૙૙૙ pages for the novel and ૚ૡ૙,૙૙૙ for the cookbook.

2. Describe a scenario where it would make sense for the job scheduler to schedule both jobs as described in Exercise 2
part (a).

The client for the novel job wants the print job completed by midweek, whereas the cookbook does not need to be
completed until the end of the week.

BONUS

3. If the novel was ૛૞૙ pages and the cookbook ૚૛૞ pages, how many copies of each were printed?

૚, ૝૝૙ copies of each were printed.

Problem Set Sample Solutions

1. Solve the following problems first using a tape diagram and then by setting up an equation. For each, give your
opinion on which solution method was easier. Can you see the connection(s) between the two methods? What
does each “unit” in the tape diagram stand for?
a. ૚૟ years from now, Pia’s age will be twice her age ૚૛ years ago. Find her present age.

Tape: Equation:

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b. The total age of a woman and her son is ૞૚ years. Three years ago, the woman was eight times as old as her
son. How old is her son now?

Tape: Equation:

c. Five years from now, the sum of the ages of a woman and her daughter will be ૝૙ years. The difference in
their present age is ૛૝ years. How old is her daughter now?

Tape: Equation:

d. Find three consecutive integers such that their sum is ૞૚.

Tape: Equation:

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2. Solve the following problems by setting up an equation or inequality.

a. If two numbers represented by (૛࢓ + ૚) and (૛࢓ + ૞) have a sum of ૠ૝, find ࢓.

b. Find two consecutive even numbers such that the sum of the smaller number and twice the greater number is
૚૙૙.

c. If ૢ is subtracted from a number, and the result is multiplied by ૚ૢ, the product is ૚ૠ૚. Find the number.

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d. The product of two consecutive whole numbers is less than the sum of the square of the smaller number and
૚૜.

3. The length, ૚ૡ meters, is the answer to the following question.

“The length of a rectangle is three meters longer than its width. The area of the rectangle is ૛ૠ૙ square meters.
What is the length of the rectangle?”
Rework this problem: Write an equation using ࡸ as the length (in meters) of the rectangle that would lead to the
solution of the problem. Check that the answer above is correct by substituting ૚ૡ for ࡸ in your equation.
Length (in meters): ࡸ

Width (in meters): ࡸ െ ૜

Equation: ࡸ(ࡸ െ ૜) = ૛ૠ૙

Check: ૚ૡ(૚ૡ െ ૜) = ૚ૡ ή ૚૞ = ૛ૠ૙

4. Jim tells you he paid a total of $૛૜, ૙ૠૡ.ૢ૙ for a car, and you would like to know the price of the car before sales
tax so that you can compare the price of that model of car at various dealers. Find the price of the car before sales
tax if Jim bought the car in each of the following states:
a. Arizona, where the sales tax is ૟. ૟%.

Solving ࢞(૚ + ૙.૙૟૟) = ૛᩺૜૙ૠ᩺ૡ.ૢ૙ results in ࢞ = ૛૚᩺૟૞૙. The car costs $૛૚, ૟૞૙.

b. New York, where the sales tax is ૡ. ૛૞%.

Solving ࢞(૚ + ૙.૙ૡ૛૞) = ૛᩺૜૙ૠ᩺ૡ.ૢ૙ results in ࢞ = ૛૚᩺૜૛૙. The car costs $૛૚, ૜૛૙.

c. A state where the sales tax is ࢙%.

࢙ ૛᩺૜૙ૠ᩺ૡૢ૙ ૛᩺૜૙ૠ᩺ૡૢ૙
Solving ࢞ ቀ૚ + ૚૙૙ ቁ = ૛᩺૜૙ૠ᩺ૡ.ૢ૙ results in ࢞ = ૚૙૙+࢙ . For a sales tax of ࢙%, the car costs
૚૙૙ ା࢙
dollars.

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5. A checking account is set up with an initial balance of $ૢ,૝૙૙ , and $ૡ૙૙ is removed from the account at the end of
each month for rent. (No other user transactions occur on the account.)
a. Write an inequality whose solutions are the months, ࢓, in which the account balance is greater than $૜ ,૙૙૙.
Write the solution set to your equation by identifying all of the solutions.

For ࢓ a nonnegative real number, m satisfies the inequality, ૢ૝૙૙ െ ૡ૙૙࢓ > ૜૙૙૙. For real numbers ࢓,
the solution set is ૙ ൑ ࢓ < ૡ.

b. Make a graph of the balance in the account after ࢓ months and indicate on the plot the solutions to your
inequality in part (a).

Students can create a step-function (like below), or simply plot the points (with no lines drawn). Drawing a
straight line through the points, however, does not accurately reflect the information in the problem.

6. Axel and his brother like to play tennis. About three months ago they decided to keep track of how many games
each has won. As of today, Axel has won ૚ૡ out of the ૜૙ games against his brother.
a. How many games would Axel have to win in a row in order to have a ૠ૞% winning record?

Solving ૚ૡ + ࢔ = ૙. ૠ૞(૜૙ + ࢔) results in ࢔ = ૚ૡ. He would have to win ૚ૡ games.

b. How many games would Axel have to win in a row in order to have a ૢ૙% winning record?

Solving ૚ૡ + ࢔ = ૙. ૢ૙(૜૙ + ࢔) results in ࢔ = ૢ૙. He would have to win ૢ૙ games.

c. Is Axel ever able to reach a ૚૙૙% winning record? Explain why or why not.

No. A ૚૙૙% winning record would mean solving the equation ૚ૡ + ࢔ = ૚(૜૙ + ࢔), which has no solutions.

d. Suppose that after reaching a winning record of ૢ૙% in part (b), Axel had a losing streak. How many games
in a row would Axel have to lose in order to drop down to a winning record of ૟૙% again?

Solving, ૚૙ૡ = ૙. ૟૙(૚૛૙ + ࢔), results in ࢔ = ૟૙. He would have to lose ૟૙ games.

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7. Omar has $ૡ૝ and Calina has $૚૛. How much money must Omar give to Calina so that Calina will have three times
as much as Omar?
a. Solve the problem above by setting up an equation.

Solution 1:

Amount Omar gives: ࢞ dollars.

Amount Omar has after giving: ૡ૝ െ ࢞.
Amount Calina has after: ૚૛ + ࢞ .

Equation: ૚૛ + ࢞ = ૜(ૡ૝ െ ࢞).

Solve:

૚૛ + ࢞ = ૛૞૛ െ ૜࢞
૚૛ + ࢞ + ૜࢞ = ૛૞૛ െ ૜࢞ + ૜࢞
૚૛ + ૝࢞ = ૛૞૛
૚૛ + ૝࢞ െ ૚૛ = ૛૞૛ െ ૚૛
૝࢞ = ૛૝૙
૚ ૚
(૝࢞) = (૛૝૙)
૝ ૝
࢞ = ૟૙

Check: Omar now has $૛૝ and Calina has $ૠ૛, which is three times as much as Omar.

Solution 2:

A few students might notice that if Calina has three times as much as Omar afterwards, and if we let ࢟ be the
amount that Omar has after, then ࢟ + ૜࢟ = ૢ૟, or ࢟ = ૛૝. Now it is easy to find out how much Omar gave.

b. In your opinion, is this problem easier to solve using an equation or using a tape diagram? Why?

Most likely, students will say it is easier to solve with an equation because it is easier to set up and solve.
(They may show an attempt at drawing a tape diagram, for example.) However, students who used the
second solution may respond that the tape diagram is easier.

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Lesson 26: Recursive Challenge Problem—The Double and

Add 5 Game

Student Outcomes
ƒ Students learn the meaning and notation of recursive sequences in a modeling setting.
ƒ Following the modeling cycle, students investigate the double and add 5 game in a simple case in order to
understand the statement of the main problem.

Lesson Notes

The double and add 5 game is loosely related to the Collatz conjecture—an unsolved conjecture in mathematics named
after Lothar Collatz, who first proposed the problem in 1937. The conjecture includes a recurrence relation, triple and
add 1, as part of the problem statement. It is a worthwhile activity for you to read about the conjecture online.

Students begin by playing the double and add 5 game in a simple situation. Given a number, double it and add 5. The
result of Round 2 is the double of the result of Round 1 plus 5, and so on. The goal of the game is to find the smallest
starting whole number, ܽ0, that produces a number 100 or greater in three rounds or fewer (Answer: ܽ0 = 9).
Students are then exposed to the more difficult challenge of finding the smallest starting whole number that produces a
number 1,000 or greater in three rounds or fewer. To solve this problem, the notation of recursive sequences and
recursive relations are explained, and students formalize the problem in terms of an equation, solve, interpret their
answer, and validate (answer: ܽ0 = 121).

Classwork
This challenging two-day modeling lesson (see page 61 of CCLS) about recursive sequences runs through the problem,
formulate, compute, interpret, validate, report modeling cycle. This modeling activity involves playing a game and
MP.4
describing the mathematical process in the game using a recurrence relation in order to solve a harder version of the
game. Please read through both lessons before planning out your class time.

Example (7 minutes)
This activity describes the process so students can be given the problem statement. Introduce it by stating that you
want to create an interesting sequence by doubling and adding 5.

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Work through the table below with your students on the board to explain the meaning of the following:
x starting number,
x double and add 5,
x result of round one,
x result of round two, and so on.
Here is what the table looks like at the beginning:
Number Double and add 5
starting number ՜ 1 1ή2+5= 7 ՚ result of round 1
7 7 ή 2 + 5 = 19 ՚ result of round 2
______ _______________
______ _______________
______ _______________

and here is the completed table:

Example

Fill in the doubling and adding ૞ below:

Number Double and add 5

starting number ՜ ૚ ૚ ή૛ + ૞ = ૠ ՚ result of round 1
ૠ ૠ ή ૛ + ૞ = ૚ૢ ՚ result of round 2
૚ૢ ૚ૢ ή ૛ + ૞ = ૝૜ ՚ result of round 3
૝૜ ૝૜ ή ૛ + ૞ = ૢ૚ ՚ result of round 4
ૢ૚ ૢ૚ ή ૛ + ૞ = ૚ૡૠ ՚ result of round 5

Exercise 1 (5 minutes)
Have students complete the tables in Exercise 1. Walk around the classroom to ensure they are completing the tables
correctly and understand the process.

Exercise 1

Complete the tables below for the given starting number.

Number Double and add 5

૛ ૛ή૛+૞ =ૢ
ૢ ૢ ή ૛ + ૞ = ૛૜
૛૜ ૛૜ ή ૛ + ૞ = ૞૚

Number Double and add 5

૜ ૜ ή ૛ + ૞ = ૚૚
૚૚ ૚૚ ή ૛ + ૞ = ૛ૠ
૛ૠ ૛ૠ ή ૛ + ૞ = ૞ૢ

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Mathematical Modeling Exercise/Exercise 2 (15 minutes)

(Problem statement of the modeling cycle.) State the following (starter) problem to students, and let them wrestle with
MP.1 it until they find a solution (or at least a strategy for finding the solution):

Mathematical Modeling Exercise/Exercise 2

Given a starting number, double it and add ૞ to get the result of Round 1. Double the result of Round 1 and add ૞, and so
on. The goal of the game is to find the smallest starting whole number that produces a result of ૚૙૙ or greater in three
rounds or fewer.

