Name ___________________________ Period _________ Date ____________

6-10
STUDENT PACKET

MATHLINKS: GRADE 6
STUDENT PACKET 10
EXPRESSIONS AND EQUATIONS 2

10.1 Numerical and Variable Expressions 1

 Understand and use the conventions for order of operations.
 Read, write, and simplify numerical expressions.
 Evaluate variable expressions for specific values of the variables.
 Apply the distributive property to generate equivalent expressions.

10.2 Equation Solving Strategies 8

 Use mental strategies and logical reasoning to solve equations.
 Use the concept of balance to solve equations.
 Understand that addition and subtraction are inverse operations.
 Understand that multiplication and division are inverse operations.
 Use inverse operations to solve equations.

10.3 Solving Equations With Fractions and Decimals 15

 Use mental math strategies, the concept of balance, and the
concept of inverse operations to solve equations that include
fractions and decimals.

10.4 Skill Builders, Vocabulary, and Review 19

MathLinks: Grade 6 (Student Packet 10)

Expressions and Equations 2

WORD BANK
Word or Phrase Definition or Description Example or Picture

area

distributive
property

equation

exponential
notation

expression

inverse
operations

order of
operations

perimeter

solve an equation

variable

volume

MathLinks: Grade 6 (Student Packet 10) 0

Expressions and Equations 2 10.1 Numerical and Variable Expressions

NUMERICAL AND VARIABLE EXPRESSIONS

Summary Goals

We will apply the conventions for order of  Understand and use the conventions for
operations. We will write, simplify, and order of operations.
evaluate expressions.  Read, write, and simplify numerical
expressions.
 Evaluate variable expressions for
specific values of the variables.
 Apply the distributive property to
generate equivalent expressions.

Warmup

Circle each true statement below. Draw a star next to the circled statements that correctly
illustrate the distributive property.

1. 31 + 17 = 17 + 31 2. 8(4 + 9) = 8(4) + 8(9)

3. 4x = x4 4. a(b + c) = ab + ac

5. 5(2 + p) = 10 + p 6. 24x + 18y = 2(12x + 9y)

7. 24x + 18y = 3(8x + 6y) 8. 24x + 18y = 6(4x + 3y)

9. Use the distributive property to rewrite the expression 12m + 36n in at least two different
ways so that it is the product of a whole number and a variable expression.

MathLinks: Grade 6 (Student Packet 10) 1

Expressions and Equations 2 10.1 Numerical and Variable Expressions

ORDER OF OPERATIONS REVISITED

Recall the order of operations conventions.
Order of Operations
Step 1: Simplify expressions that are grouped.
Step 2: Simplify expressions with exponents.
Step 3: Perform multiplication and division from left to right.
Step 4: Perform addition and subtraction from left to right.

List the operations in order from

Simplify each expression
first to last
1. 32  (5  1)2  8  Step 1 (5 – 1)
 Step 2 (42)
 Step 3 (32  16)
 Step 3 again (2  8)

2. 48  6  23

3. 20 – 5  3 + 6

Use the formulas A = s 2 and V = s 3 to find the area of each square and volume of each
cube below with side lengths s units.
1
4. Given: s = 9 cm 5. Given: s = cm
2

Area of
a square A = __________ A = __________

Volume of
a cube V = __________ V = __________

MathLinks: Grade 6 (Student Packet 10) 2

Expressions and Equations 2 10.1 Numerical and Variable Expressions

ORDER OF OPERATIONS PROBLEMS

Place parentheses in the equations below so that they are true. Write “none needed” if the
equation is already true. (Extra parentheses to make the order of operations clear are
permitted.)

1. 6 + 3  6  3 = 18 2. 6 + 3  6  3 = 12

3  8  6 3  8  6
3. 1= 4. 3=
4+2 4+2

5. Mindy says that both sets of  1

parentheses for the problem (17 – 5) + 4   6   = 8
 3
to the right are necessary to
make the equation true. Is
Mindy correct? ___ Explain.

Target numbers. Use exactly one 2, one 4, and one 6, along with any mathematical
operations and symbols, to create expressions that meet the following conditions.

