Grade:

7th Unit: Number Systems

Subject: Math Lesson: Expressions, Equations, and Inequalities
Review Stations
UEQ: How can you use algebraic expressions, Standards:
equations, and inequalities to help you solve real- • 7.EE.1
world problems? • 7.EE.2
• 7.EE.3
LEQ: How can we demonstrate what we learned • 7.EE.4a
regarding writing and solving expressions, equations, • 7.EE.4b
and inequalities to help us solve real-world
problems?

Materials: Key Questions:
• How can we use our knowledge of key-words
• Station Task Cards and their meanings to help us write algebraic
• Answer Check Cards expressions?
• Dry erase pockets • How can we identify the constant in a real-
• Dry erase markers world situation?
• Promethean and Presentation • How can we recognize the coefficient in a
• Calculators real-world situation?
• How can we recognize the variable in a real-
world situation?
• How can identify the “total” in a real-world
situation?
• How can we use all the previously stated
“parts” to help us create an algebraic
equation?
• How are inequalities like equations? How are
they different from equations?
• How can we represent the solutions to an
inequality on a graph?
• How can we write our own inequalities to
represent real-world situations?
• How does writing inequalities compare to
writing equations?
• What key words represent each of the
inequality symbols?
• How can we convert percents to decimals?
• What strategies can we use to find the
percent of a given number?
• How do we see percents in real-world
applications?
• How do distance, rate, and time relate to one
another?
Explain how we can use the distance formula
to solve for a missing variable when we have
2/3 pieces of information (distance, rate,
time).
Warm Up:

Take out two sheets of loose leaf paper, calculator, and pencil. Label papers with the bolded words as
follows:

Front of first paper – Station 1 – Expressions

Back of first paper – Station 2 – Equations

Front of second paper – Station 3 – Inequalities

Back of second paper – Station 4 – Multi-Step Rational Number Problems

Direct Instruction:

Stations Directions
• 4 Stations each related to solving rational number word problems
• Use the dry erase markers to complete BUCKS on each word problem – erase before you leave station
• Complete all work in your notebook, clearly labeled!
• Utilize answer check cards at each station
• Work in partners (groups of 3 if you only have 3 people at table).
• 20 minutes at each station (dependent on class)

Student Activity:

Students will complete the below station in partners/groups of three.

Station 1 – Expressions

Students will match each of the expressions by simplifying, factoring, expanding, and translating.

Station 2 – Equations

Students will begin solving basic equations, and transition to solving multi-step word problems. Students
will apply BUCKS word problems solving strategy with dry erase markers on each problem.

Station 3 - Inequalities

Students will begin solving basic inequalities, and transition to solving multi-step word problems. Students
will apply BUCKS word problems solving strategy with dry erase markers on each problem.

Station 4 – Multi-Step Rational Number Problems

Students will choose from a selection of multi-step rational number word problems relating to various
topics, including percentages, estimation, and rate.

Each station contains a different topic covered throughout the course of this unit. All problems relate to the
“Expressions, Equations, and Inequalities” unit. Students will apply the BUCKS strategy to help them
 approach these multi-step world problems. Students are familiar with the BUCKS strategy from previous
lessons.

B- Box the question.
U- Underline the important information.
C- Circe the keywords.
K- Knock out unnecessary information.
S- State the strategy, operation, and solve.

Check for Understanding:

Reflect: Which of the stations did you find the most challenging? How will you go home and continue to
study/further review this topic?

Lesson Adjustments Homework

• Answer check cards Selected problems from unit review sheet posted on
• Calculators Edmodo.
• BUCKS Word Problem Strategy
• Extension Activity


Station 1: Expressions

Simplify. -10 + 2x

-2(7-x) + 4

Simplify. -28x - 11

10x + 36 – 38x – 47

Simplify.
1
3 1 −3 # + 1
4
# − 2(2# − )
4 2

Find the perimeter.

1
# + 4 1
2
1 # + 4
2
1
# − 2
4


Expand.

1 1 1
− (6# − ) −3# +
2 3 6

Expand.

0.4(1.5# + 0.5) 0.6x + 0.2


Factor. 7 (2x + 7)

14x + 49


Factor.
-7 (x + 7)
-7x – 49


Evaluate.
17
1 1
1 − 5 ÷ −0.25
4 2

Evaluate.