Walk around the class, observe student work, and give advice, such as:
ƒ Does starting with 10 produce a result of 100 or greater in Round 3?
à Yes.
ƒ Why will all numbers greater than 10 work? Can you find a smaller starting number that also works?
ƒ Do you see any patterns in the tables you have already created?
à As the starting number increases by 1, the result of Round 3 increases by 8.
ƒ Yes, 9 works. Is it the smallest?
à Yes. When I start with 8, I need four rounds to get past 100.
After 8 minutes, show (or have a student show) that 9 is the correct answer by showing the tables:

Number Double and add 5

ૡ ૡ ή ૛ + ૞ = ૛૚
૛૚ ૛૚ ή ૛ + ૞ = ૝ૠ
૝ૠ ૝ૠ ή ૛ + ૞ = ૢૢ, no.

Number Double and add 5

ૢ ૢ ή ૛ + ૞ = ૛૜
૛૜ ૛૜ ή ૛ + ૞ = ૞૚
૞૚ ૞૚ ή ૛ + ૞ = ૚૙ૠ, yes.

Invite students to share other methods for finding the answer. For example, some may have worked the problem
ଵ଴଴ ିହ
backward: If 100 is reached in three rounds, then = 47.5 must have been reached in two rounds, and
ଶ
ସ଻.ହିହ
MP.1 = 21.25 must been reached after the first round, which means the starting number is greater than
ଶ
ଶଵ.ଶହିହ
= 8.125, or the whole number 9.
ଶ
Tell students that the next goal is to solve the same problem, but find the smallest number that results in 1,000 in three
rounds or fewer:
ƒ Given a starting number, double it and add 5 to get the result of Round 1. Double the result of Round 1 and
add 5, and so on. The goal of the game is to find the smallest starting whole number that produces a result of
1,000 or greater in three rounds or fewer.

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This problem is not as easy as the starter problem to solve by guess-and-check. To solve this problem, guide students to
formulate an equation. But first, you will need to explain how mathematicians create and describe recursive sequences.
Let ܽ1 be the number of the result of Round 1. We can also label the result of Round 2 as ܽ2, and so on. Ask, “How
could we label the starting number?” Guide them to label the starting number as ܽ0. Then write an equation in terms of
ܽ0 and ܽ1 in the table (that is still on the board) like this:

Number Double and add 5 Equation

ܽ0 = 5 5 ή 2 + 5 = 15 ܽ0 ή 2 + 5 = ܽ1
ܽ1 = 15 15 ή 2 + 5 = 35 _______________
ܽ2 = 35 35 ή 2 + 5 = 75 _______________

Ask students to help you complete and extend the table as follows:

Number Double and add 5 Equation

ܽ0 = 5 5 ή 2 + 5 = 15 ܽ0 ή 2 + 5 = ܽ1
ܽ1 = 15 15 ή 2 + 5 = 35 ܽ1 ή 2 + 5 = ܽ2
ܽ2 = 35 35 ή 2 + 5 = 75 ܽ2 ή 2 + 5 = ܽ3
ܽ3 = 75 _______________ _______________
______ _______________ _______________
ܽ݅ _______________ ܽ݅ ή 2 + 5 = ܽ݅+1
ܽ݅+1 _______________ _______________

Highlight on the board that the ordered list of terms 5, 15, 35, 75, … can be described by an initial value, ܽ ଴ = 5, and a
recurrence relation, ܽ ௜ାଵ = 2ܽ ௜ + 5, for ݅ ൒ 0. Written as follows:
ܽ =5
൜ ଴
ܽ ௜ାଵ = 2ܽ ௜ + 5, ݅ ൒ 0
Tell them that this is an example of a recursively-defined sequence, or simply, a recursive sequence.
ƒ Have students mentally use the recurrence relation to find the next term after 75. Is it the double and add 5
rule?
Ask:
ƒ What other terms have we studied so far that are defined recursively?
à Algebraic expressions, polynomial expressions, monomials
Teacher note: Terms that are defined recursively often use the term itself in the statement of the definition, but the
definition of the term is not considered circular. Circularity does not arise in recursively defined terms because they
always start with a well defined set of base examples, and then the definition describes how to generate new examples
of the term from those base examples, which, by reiterating further, can then be used to generate all other examples of
the term. The base examples prevent the definition from being circular. For recursive sequences, the base example(s) is
just the initial value(s). For algebraic expressions, the well defined base examples are numerical symbols and variable
symbols.

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Exercise 3 (10 minutes)

Ask students:

Exercise 3

Using a generic initial value, ࢇ૙ , and the recurrence relation, ࢇ࢏+૚ = ૛ࢇ࢏ + ૞ , for ࢏ ൒ ૙ , find a formula for ࢇ૚ , ࢇ૛ , ࢇ૜ , ࢇ૝
in terms of ࢇ૙ .

Let students work individually or in pairs. Visit each group and ask questions that lead students to the following:

ࢇ૚ = ૛ࢇ૙ + ૞,
ࢇ૛ = ૛ࢇ૚ + ૞ = ૛(૛ ࢇ૙ + ૞) + ૞ = ૝ࢇ૙ + ૚૞,
ࢇ૜ = ૛ࢇ૛ + ૞ = ૛(૛ ή ૛ࢇ૙ + ૚૞) + ૞ = ૡࢇ૙ + ૜૞,
ࢇ૝ = ૛ࢇ૜ + ૞ = ૛( ૛૜ ή ࢇ૙ + ૜૞) + ૞ = ૚૟ࢇ૙ + ૠ૞.

Closing (5 minutes)
Discuss the following definitions in the student materials:

Vocabulary

SEQUENCE: A sequence can be thought of as an ordered list of elements. The elements of the list are called the terms of
the sequence.

For example, (P, O, O, L) is a sequence that is different than (L, O, O, P). Usually the terms are indexed (and therefore
ordered) by a subscript starting at either ૙ or ૚: ࢇ૚ , ࢇ૛ , ࢇ૜ , ࢇ૝ , …. The “…” symbol indicates that the pattern described
is regular, that is, the next term is ࢇ૞ , and the next is ࢇ૟ , and so on. In the first example, ࢇ૚ = ࡼ is the first term, ࢇ૛ =
ࡻ is the second term, and so on. Both finite and infinite sequences exist everywhere in mathematics. For example, the
૚
infinite decimal expansion of = ૙. ૜૜૜૜૜૜૜૜૜… can be represented as the sequence
૜
(૙. ૜, ૙.૜૜ , ૙. ૜૜૜, ૙.૜૜૜૜ , …).

R ECURSIVE SEQUENCE: An example of a recursive sequence is a sequence that is defined by (1) specifying the values of one or
more initial terms and (2) having the property that the remaining terms satisfy a recurrence relation that describes the
value of a term based upon an algebraic expression in numbers, previous terms, or the index of the term.

The sequence generated by initial term, ࢇ૚ = ૜, and recurrence relation, ࢇ࢔ = ૜ࢇ࢔െ૚ , is the sequence
(૜, ૢ, ૛ૠ, ૡ૚, ૛૝૜, …). Another example, given by the initial terms, ࢇ૙ = ૚, ࢇ૚ = ૚, and recurrence relation, ࢇ࢔ =
ࢇ࢔െ૚ + ࢇ࢔െ૛ , generates the famed Fibonacci sequence (૚, ૚, ૛, ૜, ૞, …).

Exit Ticket (3 minutes)

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Name ___________________________________________________ Date____________________

Lesson 26: Recursive Challenge Problem—The Double and Add 5

Game

Exit Ticket

The following sequence was generated by an initial value ܽ ଴ and recurrence relation ܽ ௜ାଵ = 2ܽ ௜ + 5, for ݅ ൒ 0.
1. Fill in the blanks in the sequence:

(____________, 29, ____________, ____________, ____________, 539, 1083).

2. In the sequence above, what is ܽ ଴? What is ܽହ ?

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Exit Ticket Sample Solutions

The following sequence was generated by an initial value ࢇ૙ and recurrence relation ࢇ࢏ା૚ = ૛ࢇ࢏ + ૞, for ࢏ ൒ ૙.

1. Fill in the blanks in the sequence:

( ____૚૛_______, ૛ૢ, _____૟૜_______, _____૚૜૚_______, ______૛૟ૠ______, ૞૜ૢ, ૚૙ૡ૜)

2. In the sequence above, what is ࢇ૙ ? What is ࢇ૞ ?

ࢇ૙ = ૚૛, ࢇ૞ = ૞૜ૢ

Problem Set Sample Solutions

1. Write down the first ૞ terms of the recursive sequences defined by the initial values and recurrence relations below:
a. ࢇ૙ = ૙ and ࢇ࢏ା૚ = ࢇ࢏ + ૚, for ࢏ ൒ ૙,
(૙ ,૚, ૛, ૜,૝)

b. ࢇ૚ = ૚ and ࢇ࢏ା૚ = ࢇ࢏ + ૚, for ࢏ ൒ ૚,

(૚ ,૛, ૜, ૝,૞)

c. ࢇ૚ = ૛ and ࢇ࢏ା૚ = ࢇ࢏ + ૛, for ࢏ ൒ ૚,

(૛ ,૝, ૟, ૡ,૚૙)

d. ࢇ૚ = ૜ and ࢇ࢏ା૚ = ࢇ࢏ + ૜, for ࢏ ൒ ૚,

(૜ ,૟, ૢ, ૚૛,૚૞)

e. ࢇ૚ = ૛ and ࢇ࢏ା૚ = ૛ࢇ࢏, for ࢏ ൒ ૚,

(૛ ,૝, ૡ, ૚૟,૜૛)

f. ࢇ૚ = ૜ and ࢇ࢏ା૚ = ૜ࢇ࢏, for ࢏ ൒ ૚,

(૜ ,ૢ, ૛ૠ, ૡ૚,૛૝૜)

g. ࢇ૚ = ૝ and ࢇ࢏ା૚ = ૝ࢇ࢏, for ࢏ ൒ ૚,

(૝ ,૚૟, ૟૝, ૛૞૟,૚૙૛૝)

h. ࢇ૚ = ૚ and ࢇ࢏ା૚ = (െ૚)ࢇ࢏ , for ࢏ ൒ ૚,

(૚ ,െ૚,૚, െ૚,૚)

૚
i. ࢇ૚ = ૟૝ and ࢇ࢏ା૚ = ቀെ ૛ ቁ ࢇ࢏ , for ࢏ ൒ ૚ ,

(૟૝, െ૜૛,૚૟, െૡ,૝)

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2. Look at the sequences you created in Problem 1 parts (b)–(d). How would you define a recursive sequence that
generates multiples of ૜૚?

ࢇ૚ = ૜૚ and ࢇ࢏ା૚ = ࢇ࢏ + ૜૚, for ࢏ ൒ ૚

3. Look at the sequences you created in Problem 1 parts (e)–(g). How would you define a recursive sequence that
generates powers of ૚૞?

ࢇ૚ = ૚૞ and ࢇ࢏ା૚ = ૚૞ࢇ࢏ , for ࢏ ൒ ૚

4. The following recursive sequence was generated starting with an initial value of ࢇ૙ and the recurrence relation
ࢇ࢏ା૚ = ૜ࢇ࢏ + ૚, for ࢏ ൒ ૙. Fill in the blanks of the sequence.