For example, one way to read the target number 26: 26 = 2 + 4  6

6. The target number is less 7. The target number is 8. The target number is a
than or equal to 6. between 12 and 18. two digit number that is
less than 26.

1 2 1 3
9. Evaluate x + x for x = 10. Show all work.
2 5

MathLinks: Grade 6 (Student Packet 10) 3

Expressions and Equations 2 10.1 Numerical and Variable Expressions

GOING BACK TO THE PIZZA SHOP

Menu Items and Prices
(The variable represents the cost of an item.)
Cheese slice (c) ................................ $1.00 Small drink (s) ................................... $0.95
Pepperoni slice (p) ............................ $1.25 Medium drink (m) .............................. $1.20
Daily special slice (d) ........................ $1.75 Large drink (L) ................................... $1.60

From the menu above, write variable expressions for the cost of each order below. Then
substitute in values for each variable and find the total cost of the order.
Variable expression Substitute and find
Food Order (in words)
for the cost of the order total cost

1. One slice of pepperoni,

2 slices of the daily special,
and 3 medium drinks.

2. Four orders of a slice of

cheese and a large drink.

3. For problems 1 and 2 above, describe the mathematical operations you performed to find
the total cost, and in what order you performed those operations.
For problem 1: For problem 2:

The tablecloth at the pizza shop is made out of grid paper.

4. On the grid to the right, draw a sketch and shade two squares:
one 3 units by 3 units and the other 4 units by 4 units.

5. Write a numerical expression for the total number of square

units shaded. Use exponents in your expression.

6. Calculate the total number of square units you shaded.

MathLinks: Grade 6 (Student Packet 10) 4

Expressions and Equations 2 10.1 Numerical and Variable Expressions

EXPRESSIONS WITH WORDS, SYMBOLS, AND NUMBERS

Complete the table below.
Words Symbols Evaluate if x = 5 and y = 10

2(x + y)
1.

double x squared and then add y

2.

3. 30

2x + y
4.

225
5.

x squared plus y squared

6.

2x – y
7.

2x subtracted from 2y
8.

2500
9.

10. the square of the sum of 2 and 2x

MathLinks: Grade 6 (Student Packet 10) 5

Expressions and Equations 2 10.1 Numerical and Variable Expressions

PRACTICE
1. A rectangle has perimeter P, length L, and width W.
 Sketch a rectangle to the right.
 Label the sides with L and W.

2. Write an equation for each description below.

a. Giselle says, “I found the perimeter of the rectangle by adding length to width to length
to width.” Write the perimeter formula Giselle used.

b. Marta says, “I found the perimeter of the rectangle by doubling the length, doubling the
width, and then adding the two products.” Write the perimeter formula Marta used.

c. Alexandria says, “I found the perimeter of the rectangle by adding L and W, and then
multiplying the sum by 2.” Write the perimeter formula Alexandria used.

3. A rectangle has L = 7 cm and W = 5 cm. Use the formulas above to find the perimeter of
the rectangle. Show all work.
a. Giselle’s formula: b. Marta’s formula: c. Alexandria’s formula:

4. What do your answers in problem 3 tell you about the three formulas in problem 2?

5. Use the distributive property to rewrite the expression 10a + 20b in at least two different
ways so that it is the product of a whole number and a variable expression.

6. Consider the variable expression x + y + x + y + x + y.

a. Write this expression as the sum of two terms.

b. Use the distributive property to rewrite this expression as a product of a whole number
and a variable expression.

MathLinks: Grade 6 (Student Packet 10) 6

Expressions and Equations 2 10.1 Numerical and Variable Expressions

PRACTICE (Continued)
Simplify each expression.
4(8  6)3
7. 50  (4 + 3)2 + 3  5 8.
1 1
+3 
2 2

Evaluate each expression.

9. (ab )2 if a = 4 and b = 3 10. ab 2 if a = 4 and b = 3

Use exactly one 3, one 5, and one 8, along with any mathematical operations and symbols, to
create expressions that meet the following conditions.
11. The target number is a 12. The target number is an 13. The target number is a
one-digit odd number. even number between two digit number that is
10 and 20. greater than 30 but less
than 40.

