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UNIT FOUR: EQUATIONS & INEQUALITIES
Solve this!
Big Idea
Algebraic equations and inequalities may be used to solve real world problems.
Enduring Understandings
● Equations and inequalities may be used as models to solve mathematical and realworld problems.
● Real world problems may be represented by the formation and solution of linear equations.
● Variables represent one number and any given solution may be checked for precision.
● Real world problems may be represented by the formation and solution of linear equations.
● An inequality is another way to describe a relationship between expressions; instead of showing that the
values of two expressions are equal, inequalities indicate that the value of one expression is greater than
(or greater than or equal to) the value of the other expression.
● In solving an inequality, multiplying or dividing both expressions by a negative number reverses the sign
that indicates the relationships between the two expressions.
Essential Questions
● What is an equation?
● How can we create an equation (or inequality) for a given situation?
● How can we solve multistep equations? How can we check that solution?
● How can we simplify equations, using the number properties, before looking for a solution?
● What is the first step when converting real world situations into equations?
● What is an inequality?
● How should we apply inverse operations to solve equations and or inequalities?
● How should we deal with negative coefficients, when solving inequalities?
● How can we graph solutions to multistep inequalities?
Common Core Standards: Content & Skills
Use properties of operations to generate equivalent expressions .
Solve multistep reallife 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.
7.EE.3
Estimation strategies for calculations with fractions and decimals extend from students’
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work with whole number operations. Estimation strategies include, but are not limited to:
Khan
● frontend estimation with adjusting (using the highest place value and estimating
Academy
from the front end making adjustments to the estimate by taking into account the
remaining amounts),
● clustering around an average (when the values are close together an average
value is selected and multiplied by the number of values to determine an estimate),
● rounding and adjusting (students round down or round up and then adjust their
estimate depending on how much the rounding affected the original values),
● using friendly or compatible numbers such as factors (students seek to fit numbers
together i.e., rounding to factors and grouping numbers together that have round
sums like 100 or 1000), and
● using benchmark numbers that are easy to compute (students select close whole
numbers for fractions or decimals to determine an estimate).
Example:
● The youth group is going on a trip to the state fair. The trip costs $52. Included in
that price is $11 for a concert ticket and the cost of 2 passes, one for the rides and
one for the game booths. Each of the passes cost the same price. Write an
equation representing the cost of the trip and determine the price of one pass.
2x + 11 = 52
2 x = 41
x = $20.5
7.EE.4
Use variables to represent quantities in a realworld or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities.
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Khan
a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p,
Academy
q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an
algebraic solution to an arithmetic solution, identifying the sequence of the operations used
U4L1
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm.
U4L2
What is its width?
U4L3
b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q,
and r are specific rational numbers. Graph the solution set of the inequality and interpret it
U4L4
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.
Examples:
● Amie had $26 dollars to spend on school supplies. After buying 10 pens, she had
$14.30 left. How much did each pen cost?
Solution:
14.30 + 10p = 26
10p = 11.70
p = 1.17
● Solve:
Solution: subtract 5 from both sides and then multiply by the reciprocal of 5/4 = 12.
Check: 5/4 x (12) + 5 = 20. Correct!
● The sum of three consecutive even numbers is 48. What is the smallest of these
numbers?
Solution:
x = the smallest even number
x + 2 = the second even number
x + 4 = the third even number
7.EE.4
x + x + 2 + x + 4 = 48
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Khan 3x + 6 = 48
Academy
3x = 42
U4L1
x = 14
U4L2
● Florencia has at most $60 to spend on clothes. She wants to buy a pair of jeans for
U4L3
$22 dollars and spend the rest on tshirts. Each tshirt costs $8. Write an inequality
U4L4 for the number of tshirts she can purchase.
Solution: x = cost of one tshirt8x + 22 ≤ 60x = 4.75, so 4 is the most tshirts she can purchase
● Steven has $25 dollars. He spent $10.81, including tax, to buy a new DVD. He needs to
set aside $10.00 to pay for his lunch next week. If peanuts cost $0.38 per package
including tax, what is the maximum number of packages that Steven can buy?
Solution: x = number of packages of peanuts 25 ≥ 10.81 + 10.00 + 0.38x x = 11.03 so
Steven can buy 11 packages of peanuts
Example: 7–x>5.4 Solution: x < 1.6
Example: Solve 0.5x – 5 < 1.5 and graph the solution on a number line.
Solution: x > 7
Solve ½x + 3 ≥ 2 and graph your solution on a number line.
½x ≥ 2 3
½x ≥ 1
x ≥ 2
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