( __૚૙____, ___૜૚____, ૢ૝, ___૛ૡ૜____, ૡ૞૙, ___૛૞૞૚__ )

5. For the recursive sequence generated by an initial value of ࢇ૙ and recurrence relation ࢇ࢏ା૚ = ࢇ࢏ + ૛, for ࢏ ൒ ૙, find
a formula for ࢇ૚ , ࢇ૛ , ࢇ૜ , ࢇ૝ in terms of ࢇ૙ . Describe in words what this sequence is generating.

ࢇ૚ = ࢇ૙ + ૛,
ࢇ૛ = ࢇ૙ + ૝,
ࢇ૜ = ࢇ૙ + ૟,
ࢇ૝ = ࢇ૙ + ૡ

It finds the next consecutive even or odd numbers after ࢇ૙ , depending on whether ࢇ૙ is even or odd.

6. For the recursive sequence generated by an initial value of ࢇ૙ and recurrence relation ࢇ࢏ା૚ = ૜ࢇ࢏ + ૚, for ࢏ ൒ ૙,
find a formula for ࢇ૚ , ࢇ૛ , ࢇ૜ , ࢇ૝ in terms of ࢇ૙ .

ࢇ૚ = ૜ ή ࢇ૙ + ૚,
ࢇ૛ = ૢࢇ૙ + ૝,
ࢇ૜ = ૛ૠࢇ૙ + ૚૜,
ࢇ૝ = ૡ૚ࢇ૙ + ૝૙

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Lesson 27: Recursive Challenge Problem—The Double and

Add 5 Game

Student Outcomes
ƒ Students learn the meaning and notation of recursive sequences in a modeling setting.
ƒ Students use recursive sequences to model and answer problems.
ƒ Students create equations and inequalities to solve a modeling problem.
ƒ Students represent constraints by equations and inequalities and interpret solutions as viable or non-viable
options in a modeling context.

Lesson Notes

The double and add 5 game is loosely related to the Collatz conjecture—an unsolved conjecture in mathematics named
after Lothar Collatz, who first proposed the problem in 1937. The conjecture includes a recurrence relation, triple and
add 1, as part of the problem statement. It is a worthwhile activity for you to read about the conjecture online.

Students begin by playing the double and add 5 game in a simple situation. Given a number, double it and add 5. The
result of Round 2 is the double of the result of Round 1, plus 5, and so on. The goal of the game is to find the smallest
starting whole number, ܽ0, that produces a number 100 or greater in three rounds or fewer (answer: ܽ ଴ = 9). Students
are then exposed to the more difficult challenge of finding the smallest starting whole number that produces a number
1000 or greater in three rounds or fewer (answer: ܽ ଴ = 121). To solve this problem, the notation of recursive
sequences and recursive relations are explained, and students formalize the problem in terms of an equation, solve,
interpret their answer, and validate.

Classwork
This challenging two-day modeling lesson (see page 61 of CCLS) about recursive sequences runs through the problem,
formulate, compute, interpret, validate, report modeling cycle. This modeling activity involves playing a game and
describing the mathematical process in the game using a recurrence relation in order to solve a more difficult version of
the game. This two-part lesson picks up where the last lesson left off. In this lesson, students formulate, compute,
interpret, validate, and report on their answers to the double and add 5 game problem stated in the previous lesson.
Recall the statement of the problem from the last lesson for your students:
ƒ Given a starting number, double it and add 5 to get the result of round one. Double the result of round one
and add 5, and so on. The goal of the game is to find the smallest starting whole number that produces a
result of 1,000 or greater in three rounds or fewer.

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Example (10 minutes)

The repeat of this example from the previous lesson speaks to the value and importance of students doing this work.
This time require students to work individually to complete the task. Visit students as needed, and ask questions that
lead students to the correct formulas.

Example

Review Exercise 3 from the previous lesson: Using a generic initial value, ࢇ૙ , and the recurrence relation, ࢇ࢏ା૚ = ૛ࢇ࢏ + ૞,
for ࢏ ൒ ૙, find a formula for ࢇ૚ , ࢇ૛ , ࢇ૜ , ࢇ૝ in terms of ࢇ૙ .

ࢇ૚ = ૛ࢇ૙ + ૞,
ࢇ૛ = ૛ࢇ૚ + ૞ = ૛(૛ ࢇ૙ + ૞) + ૞ = ૛૛ ή ࢇ૙ + ૚૞,
ࢇ૜ = ૛ࢇ૛ + ૞ = ૛(૛ ή ૛ࢇ૙ + ૚૞) + ૞ = ૛૜ ή ࢇ૙ + ૜૞,
ࢇ૝ = ૛ࢇ૜ + ૞ = ૛( ૛૜ ή ࢇ૙ + ૜૞) + ૞ = ૛૝ ή ࢇ૙ + ૠ૞.

Mathematical Modeling Exercise/Exercise 1 (15 minutes)

(Formulationstep of the modeling cycle) Ask students: Using one of the four formulas from Example 1, write an
inequality that, if solved for ܽ ଴, will lead to finding the smallest starting whole number for the double and add 5 game
that produces a result of 1,000 or greater in three rounds or fewer.

MP.2 Mathematical Modeling Exercise/Exercise 1

&
MP.4 Using one of the four formulas from Example 1, write an inequality that, if solved for ࢇ૙ , will lead to finding the smallest
starting whole number for the double and add 5 game that produces a result of ૚, ૙૙૙ or greater in ૜ rounds or fewer.

This exercise is loaded with phrases that students will need to interpret correctly in order to formulate an equation (do
not expect this to be easy for them). Start with simple questions and build up:
ƒ What does ܽ ଶ mean in terms of rounds?
à The result of round two
ƒ Write what the statement, “produce a result of 1,000 or greater in two rounds,” means using a term of the
sequence.
à The result of round two, ܽ ଶ, must be greater than or equal to 1,000. Ask students to write the
equation, ܽ ଶ ൒ 1000, for that statement.
ƒ After replacing ܽ ଶ in the inequality, ܽ ଶ ൒ 1000, with the expression in terms of ܽ ଴, what do the numbers ܽ ଴
that satisfy the inequality, 4ܽ ଴ + 15 ൒ 1000, mean?
à The numbers ܽ ଴ that satisfy the inequality are the starting numbers for the double and add 5 game that
produce a result of 1,000 or greater in two rounds or fewer. The “or fewer” in the previous sentence is
important and can be understood by thinking about the question, “Do we need two rounds to reach
1,000, starting with number 999? 800? 500?”
Let students solve for ܽ ଴ in 4ܽ ଴ + 15 ൒ 1000, and let them find the smallest whole number ܽ ଴ for exactly two rounds
(Answer: 247). Then continue with your questioning:
ƒ What inequality in terms of ܽ ଴ would you write down to find the smallest starting number for the double and
add 5 game that produces a result of 1,000 or greater in three rounds or fewer?
à 8ܽ ଴ + 35 ൒ 1000

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Exercise 2 (10 minutes)

(Compute, interpret, validate steps of the modeling cycle.) Tell students:

Exercise 2

Solve the inequality derived in Exercise 1. Interpret your answer, and validate that it is the solution to the problem. That
is, show that the whole number you found results in ૚, ૙૙૙ or greater in three rounds, but the previous whole number
takes four rounds to reach ૚, ૙૙૙.

ૡࢇ૙ + ૜૞ ൒ ૚૙૙૙
ૡࢇ૙ + ૜૞ െ ૜૞ ൒ ૚૙૙૙ െ ૜૞
MP.2 ૡࢇ૙ ൒ ૢ૟૞
& ૚ ૚
MP.3 (ૡࢇ૙ ) ൒ (ૢ૟૞)
ૡ ૡ
ૢ૟૞
ࢇ૙ ൒
ૡ
ૢ૟૞
Students should write or say something similar to the following response: I interpret ࢇ૙ ൒ ૡ or ࢇ૙ ൒ ૚૛૙. ૟૛૞ as the
set of all starting numbers that reach ૚, ૙૙૙ or greater in three rounds or fewer. Therefore, the smallest starting whole
number is ૚૛૚. To validate, I checked that starting with ૚૛૚ results in ૚,૙૙૜ after three rounds, whereas ૚૛૙ results in
ૢૢ૞ after three rounds.

Exercise 3 (5 minutes)
(This exercise cycles through the modeling cycle again.) Ask students:

Exercise 3

Find the smallest starting whole number for the double and add 5 game that produces a result of ૚, ૙૙૙,૙૙૙ or greater
in four rounds or fewer.

૚૟ ή ࢇ૙ + ૠ૞ ൒ ૚ ૙૙૙ ૙૙૙
૚૟ࢇ૙ + ૠ૞ െ ૠ૞ ൒ ૚ ૙૙૙ ૙૙૙ െ ૠ૞
૚૟ࢇ૙ ൒ ૢૢૢ ૢ૛૞
૚ ૚
(૚૟ࢇ૙ ) ൒ (ૢૢૢ ૢ૛૞)
૚૟ ૚૟
ૢૢૢ ૢ૛૞
ࢇ૙ ൒
૚૟
ૢૢૢ ૢ૛૞
Students should write or say something similar to the following response: I interpreted ࢇ૙ ൒ ૚૟
or
ࢇ૙ ൒ ૟૛૝ૢ૞.૜૚૛૞ as the set of all starting numbers that reach ૚, ૙૙૙, ૙૙૙ or greater in four rounds or fewer.
Therefore, the smallest starting whole number is ૟૛,૝ૢ૟ . To validate, I checked that starting with ૟૛, ૝ૢ૟ results in
૚, ૙૙૙,૙૚૚ after four rounds, whereas ૟૛,૝ૢ૞ results in ૢૢૢ, ૢૢ૞ after four rounds.

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Lesson Summary

The formula, ࢇ࢔ = ૛࢔ (ࢇ૙ + ૞) െ ૞, describes the ࢔th term of the double and add 5 game in terms of the starting
number ࢇ૙ and ࢔. Use this formula to find the smallest starting whole number for the double and add 5 game that
produces a result of ૚૙,૙૙૙, ૙૙૙ or greater in ૚૞ rounds or fewer.

Exit Ticket (5 minutes)

Use the Exit Ticket to have students report their findings (the report step of the modeling cycle).

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Name Date

Lesson 27: Recursive Challenge Problem—The Double and Add 5

Game

Exit Ticket

Write a brief report about the answers you found to the double and add 5 game problems. Include justifications for why
your starting numbers are correct.

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Exit Ticket Sample Responses

Write a brief report about the answers you found to the double and add 5 game problems. Include justifications for why
your starting numbers are correct.

Results for finding the smallest starting number in the double and add 5 game:

1. Reaching ૚૙૙ in three rounds or fewer: The starting number ૢ results in ૚૙ૠ in round three. The starting number ૡ
results in ૢૢ in round three, requiring another round to reach ૚૙૙. Numbers ૚–ૡ take more than three rounds to
reach ૚૙૙.

MP.3
2. Reaching ૚, ૙૙૙ in three rounds or fewer: The starting number ૚૛૚ results in ૚, ૙૙૜ in round three. The starting
number ૚૛૙ results in ૢૢ૞ in round three, requiring another round to reach ૚,૙૙૙ . All other whole numbers less
than ૚૛૙ take more than three rounds to reach ૚, ૙૙૙.