14. Remove one set of parentheses from the equation below so that it is still a true equation.

(9 + 5) + (8  3) – 16 ÷ 2 = 30 → ____________________________________

MathLinks: Grade 6 (Student Packet 10) 7

Expressions and Equations 2 10.2 Equation Solving Strategies

EQUATION SOLVING STRATEGIES

Summary Goals

We will solve equations using mental math,  Use mental strategies and logical
the concept of balance, and an “undoing” reasoning to solve equations.
procedure.  Use the concept of balance to solve
equations.
 Understand that addition and
subtraction are inverse operations.
 Understand that multiplication and
division are inverse operations.
 Use inverse operations to solve
equations.

Warmup

Write two different equations below in the form 10 = __________ .

The expression in the blank must have:
 at least three numbers
 at least two mathematical operations
 at least one set of parentheses

4 + 2(9  1) 4 + 2(9  1) 4 + 2(8) 4 + 16 20

Example: 10 = Check: = = = = 10
2 2 2 2 2

1. Equation: 2. Equation:

Check: Check:

MathLinks: Grade 6 (Student Packet 10) 8

Expressions and Equations 2 10.2 Equation Solving Strategies

SOLVING EQUATIONS
To solve an equation, find all values of the variable that make the equation true.
A value that makes an equation true is called a solution.

Solve each equation below using mental math. Check each solution by substituting it into the
original equation.
1. 4x = 12 2. n + 10 = 24 3. 12 = 20 – k

Check: 4( ____ ) = 12 Check: Check:

12 = 12

w 5. 14 = v – 2
4. =6 45
6 6. 5=
p

Check: Check: Check:

9 81 8. 130 + r = 150 9. 2m = 1
7. =
2 h

Check: Check: Check:

MathLinks: Grade 6 (Student Packet 10) 9

Expressions and Equations 2 10.2 Equation Solving Strategies

BALANCE SCALES
An equal sign signifies that two expressions have the same value.

Balance scales can help us picture equations and inequalities. Let each “marble” be equal to
one unit of weight.

Equation Inequality
6=6 6>4
Start with this Do not start with
balanced scale this unbalanced
(equation). scale (inequality).

For each problem below, start with the balanced scale above (6 = 6). Then draw a sketch to
illustrate the action and write the resulting equation or inequality.
1. Three marbles are removed from the right 2. Two marbles are added to the right side
side of the scale. of the scale.

Equation or inequality: Equation or inequality:

3. Four marbles are removed from both 4. One marble is added the right side of the
sides of the scale. scale.

Equation or inequality: Equation or inequality:

5. The numbers of marbles on both sides of 6. Only one-third the numbers of marbles on
the scale are doubled. both sides of the scale remain.

Equation or inequality: Equation or inequality:

7. Under what conditions does a scale in balance remain in balance?

8. Under what conditions does a scale in balance become unbalanced?

MathLinks: Grade 6 (Student Packet 10) 10

Expressions and Equations 2 10.2 Equation Solving Strategies

BALANCE SCALES AND EQUATIONS

On the scales below, V represents a cup with an unknown number of marbles in it. Because
the cup has an unnamed value, we may use a variable, like x, as a placeholder.
1. Write a variable equation for this balance scale.
V

2. How many marbles must be in the cup for the scale to be balanced? _____

3. Remove six marbles from both sides of the scale and sketch
the resulting picture. Is this scale still balanced? Explain.

4. Write the equation that illustrates this new picture.

5. Write a variable equation for this balance scale.

VVV

6. How many marbles must be in each cup for the scale to be

balanced? _____ (Each cup must hold the same number of marbles.)

7. Divide both sides of the scale into three equal parts and
sketch the picture that illustrates one equal part on each side.
Is this scale still balanced? Explain.

8. Write the equation that illustrates this new picture.

Use the idea of a balance scale to solve each equation below. Show or write what you are
doing to both sides of each equation.
9. k + 7 = 15 10. 96 = p + 55 11. 4u = 12 12. 152 = 19v

MathLinks: Grade 6 (Student Packet 10) 11

Expressions and Equations 2 10.2 Equation Solving Strategies

DOING AND UNDOING

1. Carla looked at the equation x + 17 = 29 and said, “I see that a number plus 17 is 29.
I can undo addition with subtraction. Therefore, the unknown number must be 29 – 17.”