4 0.2 (20) 1.2
+
−5.5 + 10.5 10



Lauren measures a square that has
a side that measures 2x + 2. She
writes the following expression to 4 (2x + 2)
represent the perimeter.

(2x +2) + (2x+2) + (2x+2) + (2x+2)

Find an equivalent expression.

 Jenna puts “x” dollars in a savings
account. At the end of the year,
the money in the savings account 1.25x
has grown 25%. Jenna uses the
following expression to find the
new balance.

x + 0.25x

Find an equivalent expression


Match the situation to an
expression.

Jenna buys a cell phone. Each 30 + 0.2x
month, she is charged a base rate
of $30, and $0.20 for each text
message, x, that she sends. Find
an expression to represent Jenna’s
cost for one month of the
cellphone bill.

Match the situation to an
expression.

Ms. Fredricks’ students have a car 10x - 180
wash. They spend $180 on
supplies. They earn $10 for each
car, x, that they wash. Find an
expression to represent the profit
of the students from the carwash.

Station 2: Equations

Level 1: Solve each equation.

0
1. # + 45 = 100
1

0
2. 9# − 12 = 14
3


Level 2:

3. Janice needs to figure out her cellphone bill. She is charged a monthly flat
fee of $45. She is also charged $0.25 per minute. How many minutes did she
use if her cell phone bill was $145. Write and solve an equation.

4. Manny spent $157 at a sporting goods store. He bought a warm-up suit for
$125 and spent the rest of the money on cans of tennis balls. If each can of
tennis balls costs $4, how many cans did he buy? Write and solve an
equation.

Level 3: Create your own word problem that involves writing and solving an
equation. Write the problem on the front of the index card and solve on the back!
Leave the index card at this table for one of your classmates to solve!












Station 3: Inequalities

Level 1: Solve each inequality.

0
1. − 5 + 12 ≥ 17
1

2. 15 + 25 < −5

Level 2:

3. Megan joined a gym for a monthly fee of $20. She has a budget of no more
than $100 per month. She wants to take yoga classes that cost $10. How
many yoga classes can she take each month and stay within her budget?
Write and solve an inequality. Graph your solution.

4. Johns sells DVDs on the internet. He wants to make no less than $210 per
month. He sells the DVDs for $16, and it costs him $2 to ship each DVD. How
many DVDs must he sell to make no less than $210 per month? Write and
solve an inequality. Graph your solution.

Level 3: Create your own word problem that involves writing and solving an
inequality. Write the problem on the front of the index card and solve on the
back! Leave the index card at this table for one of your classmates to solve!

















Station 4: Multi-Step Rational Number Problems

Start with the topic that you find most challenging!

1. Percents Challenge

Jamie keeps track of the number of people who take a class at the gym. On
Monday, 325 people take a class. On Tuesday, 20% more people take a
class then did on Monday. Individuals must pay a $4.50 fee to attend the
gym class. How much money does the gym get from members taking
classes on Monday and Tuesday?


2. Going the Distance

Julia is a passenger on a plane. From the ground level, the plane ascends at
a rate of 3,000 feet per minute for 11.5 minutes. Then, the plane descends
at a rate of 1,000 feet per minute for 1.5 minutes. After this time passes,
how long will it take for the plane to land if it continues to descend at a
rate of 3,000 feet per minute?

3. Estimation vs. Exact

Brian samples a drop of pool water. In a 1 mL sample, Brian finds that the
sample contain 0.7 mL water, 0.15 mL salt, and the remainder chlorine.
Brian estimates that there is 0.2 mL of chlorine in a 1 mL sample of pool
water. Using this strategy, estimate the amount of chlorine that would be
found in 25 mL of pool water. Then, find the exact amount of chlorine that
would be found in 25 mL of pool water.







Answer Check Card

Station 1: Expressions

N/A

Station 2: Equations
1. x = 110
2. x = 6
3. x = 400
4. x = 8
Station 3: Inequalities
1. 5 ≤ −10
2. 5 < −10
3. # ≤ 8… 8 or fewer classes
4. # ≥ 15…15 or more DVDs

Station 4: Multi-Step Rational Number Problems
1. $3,217.50
2. 11 minutes
3.
a) Estimate: 5 mL
b) Exact: 3.75 mL