3. Reaching ૚, ૙૙૙,૙૙૙ in four rounds or fewer: The starting number ૟૛, ૝ૢ૟ results in ૚,૙૙૙, ૙૚૚ in round four.
The starting number ૟૛, ૝ૢ૞ results in ૢૢૢ, ૢૢ૞ in round four, requiring another round to reach ૚,૙૙૙, ૙૙૙. All
other whole numbers less than ૟૛, ૝ૢ૞ take more than four rounds to reach ૚, ૙૙૙, ૙૙૙.

Problem Set Sample Solutions

1. Your older sibling came home from college for the weekend and showed you the following sequences (from her
homework) that she claimed were generated from initial values and recurrence relations. For each sequence, find
an initial value and recurrence relation that describes the sequence. (Your sister showed you an answer to the first
problem.)
a. (૙,૛, ૝, ૟,ૡ, ૚૙, ૚૛,૚૝, ૚૟, … )

ࢇ૚ = ૙ and ࢇ࢏ା૚ = ࢇ࢏ + ૛ for ࢏ ൒ ૚

b. (૚,૜, ૞, ૠ,ૢ, ૚૚, ૚૜,૚૞, ૚ૠ, … )

ࢇ૚ = ૚ and ࢇ࢏ା૚ = ࢇ࢏ + ૛ for ࢏ ൒ ૚

c. (૚૝,૚૟, ૚ૡ, ૛૙,૛૛, ૛૝, ૛૟,… )

ࢇ૚ = ૚૝ and ࢇ࢏ା૚ = ࢇ࢏ + ૛ for ࢏ ൒ ૚

d. (૚૝,૛૚, ૛ૡ, ૜૞,૝૛, ૝ૢ, … )

ࢇ૚ = ૚૝ and ࢇ࢏ା૚ = ࢇ࢏ + ૠ for ࢏ ൒ ૚

e. (૚૝,ૠ, ૙, െૠ, െ૚૝, െ૛૚, െ૛ૡ,െ૜૞,… )

ࢇ૚ = ૚૝ and ࢇ࢏ା૚ = ࢇ࢏ െ ૠ for ࢏ ൒ ૚

f. (૛,૝, ૡ, ૚૟,૜૛, ૟૝, ૚૛ૡ,… )

ࢇ૚ = ૛ and ࢇ࢏ା૚ = ૛ࢇ࢏ for ࢏ ൒ ૚

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g. (૜,૟, ૚૛, ૛૝,૝ૡ, ૢ૟, … )

ࢇ૚ = ૜ and ࢇ࢏ା૚ = ૛ࢇ࢏ for ࢏ ൒ ૚

h. (૚,૜, ૢ, ૛ૠ,ૡ૚, ૛૝૜, … )

ࢇ૚ = ૚ and ࢇ࢏ା૚ = ૜ࢇ࢏ for ࢏ ൒ ૚

i. (ૢ,૛ૠ, ૡ૚, ૛૝૜,… )

ࢇ૚ = ૢ and ࢇ࢏ା૚ = ૜ࢇ࢏ for ࢏ ൒ ૚

2. Answer the following questions about the recursive sequence generated by initial value, ࢇ૚ = ૝, and recurrence
relation, ࢇ࢏ା૚ = ૝ࢇ࢏ for ࢏ ൒ ૚.
a. Find a formula for ࢇ૚ , ࢇ૛ , ࢇ૜ , ࢇ૝ , ࢇ૞ in terms of powers of ૝.
ࢇ૚ = ૝૚

ࢇ૛ = ૝૛

ࢇ૜ = ૝૜

ࢇ૝ = ૝૝

ࢇ૞ = ૝૞

b. Your friend, Carl, says that he can describe the ࢔th term of the sequence using the formula, ࢇ࢔ = ૝࢔ . Is Carl
correct? Write one or two sentences using the recurrence relation to explain why or why not.

Yes. The recurrence relation, ࢇ࢏ା૚ = ૝ࢇ࢏ for ࢏ ൒ ૙, means that the next term in the sequence is always ૝
times larger than the current term, i.e., one more power of ૝. Therefore, the ࢔th term will be ࢔ powers of ૝,
or ૝࢔ .

3. The expression, ૛࢔ (ࢇ૙ + ૞) െ ૞ , describes the ࢔th term of the double and add 5 game in terms of the starting
number ࢇ૙ and ࢔. Verify that it does describe the ࢔th term by filling out the tables below for parts (b) through (e).
(The first table is done for you.)
a. Table for ࢇ૙ = ૚
࢔ ૛࢔ (ࢇ૙ + ૞) െ ૞
૚ ૛૚ ή ૟ െ ૞ = ૠ
૛ ૛૛ ή ૟ െ ૞ = ૚ૢ
૜ ૛૜ ή ૟ െ ૞ = ૝૜
૝ ૛૝ ή ૟ െ ૞ = ૢ૚

b. Table for ࢇ૙ = ૡ
࢔ ૛࢔ (ࢇ૙ + ૞) െ ૞
૚ ૛૚ ή ૚૜ െ ૞ = ૛૚
૛ ૛૛ ή ૚૜ െ ૞ = ૝ૠ
૜ ૛૜ ή ૚૜ െ ૞ = ૢૢ
૝ ૛૝ ή ૚૜ െ ૞ = ૛૙૜

c. Table for ࢇ૙ = ૢ
࢔ ૛࢔ (ࢇ૙ + ૞) െ ૞
૛ ૛૛ ή ૚૝ െ ૞ = ૞૚
૜ ૛૜ ή ૚૝ െ ૞ = ૚૙ૠ

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d. Table for ࢇ૙ = ૚૛૙

࢔ ૛࢔ (ࢇ૙ + ૞) െ ૞
૜ ૛૜ ή ૚૛૞ െ ૞ = ૢૢ૞
૝ ૛૝ ή ૚૛૞ െ ૞ = ૚ૢૢ૞

e. Table for ࢇ૙ = ૚૛૚

࢔ ૛࢔ (ࢇ૙ + ૞) െ ૞
૛ ૛૛ ή ૚૛૟ െ ૞ = ૝ૢૢ
૜ ૛૜ ή ૚૛૟ െ ૞ = ૚૙૙૜

4. Bilbo Baggins stated to Samwise Gamgee, “Today, Sam, I will give you $૚. Every day thereafter for the next ૚૝ days,
I will take the previous day’s amount, double it and add $૞, and give that new amount to you for that day.”
a. How much did Bilbo give Sam on day ૚૞? (Hint: You don’t have to compute each term.)

ࢇ૚૞ = ૛૚૞ (૚ + ૞) െ ૞ = ૚ૢ૟, ૟૙૜. Bilbo gave Sam $૚ૢ૟,૟૙૜ on day ૚૞.

b. Did Bilbo give Sam more than $૜૞૙, ૙૙૙ altogether?

Yes. He gave $ૢૡ,૛ૢૢ on day ૚૝, $૝ૢ,૚૝ૠ , on day ૚૜, $૛૝, ૞ૠ૚ on day ૚૛, and so on.

5. The formula, ࢇ࢔ = ૛࢔ି૚(ࢇ૙ + ૞) െ ૞, describes the ࢔th term of the double and add 5 game in terms of the starting
number ࢇ૙ and ࢔. Use this formula to find the smallest starting whole number for the double and add 5 game that
produces a result of ૚૙, ૙૙૙,૙૙૙ or greater in ૚૞ rounds or fewer.

Solving ૛૚૝( ࢇ૙ + ૞) െ ૞ ൒ ૚૙᩺૙૙૙᩺૙૙૙ for ࢇ૙ results in ࢇ૙ ൒ ૜૙૙.૚ૠ૞ૢ ….

Hence, ૜૙૚ is the smallest starting whole number that will reach ૚૙,૙૙૙, ૙૙૙ in ૚૞ rounds or fewer.

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Lesson 28: Federal Income Tax

Student Outcomes
ƒ Students create equations and inequalities in one variable and use them to solve problems.
ƒ Students create equations in two or more variables to represent relationships between quantities and graph
equations on coordinate axes with labels and scales.
ƒ Students represent constraints by inequalities and interpret solutions as viable or non-viable options in a
modeling context.

Lesson Notes
This real-life descriptive modeling lesson (see page 61 of the CCLS or page 71 of the CCSS) is about using inequalities and
graphs to understand the progressive federal tax system. Like the last lesson, this lesson again runs through the
problem, formulate, compute, interpret, validate, report modeling cycle, but unlike the difficult modeling lesson on the
double and add 5 game, more autonomy can be given to students in this lesson. You might want to include more
discussion of the words and process used in the modeling cycle:

Materials
Please ensure that each student has a copy of the tax tables (on the next page) in their student materials or as a
handout. Students will need a calculator and (your call) a spreadsheet program.

Classwork
Mathematical Modeling Exercise (15 minutes): Formulating the Problem
Tell students: The federal income tax is not calculated by summing up all that an individual earns and then taking a fixed
percentage of that income. Instead, the federal tax system is progressive. That means the more income an individual
makes, the greater the percentage of it is taxed. In this lesson, we will analyze our tax system, graph the federal income
tax versus income, and use the graph to compute effective tax rates for families with different incomes.

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Important Tax Tables for this Lesson

Exemption Deductions for Tax Year 2013

Exemption
Exemption Class
Deduction
Single $૜, ૢ૙૙
Married $ૠ, ૡ૙૙
Married with 1 child $૚૚, ૠ૙૙
Married with 2 children $૚૞, ૟૙૙
Married with 3 children $૚ૢ, ૞૙૙

Standard Deductions Based Upon Filing Status for Tax Year 2013

Filing Status Standard Deduction

Single $૟, ૚૙૙
Married filing jointly $૚૛, ૛૙૙

Federal Income Tax for Married Filing Jointly for Tax Year 2013

Plus the
If taxable income is
But not over: The tax is: Marginal Of the amount over:
over:
Rate
$૙ $૚ૠ, ૡ૞૙ ૚૙% $૙
$૚ૠ, ૡ૞૙ $ૠ૛, ૞૙૙ $૚,ૠૡ૞. ૙૙ ૚૞% $૚ૠ, ૡ૞૙
$ૠ૛, ૞૙૙ $૚૝૟, ૝૙૙ $ૢ,ૢૡ૛. ૞૙ ૛૞% $ૠ૛, ૞૙૙
$૚૝૟, ૝૙૙ $૛૛૜, ૙૞૙ $૛ૡ,૝૞ૠ. ૞૙ ૛ૡ% $૚૝૟, ૝૙૙
$૛૛૜, ૙૞૙ $૜ૢૡ, ૜૞૙ $૝ૢ,ૢ૚ૢ. ૞૙ ૜૜% $૛૛૜, ૙૞૙
$૜ૢૡ, ૜૞૙ $૝૞૙, ૙૙૙ $૚૙ૠ,ૠ૟ૡ. ૞૙ ૜૞% $૜ૢૡ, ૜૞૙
$૝૞૙, ૙૙૙ + $૚૛૞,ૡ૝૟. ૙૙ ૜ૢ. ૟% $૝૞૙, ૙૙૙

TAXABLE INCOME: The U.S. government considers the income of a family (or individual) to include the sum of any money
earned from a husband’s or wife’s jobs, and money made from their personal businesses or investments. The taxes for a
household (i.e., an individual or family) are not computed from the income; rather, they are computed from the
household’s taxable income. For many families, the household’s taxable income is simply the household’s income minus
exemption deductions and minus standard deductions:

(taxable income) = (income) െ (exemption deduction) െ (standard deduction)

All of the problems we will model in this lesson will use this equation to find a family’s taxable income. The only
exception is if the family’s taxable income is less than zero, in which case we will say that the family’s taxable income is
just $૙.

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Use this formula and the tables above to answer the following questions about taxable income:

Exercise 1

Find the taxable income of a single person with no kids, who has an income of $૞૞, ૙૙૙.

૞૞૙૙૙ െ ૜ૢ૙૙ െ ૟૚૙૙ = ૝૞૙૙૙. The person’s taxable income is $૝૞,૙૙૙ .

Exercise 2
MP.2
Find the taxable income of a married couple with two children, who have a combined income of $૞૞,૙૙૙ .

૞૞૙૙૙ െ ૚૞૟૙૙ െ ૚૛૛૙૙ = ૛ૠ૛૙૙. The family’s taxable income is $૛ૠ, ૛૙૙.

Exercise 3

Find the taxable income of a married couple with one child, who have a combined income of $૛૜, ૙૙૙.

૛૜૙૙૙ െ ૚૚ૠ૙૙ െ ૚૛૛૙૙ = െૢ૙૙. The family’s taxable income is $૙.

Federal Income Tax and the Marginal Tax Rate: Below is an example of how to compute the federal income tax of a
household using the Federal Income Tax table above.

Example 1

Compute the Federal Income Tax for the situation described in Exercise 1 (a single person with no kids making $૞૞, ૙૙૙).

From the answer in Exercise 1, the taxable income is $૝૞, ૙૙૙. Looking up $૝૞, ૙૙૙ in the tax table above, we see that
$૝૞, ૙૙૙ corresponds to the second row because it is between $૚ૠ, ૡ૞૙ and $ૠ૛, ૞૙૙:

Plus the
If taxable income is
But not over: The tax is: Marginal Of the amount over:
over:
Rate
$૚ૠ, ૡ૞૙ $ૠ૛,૞૙૙ $૚, ૠૡ૞. ૙૙ ૚૞% $૚ૠ, ૡ૞૙

To calculate the tax, add $૚, ૠૡ૞ plus ૚૞% of the amount of $૝૞, ૙૙૙ that is over $૚ૠ, ૡ૞૙. Since
૝૞૙૙૙ െ ૚ૠૡ૞૙ = ૛ૠ૚૞૙, and ૚૞% of ૛ૠ, ૚૞૙ is $૝, ૙ૠ૛.૞૙, the total federal income tax on $૝૞, ૙૙૙ of taxable
income is $૞,ૡ૞ૠ. ૞૙.

Exercise 4
Compute the Federal Income Tax for a married couple with two children making $૚૛ૠ,ૡ૙૙ .

The taxable income is $૚૛ૠ᩺ૡ૙૙ െ $૚૞૟૙૙ െ $૚૛૛૙૙ = $૚૙૙᩺૙૙૙.

Looking up $૚૙૙,૙૙૙ in the tax table, we see that $૚૙૙,૙૙૙ corresponds to the third row because it is between
$ૠ૛, ૞૙૙ and $૚૝૟, ૙૙૙:

If taxable income Plus the

But not over: The tax is: Of the amount over:
is over: Marginal Rate
$ૠ૛, ૞૙૙ $૚૝૟, ૝૙૙ $ૢ, ૢૡ૛.૞૙ ૛૞% $ૠ૛, ૞૙૙

To calculate the tax, add $ૢ, ૢૡ૛. ૞૙ plus ૛૞% of the amount over $ૠ૛, ૞૙૙. Since ૚૙૙ ૙૙૙ െ ૠ૛૞૙૙ = ૛ૠ૞૙૙, we
take ૛૞% of ૛ૠ,૞૙૙ to get $૟ૡૠ૞. Thus, the total federal income tax on $૚૙૙, ૙૙૙ of taxable income is $૚૟,ૡ૞ૠ. ૞૙.

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Taxpayers sometimes misunderstand marginal tax to mean: “If my taxable income is $૚૙૙, ૙૙૙, and my marginal tax
rate is ૛૞%, my federal income taxes are $૛૞, ૙૙૙.” This statement is not true—they would not owe $૛૞, ૙૙૙ to the
federal government. Instead, a marginal income tax charges a progressively higher tax rate for successively greater levels
of income. Therefore, they would really owe:

ƒ ૚૙% on the first $૚ૠ, ૡ૞૙, or $૚, ૠૡ૞ in taxes for the interval from $૙ to $૚ૠ, ૡ૞૙;

ƒ ૚૞% on the next $૞૝, ૟૞૙, or $ૡ,૚ૢૠ. ૞૙ in taxes for the interval from $૚ૠ, ૡ૞૙ to $ૠ૛, ૞૙૙;

ƒ ૛૞% on the last $૛ૠ, ૞૙૙, or $૟, ૡૠ૞.૙૙ in taxes for the interval from $ૠ૛, ૞૙૙ to $૚૙૙, ૙૙૙;

for a total of $૚૟, ૡ૞ૠ. ૞૙ of the $૚૙૙, ૙૙૙ of taxable income. Thus, their effective federal income tax rate is
૚૟. ૡ૞ૠ૞%, not ૛૞% as they claimed. Note that the tax table above incorporates the different intervals so that only one
calculation needs to be made (the answer to this problem is the same as the answer in Exercise 5).

Exercises 5–7 (15 minutes)

Students are now ready to formulate and create a graph of federal income taxes versus income. In Exercise 5, the
creation of the table and the graph involves many of the ideas that students have been learning throughout this module.
The hope here is that they can work through this problem on their own (or in groups of two) with minimum help from
you. However, since these tax terms are new, you may need to walk around the room and help explain words like
income, taxable income, exemption, standard deduction, and federal income tax (as well as marginal tax rate, filing
status, and deduction).

MP.1 Exercise 5
&
MP.4 Create a table and a graph of federal income tax versus income for a married couple with two children between $૙ of
income and $૞૙૙,૙૙૙ of income.

The first step in creating the graph is to determine the equation for taxable income. A married couple with two children
has a standard deduction of $૚૛, ૛૙૙ and an exemption deduction of $૚૞,૟૙૙ , for a total deduction of $૛ૠ,ૡ૙૙ . If we
let the real number, ࢀࡵ, stand for the family’s taxable income, and the real number, ࡵ, stand for the family’s income, we
get the following equation for taxable income:
ࡵ െ ૛ૠૡ૙૙ ࡵ ൒ ૛ૠૡ૙૙
ࢀࡵ = ቄ
૙ ૙ ൑ ࡵ < ૛ૠૡ૙૙

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Help students to create the following table using the intervals in the
160
federal income tax table:

Federal Income Tax (dollars)

Thousands
140
Income ($) Taxable Income ($) Federal Income Tax ($) 120
0 0 0 100
27,800 0 0
80
45,650 17,850 1785.00
60
100,300 72,500 9,982.50
174,200 146,400 28,457.50 40
250,850 223,050 49,919.50 20
426,150 398,350 107,768.50 0
477,800 450,000 125,846.00 0 200 400
Thousands
500,000 472,200 134,637.20
Income (dollars)
Use column 1 and column 3 in this table to create the graph on the
right.

Exercise 6

Interpret and validate the graph you created in Exercise 5. Does your graph provide an approximate value for the federal
income tax you calculated in Exercise 4?

Yes. The graph suggests that the federal income tax for a married couple with two children with an income of $૚૛ૠ, ૡ૙૙
should be between $૚૞,૙૙૙ and $૛૙,૙૙૙ , which is close to the actual amount of $૚૟, ૡ૞ૠ. ૞૙.

Exercise 7

Use the table you created in Exercise 5 to report on the effective federal income tax rate for a married couple with two
children, who makes:

a. $૛ૠ, ૡ૙૙
b. $૝૞, ૟૞૙
c. $૞૙૙, ૙૙૙

Note to teacher: Answer the first two incomes with your class, using them as examples to explain the meaning of
effective federal income tax rate. Let them find the effective federal income tax rate for $500,000 as an exercise.

The effective federal income tax rate is found by writing the number (federal income tax)/(income) as a percentage. The
effective federal income tax rate for a married couple with two children making:

a. $૛ૠ, ૡ૙૙ is ૙%,

b. $૝૞, ૟૞૙ is about ૝%,
c. $૞૙૙, ૙૙૙ is about ૛ૠ%.

Exit Ticket (5 minutes)

Adjust this problem based upon the remaining class time.

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Name ___________________________________________________ Date____________________

Lesson 28: Federal Income Tax

Exit Ticket

A famous movie actress made $10 million last year. She is married and has no children, and her husband does not earn
any income. Assume that she computes her taxable income using the following formula:

(taxable income) = (income) െ (exemptions) െ (standard deductions)

Find her taxable income, her federal income tax, and her effective federal income tax rate.

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Exit Ticket Sample Solutions

A famous movie actress made $૚૙ million last year. She is married and has no children, and her husband does not earn
any income. Assume that she computes her taxable income using the following formula:

(taxable income) = (income) െ (exemptions) െ (standard deductions)

Find her taxable income, her federal income tax, and her effective federal income tax rate.

Taxable Income: $૚૙ ૙૙૙ ૙૙૙ െ $ૠૡ૙૙ െ $૚૛૛૙૙ = $ૢ ૢૡ૙ ૙૙૙

Federal Income Tax:

If taxable income is Plus the

But not over: The tax is: Of the amount over:
over: Marginal Rate
$૝૞૙,૙૙૙ + $૚૛૞, ૡ૝૟. ૙૙ ૜ૢ. ૟% $૝૞૙, ૙૙૙

૜ૢ. ૟% of ૢ ૢૡ૙ ૙૙૙ െ ૝૞૙ ૙૙૙, or ૜ૢ.૟% of ૢ ૞૜૙ ૙૙૙, is $૜ ૠૠ૜ ૡૡ૙ in tax over the first $૝૞૙,૙૙૙ . Add the tax of
$૚૛૞, ૡ૝૟ on the first $૝૞૙, ૙૙૙ of taxable income, to get a total federal income tax of $૜ ૡૢૢ ૠ૛૟.
૜ ૡૢૢ ૠ૛૟
Effective Federal Income Tax Rate: ‫ ڄ‬૚૙૙ ൎ ૜ૢ%
૚૙ ૙૙૙ ૙૙૙

Problem Set Sample Solutions

Use the formula and tax tables given in the lesson to perform all computations.

1. Find the taxable income of a married couple with two children, who have a combined income of $ૠ૞, ૙૙0.

$૝ૠ ,૛૙૙

2. Find the taxable income of a single person with no children, who has an income of $૜ૠ,૙૙૙ .

$૛ૠ ,૙૙૙

3. Find the taxable income of a married couple with three children, who have a combined income of $૟૛, ૙૙૙.

$૜૙ ,૜૙૙

4. Find the federal income tax of a married couple with two children, who have a combined income of $૚૙૙, ૙૙૙.

$ૢ ,ૢ૜ૠ. ૞૙

5. Find the federal income tax of a married couple with three children, who have a combined income of $૜૙૙, ૙૙૙.

$૟૝ ,ૡ૞૛

6. Find the effective federal income tax rate of a married couple with no children, who have a combined income of
$૜૝ ,૙૙૙.

૝. ૚%

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7. Find the effective federal income tax rate of a married couple with one child who have a combined income of
$૛૞૙ ,૙૙૙.

Approximately ૛૙. ૝%

8. The latest report on median household (family) income in the United States is $૞૙, ૞૙૛ per year. Compute the
federal income tax and effective federal income tax rate for a married couple with three children, who have a
combined income of $૞૙,૞૙૛ .

Federal income tax: $૚,ૢ૛ૠ. ૡ૙

Effective federal income tax rate: Approximately ૜.ૡ%

9. Extend the table you created in Exercise 6 by adding a column called, “Effective federal income tax rate.” Compute
the effective federal income tax rate to the nearest tenth for each row of the table, and create a graph that shows
effective federal income tax rate versus income using the table.

Federal Income Effective Federal

Income Taxable Income
Tax Income Tax Rate
૙ ૙ ૙ ૙%
૛ૠ, ૡ૙૙ ૙ ૙ ૙%
૝૞, ૟૞૙ ૚ૠ, ૡ૞૙ ૚,ૠૡ૞. ૙૙ ૜. ૢ%
૚૙ૠ, ૞૞૙ ૠ૛, ૞૙૙ ૢ,ૢૡ૛. ૞૙ ૢ. ૜%
૚ૠ૝, ૛૙૙ ૚૝૟, ૝૙૙ ૛ૡ,૝૞ૠ. ૞૙ ૚૟. ૜%
૛૞૙, ૡ૞૙ ૛૛૜, ૙૞૙ ૝ૢ,ૢ૚ૢ. ૞૙ ૚ૢ. ૢ%
૝૛૟, ૚૞૙ ૜ૢૡ, ૜૞૙ ૚૙ૠ,ૠ૟ૡ. ૞૙ ૛૞. ૜%
૝ૠૠ, ૡ૙૙ ૝૞૙, ૙૙૙ ૚૛૞,ૡ૝૟. ૙૙ ૛૟. ૜%
૞૙૙, ૙૙૙ ૝ૠ૛, ૛૙૙ ૚૜૝,૟૜ૠ. ૛૙ ૛૟. ૢ%

Effective Federal Income Tax Rate for Married

Couples with Two Children
Effective Federal Income Tax Rate (percent)

30%

25%

20%

15%

10%

5%

0%
0 200 400 600
Thousands
Income (dollars)

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Name Date

1. Solve the following equations for ‫ݔ‬. Write your answer in set notation.

a. 3‫ ݔ‬െ 5 = 16

b. 3(‫ ݔ‬+ 3) െ 5 = 16

c. 3(2‫ ݔ‬െ 3) െ 5 = 16

d. 6(‫ ݔ‬+ 3) െ 10 = 32

e. Which two equations above have the same solution set? Write a sentence explaining how the
properties of equality can be used to determine the pair without having to find the solution set for
each.

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2. Let ܿ and ݀ be real numbers.

a. If ܿ = 42 + ݀ is true, then which is greater: ܿ or ݀, or are you not able to tell? Explain how you
know your choice is correct.

b. If ܿ = 42 െ ݀ is true, then which is greater: ܿ or ݀, or are you not able to tell? Explain how you
know your choice is correct.

3. If ܽ < 0 and ܿ > ܾ, circle the expression that is greater:

ܽ(ܾ െ ܿ) or ܽ(ܿ െ ܾ)

Use the properties of inequalities to explain your choice.

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4. Solve for ‫ ݔ‬in each of the equations or inequalities below, and name the property and/or properties used:

ଷ
a. ‫=ݔ‬9
ସ

b. 10 + 3‫ = ݔ‬5‫ݔ‬

c. ܽ+‫ܾ=ݔ‬

d. ܿ‫݀ = ݔ‬

ଵ
e. ‫ ݔ‬െ݃ < ݉
ଶ

f. ‫ ݍ‬+ 5‫ = ݔ‬7‫ ݔ‬െ ‫ݎ‬

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ଷ
g. (‫ ݔ‬+ 2) = 6(‫ ݔ‬+ 12)
ସ

h. 3(5 െ 5‫ > )ݔ‬5‫ݔ‬

5. The equation 3‫ ݔ‬+ 4 = 5‫ ݔ‬െ 4 has the solution set {4}.

a. Explain why the equation (3‫ ݔ‬+ 4) + 4 = (5‫ ݔ‬െ 4) + 4 also has the solution set {4}.

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b. In part (a), the expression (3‫ ݔ‬+ 4) + 4 is equivalent to the expression 3‫ ݔ‬+ 8. What is the
definition of equivalent expressions? Why does changing an expression on one side of an equation
to an equivalent expression leave the solution set unchanged?

c. When we square both sides of the original equation, we get the following new equation:

(3‫ ݔ‬+ 4)ଶ = (5‫ ݔ‬െ 4)ଶ.

Show that 4 is still a solution to the new equation. Show that 0 is also a solution to the new
equation but is not a solution to the original equation. Write a sentence that describes how the
solution set to an equation may change when both sides of the equation are squared.

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d. When we replace ‫ ݔ‬by ‫ ݔ‬ଶ in the original equation, we get the following new equation:

3‫ ݔ‬ଶ + 4 = 5‫ ݔ‬ଶ െ 4.

Use the fact that the solution set to the original equation is {4} to find the solution set to this new
equation.

6. The Zonda Information and Telephone Company (ZI&T) calculates a customer’s total monthly cell phone
charge using the formula,

‫ ܾ( = ܥ‬+ ‫()݉ݎ‬1 + ‫) ݐ‬,

where ‫ ܥ‬is the total cell phone charge, ܾ is a basic monthly fee, ‫ ݎ‬is the rate per minute, ݉ is the number
of minutes used that month, and ‫ ݐ‬is the tax rate.

Solve for ݉, the number of minutes the customer used that month.

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7. Students and adults purchased tickets for a recent basketball playoff game. All tickets were sold at the
ticket booth—season passes, discounts, etc., were not allowed.

Student tickets cost $5 each, and adult tickets cost $10 each. A total of $4,500 was collected.
700 tickets were sold.

a. Write a system of equations that can be used to find the number of student tickets, ‫ݏ‬, and the
number of adult tickets, ܽ, that were sold at the playoff game.

b. Assuming that the number of students and adults attending would not change, how much more
money could have been collected at the playoff game if the ticket booth charged students and adults
the same price of $10 per ticket?

c. Assuming that the number of students and adults attending would not change, how much more
money could have been collected at the playoff game if the student price was kept at $5 per ticket
and adults were charged $15 per ticket instead of $10?

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8. Alexus is modeling the growth of bacteria for an experiment in science. She assumes that there are
‫ ܤ‬bacteria in a Petri dish at 12:00 noon. In reality, each bacterium in the Petri dish subdivides into two
new bacteria approximately every 20 minutes. However, for the purposes of the model, Alexus assumes
that each bacterium subdivides into two new bacteria exactly every 20 minutes.

ଵ
a. Create a table that shows the total number of bacteria in the Petri dish at hour intervals for 2
ଷ
hours starting with time 0 to represent 12:00 noon.

b. Write an equation that describes the relationship between total number of bacteria ܶ and time ݄ in
hours, assuming there are ‫ ܤ‬bacteria in the Petri dish at ݄ = 0.

c. If Alexus starts with 100 bacteria in the Petri dish, draw a graph that displays the total number of
bacteria with respect to time from 12:00 noon (݄ = 0) to 4:00 p.m. (݄ = 4). Label points on your
graph at time ݄ = 0, 1, 2, 3, 4.

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d. For her experiment, Alexus plans to add an anti-bacterial chemical to the Petri dish at 4:00 p.m. that
is supposed to kill 99.9% of the bacteria instantaneously. If she started with 100 bacteria at
12:00 noon, how many live bacteria might Alexus expect to find in the Petri dish right after she adds
the anti-bacterial chemical?

9. Jack is 27 years older than Susan. In 5 years, he will be 4 times as old as she is.

a. Find the present ages of Jack and Susan.

b. What calculations would you do to check if your answer is correct?

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10.

a. Find the product: (‫ ݔ‬ଶ െ ‫ ݔ‬+ 1)(2‫ ݔ‬ଶ + 3‫ ݔ‬+ 2).

b. Use the results of part (a) to factor 21,112 as a product of a two-digit number and a three-digit
number.

11. Consider the following system of equations with the solution ‫ = ݔ‬3, ‫ = ݕ‬4.

Equation A1: ‫ݔ =ݕ‬+ 1

Equation A2: ‫ = ݕ‬െ2‫ ݔ‬+ 10

a. Write a unique system of two linear equations with the same solution set. This time make both
linear equations have positive slope.

Equation B1: ________________

Equation B2: ________________

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b. The following system of equations was obtained from the original system by adding a multiple of
equation A2 to equation A1.

Equation C1: ‫ ݔ = ݕ‬+1

Equation C2: 3‫ = ݕ‬െ3‫ ݔ‬+ 21

What multiple of A2 was added to A1?

c. What is the solution to the system given in part (b)?

d. For any real number ݉, the line ‫ ݔ(݉ = ݕ‬െ 3) + 4 passes through the point (3,4).

Is it certain, then, that the system of equations

Equation D1: ‫ ݔ = ݕ‬+1

Equation D2: ‫ ݔ( ݉ = ݕ‬െ 3) + 4

has only the solution ‫ = ݔ‬3, ‫ = ݕ‬4? Explain.

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12. The local theater in Jamie’s home town has a maximum capacity of 160 people. Jamie shared with Venus
the following graph and said that the shaded region represented all the possible combinations of adult
and child tickets that could be sold for one show.

a. Venus objected and said there was more than one reason that Jamie’s thinking was flawed. What
reasons could Venus be thinking of?

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b. Use equations, inequalities, graphs, and/or words to describe for Jamie the set of all possible
combinations of adult and child tickets that could be sold for one show.

c. The theater charges $9 for each adult ticket and $6 for each child ticket. The theater sold 144
tickets for the first showing of the new release. The total money collected from ticket sales for that
show was $1,164. Write a system of equations that could be used to find the number of child tickets
and the number of adult tickets sold, and solve the system algebraically. Summarize your findings
using the context of the problem.

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A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Missing or Missing or incorrect A correct answer A correct answer
incorrect answer answer but with some evidence supported by
and little evidence of some of reasoning or substantial evidence
evidence of reasoning or application of of solid reasoning or
reasoning or application of mathematics to application of
application of mathematics to solve the problem, mathematics to
mathematics to solve the problem. or an incorrect solve the problem.
solve the answer with
problem. substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 a–d Student gives a Student shows at least Student solves the Student solves the
short incorrect one correct step, but equation correctly equation correctly
A-REI.A.1 answer or leaves the solution is (every step that is (every step that is
the question blank. incorrect. shown is correct) but shown is correct) and
does not express the expresses the answer
answer as a solution as a solution set.
set.

e Student does not Student answers (b) Student answers (b) Student answers (b)
answer or answers and (d) but does not and (d) but makes and (d) and articulates
A-SSE.A.1b incorrectly with demonstrate solid minor misstatements solid reasoning in the
A-REI.B.3 something other reasoning in the in the explanation. explanation.
than (b) and (d). explanation.

2 a Student responds Student responds Student responds Student responds

incorrectly or leaves correctly that (c) must correctly that (c) must correctly that (c) must
A-CED.A.3 the question blank. be greater but does be greater but gives be greater and
not use solid an incomplete or supports the statement
reasoning to explain slightly incorrect with solid,
the answer. explanation of why. well-expressed
reasoning.

b Student responds Student responds Student responds Student responds

incorrectly or leaves correctly that there is correctly that there is correctly that there is
A-CED.A.3 the question blank. no way to tell but no way to tell but no way to tell and
does not use solid gives an incomplete or supports the statement
reasoning to explain slightly incorrect with solid,
the answer. explanation of why. well-expressed
reasoning.

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3 A-SSE.A.1b Student responds Student responds Student responds Student responds

incorrectly or leaves correctly by circling correctly by circling correctly by circling the
the question blank. the expression on the the expression on the expression on the left
left but does not use left but gives limited and gives a complete
solid reasoning to explanation or does explanation that uses
explain the answer. not use the properties the properties of
of inequality in the inequality.
explanation.
4 a–h Student answers Student answers Student answers Student answers
incorrectly with no incorrectly but has correctly but does not correctly and correctly
A-REI.A.1 correct steps one or more correct correctly identify the identifies the property
A-REI.B.3 shown. steps. property or properties or properties used.
used.
5 a Student does not Student demonstrates Student demonstrates Student answer is
answer or only limited solid reasoning but complete and
A-REI.A.1 demonstrates reasoning. falls short of a demonstrates solid
incorrect reasoning complete answer or reasoning throughout.
throughout. makes a minor
misstatement in the
answer.
b Student does not Student makes more Student provides a Student answers
answer or does not than one mostly correct completely and uses a
A-REI.A.1 demonstrate misstatement in the definition with a correct definition
understanding of definition. minor misstatement. without error or mis-
what the question is statement.
asking.
c Student makes Student conducts both Student conducts both Student conducts both
mistakes in both verifications but falls verifications and verifications without
A-REI.A.1 verifications and short of articulating articulates valid error and articulates
demonstrates reasoning to answer reasoning to answer valid reasoning to
incorrect reasoning the question. the question but answer the question.
or leaves the makes a minor error in
question blank. the verification or a
minor misstatement in
the explanation.
d Student answers Student identifies one Student identifies only Student identifies both
incorrectly or does or both solutions but one solution correctly solutions correctly and
A-REI.A.1 not answer. is unable to convey but articulates the articulates the
how the solutions reasoning of using the reasoning of using the
could be found using solution to the original solution to the original
the fact that 4 is a equation to find the equation to find the
solution to the original solution to the new solution to the new
equation. equation. equation.

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6 A-CED.A.4 Student does not Student makes more Student answer shows Student answers
answer or shows no than one error in the valid steps but with correctly.
evidence of solution process but one minor error.
reasoning. shows some evidence
of reasoning.

7 a–c Student is unable to Student answers one Student shows solid Student answers every
answer any portion part correctly or evidence of reasoning part correctly and
A-CED.A.3 correctly. shows some evidence in every part but may demonstrates and
of reasoning in more make minor errors. expresses valid
than one part. reasoning throughout.

8 a Student provides no Student provides a Student provides a Student provides a data

table or a table with data table that is data table that is table that is complete
A-CED.A.2 multiple incorrect incomplete or has complete but may and correct with
entries. more than one minor have one error or correct headings.
error. slightly inaccurate
headings.
b Student provides no Student provides an Student provides a Student provides a
equation or an incorrect equation but correct answer in the correct answer in the
A-CED.A.2 equation that does one that models form of ܶ = ‫(ܤ‬2) ଷ௛. form of ܶ = ‫ܤ‬8௛ or in
not represent exponential growth. more than one form,
exponential growth. such as ܶ = ‫(ܤ‬2) ଷ௛
and ܶ = ‫ܤ‬8௛ .
c Student provides no Student provides a Student creates a Student creates a
graph or a grossly graph with an graph with correct complete graph with
A-CED.A.2 inaccurate graph. inaccurate shape but general shape but may correctly labeled axes
provides some leave off or make an and correctly labeled
evidence of reasoning error on one or two data points (or a data
in labeling the axes axes or data points. table) showing the
and/or data points. values for
݄ = 0, 1, 2, 3, 4.
d Student provides no Student provides Student answers that Student answers that
answer or an limited evidence of 409.6 bacteria are 410, or about 410,
A-CED.A.2 incorrect answer reasoning and an alive. bacteria are alive.
with no evidence of incorrect answer.
reasoning in arriving
at the answer.

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9 a Student writes Student answers are Both equations are Both equations are
incorrect equations incorrect, but at least correct, but student correct and student
A-CED.A.1 or does not provide one of the equations makes a minor solves them correctly
equations. is correct. Student mistake in finding the to arrive at the answer
makes a gross error in solution. that Jack is 31 and
the solution, makes Susan is 4.
more than one minor
error in the solution
process, or has one of
the two equations
incorrect.
b Student does not Student articulates Student articulates Student articulates
answer or gives a only one of the the two calculations both calculations
A-REI.B.3 completely calculations correctly. but with a minor mis- correctly.
incorrect answer. statement in one of
the descriptions.
10 a–b Student work is Student makes more Student demonstrates Student demonstrates
blank or than one error in the the ability to multiply the ability to multiply
A-APR.A.1 demonstrates no multiplication but the polynomials the polynomials
understanding of demonstrates some (expressing the (expressing the product
multiplication of understanding of product as a sum of as a sum of monomials
polynomials, nor multiplication of monomials with like with like terms
how to apply polynomials. Student terms combined) and combined) and to apply
part (a) to arrive at may not be able to to apply the structure the structure from
an answer for garner or apply from part (a) to solve part (a) to solve part (b)
part (b). information from part (b). There may as 91(232).
part (a) to use in be minor errors.
answering part (b)
correctly.
11 a Student is unable to Student provides two Student shows one Student provides two
demonstrate the equations that have minor error in the equations both
A-REI.C.6 understanding that (3, 4) as a solution (or answer but attempts containing (3, 4) as a
two equations with attempts to provide to provide two solution and both with
(3, 4) as a solution such equations) but equations both positive slope.
are needed. makes one or more containing (3, 4) as a
errors. Student may solution and both with
provide an equation positive slope.
with a negative slope.

b Student is unable to Student identifies the N/A Student correctly

identify the multiple multiple as 3. identifies the multiple
A-REI.C.6 correctly. as 2.

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c Student is unable to Student shows some Student makes a Student successfully

demonstrate even a reasoning required to minor error in finding identifies the solution
A-REI.C.6 partial find the solution but the solution point. point as (3, 4).
understanding of makes multiple errors.
how to find the
solution to the
system.
d Student is unable to Student concludes yes Student correctly Student correctly
answer or to or no but is only able explains that all the explains that while in
A-REI.C.5 support the answer to express limited systems have the most cases this is true,
A-REI.C.6 with any solid reasoning in support solution point (3, 4) if ݉ = 1, the two lines
reasoning. of the answer. but incorrectly are coinciding lines,
A-REI.D.10
assumes this is true resulting in a solution
for all cases of ݉. set consisting of all the
points on the line.

12 a Student is unable to Student is only able to Student provides two Student is able to
articulate any sound articulate one sound sound reasons but articulate at least two
MP.2 reasons. reason. makes minor errors in valid reasons. Valid
A-REI.D.12 the expression of reasons include the
reasoning. following: the graph
assumes ‫ ݔ‬could be less
than zero, the graph
assumes ‫ ݕ‬could be less
than zero, the graph
assumes ܽ and ܾ could
be non-whole numbers,
the graph assumes 160
children could attend
with no adults.

b Student is unable to Student provides a Student makes minor Student communicates

communicate a verbal description that errors in effectively that both (a)
A-CED.A.2 relevant lacks precision and communicating the and (b) must be whole
A-REI.D.10 requirement of the accuracy but idea that both (a) and numbers whose sum is
A-REI.D.12 solution set. demonstrates some (b) must be whole less than or equal to
reasoning about the numbers whose sum 160.
solution within the is less than or equal to
context of the 160.
problem.

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c Student is unable to Student makes Student makes minor Student correctly

demonstrate any multiple errors in the errors in the writes the equations to
A-CED.A.2 substantive equations and/or equations but solves represent the system.
A-REI.C.6 understanding in solving process but the system accurately, Student solves the
how to create the demonstrates some or the student creates system accurately and
equations and solve understanding of how the correct equations summarizes by defining
the system of to create equations to but makes a minor or describing the values
equations. represent a context error in solving the of the variable in the
and/or solve the system of equations. context of the problem
system of equations. (i.e., that there are
100 adult tickets and
44 child tickets sold.)

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Name Date

1. Solve the following equations for ‫ݔ‬. Write your answer in set notation.

a. 3‫ ݔ‬െ 5 = 16

3x = 21 Solution set: {7}

x=7

b. 3(‫ ݔ‬+ 3) െ 5 = 16
3x + 9 - 5 = 16 Solution set: {4}
3x = 12
x=4

c. 3(2‫ ݔ‬െ 3) െ 5 = 16

6x - 9 - 5 = 16 Solution set: {5}

6x - 14 = 16
6x = 30
x=5

d. 6(‫ ݔ‬+ 3) െ 10 = 32

6x + 18 - 10 = 32 Solution set: {4}

6x = 24
x=4

e. Which two equations above have the same solution set? Write a sentence explaining how the
properties of equality can be used to determine the pair without having to find the solution set for
each.

Problems (b) and (d) have the same solution set. The expressions on each side of the
equal sign for (d) are twice those for (b). So, if (left side) = (right side) is true for only
some x-values, then 2(left side) = 2(right side) will be true for exactly the same x-
values. Or simply, applying the multiplicative property of equality does not change the
solution set.

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2. Let ܿ and ݀ be real numbers.

a. If ܿ = 42 + ݀ is true, then which is greater: ܿ or ݀ or are you not able to tell? Explain how you know
your choice is correct.

c must be greater because c is always 42 more than d.

b. If ܿ = 42 െ ݀ is true, then which is greater: ܿ or ݀ or are you not able to tell? Explain how you know
your choice is correct.

There is no way to tell. We only know that the sum of c and d is 42. If d were 10, c
would be 32 and, therefore, greater than d. But if d were 40, c would be 2 and,
therefore, less than d.

3. If ܽ < 0 and ܿ > ܾ, circle the expression that is greater:

ܽ(ܾ െ ܿ) or ܽ(ܿ െ ܾ)

Use the properties of inequalities to explain your choice.

Since c > b, Since c > b,

it follows that 0 > b െ c, it follows that c െ b > 0.
and since a < 0, a is negative, so (c െ b) is positive. And since a is
and the product of two negatives will be negative, the product of
a positive. a  (c െ b) < a  (b െ c).

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4. Solve for ‫ ݔ‬in each of the equations or inequalities below and name the property and/or properties used:

ଷ
a. ‫=ݔ‬9
ସ

4
x=9Â ൬ ൰ Multiplication property of equality
3
x = 12

b. 10 + 3‫ = ݔ‬5‫ݔ‬

10 = 2x Addition property of equality

5=x Multiplication property of equality

c. ܽ+‫ܾ=ݔ‬
x = bെ a Addition property of equality

d. ܿ‫݀ = ݔ‬
d
x= , c 0 Multiplication property of equality
c

ଵ
e. ‫ ݔ‬െ݃ < ݉
ଶ

1
x <m+g Addition property of equality
2
x < 2 ‫ ڄ‬൫m + g൯ Multiplication property of equality

f. ‫ ݍ‬+ 5‫ = ݔ‬7‫ ݔ‬െ ‫ݎ‬

q + r = 2x Addition property of equality

൫q+r൯
=x Multiplication property of equality
2

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ଷ
g. (‫ ݔ‬+ 2) = 6(‫ ݔ‬+ 12)
ସ

3 Â (x + 2) = 24 Â (x + 12) Multiplication property of equality

3x + 6 = 24x + 288 Distributive property
282
െ =x Addition property of equality and multiplication
21
94
െ =x Property of equality
7
94
െ =x
7

h. 3(5 – 5‫ > )ݔ‬5‫ݔ‬

15 െ 15x > 5x Distributive property
15 > 20x Addition property of inequality
3
>x Multiplication property of equality
4

5. The equation, 3‫ ݔ‬+ 4 = 5‫ ݔ‬െ 4, has the solution set {4}.

a. Explain why the equation, (3‫ ݔ‬+ 4) + 4 = (5‫ ݔ‬െ 4) + 4, also has the solution set {4}.

Since the new equation can be created by applying the addition property of equality,
the solution set does not change.
OR
Each side of this equation is 4 more than the sides of the original equation. Whatever
value(s) make 3x + 4 = 5x െ 4 true would also make 4 more than 3x + 4 equal to 4
more than 5x െ 4.

b. In part (a), the expression (3‫ ݔ‬+ 4) + 4 is equivalent to the expression 3‫ ݔ‬+ 8. What is the

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definition of equivalent algebraic expressions? Describe why changing an expression on one side of
an equation to an equivalent expression leaves the solution set unchanged?

Algebraic expressions are equivalent if (possibly repeated) use of the distributive,

associative, and commutative properties and/or the properties of rational exponents can
be applied to one expression to convert it to the other expression.
When two expressions are equivalent, assigning the same value to x in both expressions
will give an equivalent numerical expression, which then evaluates to the same number.
Therefore, changing the expression to something equivalent will not change the truth
value of the equation once values are assigned to x.

c. When we square both sides of the original equation, we get the following new equation:

(3‫ ݔ‬+ 4)ଶ = (5‫ ݔ‬െ 4)ଶ.

Show that 4 is still a solution to the new equation. Show that 0 is also a solution to the new
equation but is not a solution to the original equation. Write a sentence that describes how the
solution set to an equation may change when both sides of the equation are squared.

(3 Â 4 + 4)2 = (5 Â 4 െ 4 )2 gives 16 2 = 166, which is true.

(3 Â 0 + 4)2 =(5 Â 0 െ 4 )2 gives 4 2 =(െ4)2, which is true.
But, (3 Â 0 + 4) = (5 Â 0 െ 4 ) gives 4 = െ 4, which is false.
When both sides are squared, you might introduce new numbers to the solution set
because statements like 4 =െ 4 are false, but statements like 4 2 = (െ4)2 are true.

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d. When we replace ‫ ݔ‬by ‫ ݔ‬ଶ in the original equation, we get the following new equation:

3‫ ݔ‬ଶ + 4 = 5‫ ݔ‬ଶ െ 4.

Use the fact that the solution set to the original equation is {4} to find the solution set to this new
equation.

Since the original equation 3x + 4 = 5x െ 4 was true when x = 4, the new equation
3x2 + 4 = 5x2 െ 4 should be true when x2 = 4. And, x2 = 4 when x = 2, so the solution set
to the new equation is {െ2,2}.

6. The Zonda Information and Telephone Company calculates a customer’s total monthly cell phone charge
using the formula,

‫ ܾ( = ܥ‬+ ‫()݉ݎ‬1 + ‫) ݐ‬,

where ‫ ܥ‬is the total cell phone charge, ܾ is a basic monthly fee, ‫ ݎ‬is the rate per minute, ݉ is the number
of minutes used that month, and ‫ ݐ‬is the tax rate.

Solve for ݉, the number of minutes the customer used that month.

C = b + bt + rm + rmt
C െ b െ bt = m  (r + rt)
C െ b െ bt
=m tെ1
r + rt
r0

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7. Students and adults purchased tickets for a recent basketball playoff game. All tickets were sold at the
ticket booth—season passes, discounts, etc., were not allowed.

Student tickets cost $5 each, and adult tickets cost $10 each. A total of $4,500 was collected.
700 tickets were sold.

a. Write a system of equations that can be used to find the number of student tickets, ‫ݏ‬, and the
number of adult tickets, ܽ, that were sold at the playoff game.

5s + 10a = 4500
s + a = 700

b. Assuming that the number of students and adults attending would not change, how much more
money could have been collected at the playoff game if the ticket booth charged students and adults
the same price of $10 per ticket?

700 × $10 = $7000

$7000 െ $4500 = $2500 more

c. Assuming that the number of students and adults attending would not change, how much more
money could have been collected at the playoff game if the student price was kept at $5 per ticket
and adults were charged $15 per ticket instead of $10?

First solve for a and s

5s + 10a = 4500
-5s െ 5a = െ 3500
5a = 1000
a = 200
s = 500

$5 ή (500) + $15 ή (200) = $5500

$1,000 more
OR
$5 more per adult ticket (200 ή $5 = $1000 more)

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8. Alexus is modeling the growth of bacteria for an experiment in science. She assumes that there are ‫ܤ‬
bacteria in a Petri dish at 12:00 noon. In reality, each bacterium in the Petri dish subdivides into two new
bacteria approximately every 20 minutes. However, for the purposes of the model, Alexus assumes that
each bacterium subdivides into two new bacteria exactly every 20 minutes.

ଵ
a. Create a table that shows the total number of bacteria in the Petri dish at hour intervals for
ଷ
2 hours starting with time 0 to represent 12:00 noon.

Time Number of Bacteria

0 B
1/3 hour 2B
2/3 hour 4B
1 hour 8B
1 1/3 hour 16B
1 2/3 hour 32B
2 hour 64B

b. Write an equation that describes the relationship between total number of bacteria T and time h in
hours, assuming there are ‫ ܤ‬bacteria in the Petri dish at ݄ = 0.

T = B Â (2)3h or T = B Â 8h

c. If Alexus starts with 100 bacteria in the Petri dish, draw a graph that displays the total number of
bacteria with respect to time from 12:00 noon (݄ = 0) to 4:00 p.m. (݄ = 4). Label points on your
graph at time ݄ = 0,1, 2, 3,4.

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d. For her experiment, Alexus plans to add an anti-bacterial chemical to the Petri dish at 4:00 p.m. that
is supposed to kill 99.9% of the bacteria instantaneously. If she started with 100 bacteria at
12:00 noon, how many live bacteria might Alexus expect to find in the Petri dish right after she adds
the anti-bacterial chemical?

(1 െ 0.999) Â 409௔600 = 409.6

about 410 live bacteria

9. Jack is 27 years older than Susan. In 5 years time, he will be 4 times as old as she is.

a. Find the present ages of Jack and Susan.

J = S + 27
J + 5 = 4 Â (S + 5)

S + 27 + 5 = 4S + 20
S + 32 = 4S + 20
12 = 3S
S=4

J = 4 + 27
J = 31

Jack is 31 and Susan is 4.

b. What calculations would you do to check if your answer is correct?

Is Jack’s age – Susan’s age = 27?

Add 5 years to Jack’s and Susan’s ages, and see if that makes Jack 4 times as old as
Susan.

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10.

a. Find the product: (‫ ݔ‬ଶ െ ‫ ݔ‬+ 1)(2‫ ݔ‬ଶ + 3‫ ݔ‬+ 2)

2x4 + 3x3 + 2x2 െ 2x3 െ 3x2 െ 2x + 2x2 + 3x + 2

2x4 + x3 + x2 + x + 2

b. Use the results of part (a) to factor 21,112 as a product of a two-digit number and a three-digit
number.
(100 െ 10 + 1) Â (200 + 30 + 2)
(91 ) Â (232)

11. Consider the following system of equations with the solution ‫ = ݔ‬3, ‫ = ݕ‬4.

Equation A1: ‫ݔ =ݕ‬+ 1

Equation A2: ‫ = ݕ‬െ2‫ ݔ‬+ 10

a. Write a unique system of two linear equations with the same solution set. This time make both
linear equations have positive slope.

4
y = _______
x
Equation B1: 3

Equation B2: y = x+1

________

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b. The following system of equations was obtained from the original system by adding a multiple of
equation A2 to equation A1.

Equation C1: ‫ ݔ = ݕ‬+1

Equation C2: 3‫ = ݕ‬െ3‫ ݔ‬+ 21

What multiple of A2 was added to A1?

2 times A2 was added to A1.

c. What is the solution to the system given in part (b)?

(3,4)

d. For any real number ݉, the line ‫ ݔ(݉ = ݕ‬െ 3) + 4 passes through the point (3,4).

Is it certain then that the system of equations:

Equation D1: ‫ ݔ = ݕ‬+1

Equation D2: ‫ ݔ( ݉ = ݕ‬െ 3) + 4

has only the solution ‫ = ݔ‬3, ‫ = ݕ‬4? Explain.

No. If m = 1, then the two lines have the same slope. Both lines pass through the point
(3,4), and the lines are parallel; therefore, they coincide. There are infinite solutions.
The solution set is all the points on the line. Any other nonzero value of m would create
a system with the only solution of (3,4).

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12. The local theater in Jamie’s home town has a maximum capacity of 160 people. Jamie shared with Venus
the following graph and said that the shaded region represented all the possible combinations of adult
and child tickets that could be sold for one show.

a. Venus objected and said there was more than one reason that Jamie’s thinking was flawed. What
reasons could Venus be thinking of?

1. The graph implies that the number of tickets sold could be a fractional amount, but
really it only makes sense to sell whole number tickets. x and y must be whole
numbers.

2. The graph also shows that negative ticket amounts could be sold, which does not
make sense.

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b. Use equations, inequalities, graphs, and/or words to describe for Jamie the set of all possible
combinations of adult and child tickets that could be sold for one show.
a + c ” 160
The system would be ൝ a • 0 where a and c are whole numbers.
c •0

c. The theater charges $9 for each adult ticket and $6 for each child ticket. The theater sold 144
tickets for the first showing of the new release. The total money collected from ticket sales for that
show was $1,164. Write a system of equations that could be used to find the number of child tickets
and the number of adult tickets sold, and solve the system algebraically. Summarize your findings
using the context of the problem.

a: the number of adult tickets sold (must be a whole number)

c: the number of child tickets sold (must be a whole number)
9a + 6c = 1164
ቄ
a + c = 144

9a + 6c = 1164
-6a െ 6c = -864
3a = 300
a = 100, c = 44

In all, 100 adult tickets and 44 child tickets were sold.

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