 She started with x and wrote:

x  add 17  29
 Then she started with 29 and wrote:
29  subtract 17  12

Use Carla’s reasoning to solve x – 25 = 13.

Solve for the unknown. Circle your choice of strategy: mental math (MM), the concept of
balance (B), or a doing-undoing procedure (DU). Show your work as needed.
2. x + 25 = 50 3. y + 24 = 78 4. n + 132 = 426

MM B DU MM B DU MM B DU

5. x – 18 = 4 6. m – 86 = 34 7. p – 57 = 109

MM B DU MM B DU MM B DU

8. The weight of a bag of apples, a, is unknown. The weight of a bag of oranges is 5 pounds.
a. Write an expression for the weight of a grocery bag filed with the bag of oranges and
the bag of apples.

b. Write an equation to show that the total weight of the grocery bag is 12 pounds.
Then solve the equation.

MathLinks: Grade 6 (Student Packet 10) 12

Expressions and Equations 2 10.2 Equation Solving Strategies

DOING AND UNDOING (Continued)

9. Darla looked at the equation 4x = 64 and said, “I see that 4 times a number is 64. I can
64
undo multiplication with division. Therefore, the number must be .”
4

 She started with x and wrote:

x  multiply by 4  64
 Then she started with 64 and wrote:
64  divide by 4  12

x
Use Darla’s reasoning to solve = 18.
3

Solve for the unknown. Circle your choice of strategy: mental math (MM), the concept of
balance (B), or a doing-undoing procedure (DU). Show work as needed.
10. 25x = 50 11. 14y = 98 12. 18n = 360

MM B DU MM B DU MM B DU
x m p
13. = 10 14. = 30 15. = 23
4 9 6

MM B DU MM B DU MM B DU

16. The weight of a bag of apples, a, is unknown. There are 10 apples in the bag.

a. Write an expression for the average weight of an apple in the bag.

b. Write an equation to show that the average weight of an apple in the bag is 6 ounces.
Then solve the equation.

MathLinks: Grade 6 (Student Packet 10) 13

Expressions and Equations 2 10.2 Equation Solving Strategies

PRACTICE WITH EQUATION SOLVING STRATEGIES

Solve each equation. Write MM if you used mental math. Otherwise show all work.
1. 5–x = 1 2. 16 = n + 2

y
3. 7m = 42 4. = 3
8

5. a – 13 = 62 6. d + 99 = 157

7. 148 = 4p k
8. = 29
3

9. 184 = v – 42 10. 500 = w + 250

f
11. 11h = 121 12. 300 =
6

13. The weight of a bag of apples, a, is unknown. You have 15 bags of apples that are all of
this weight.

a. Write an expression for the total weight of the bags of apples you have.

b. Write an equation to show that the total weight of the apple bags is 180 pounds.
Then solve the equation.

MathLinks: Grade 6 (Student Packet 10) 14

Expressions and Equations 2 10.3 Solving Equations with Fractions and Decimal

SOLVING EQUATIONS WITH FRACTIONS AND DECIMALS

Summary Goals

We will solve equations that include  Use mental math strategies, the
fraction, decimal coefficients, and concept of balance, and the concept of
constants. inverse operations to solve equations
that include fractions and decimals.

Warmup

Compute.
1. 4.7 + 8.6 2. 19.2 – 7.8

3. (4.2)(3.9) 10.92
4.
1.2

3 1 5 1
5. 2 +5 6. 8 –3
4 6 6 3

3 2 4 2
7.  8. 
10 9 3 9

MathLinks: Grade 6 (Student Packet 10) 15

Expressions and Equations 2 10.3 Solving Equations with Fractions and Decimal

MORE SOLVING EQUATIONS

1. The left side of a balanced scale has 5 pounds of potatoes. The right side of the scale has
1
of a large bag of potatoes.
2

a. Write an equation that describes the situation where p represents the weight of a large
bag of potatoes.

b. What is the weight of a full bag of potatoes? _____

Solve for the unknown. Circle whether you are using mental math (MM), the concept of
balance (B), or a doing-undoing procedure (DU). Show work as needed.
9 p 1
2. n + 4.5 = 5 3. = 4. 6 = 7 –k
15 5 2

MM B DU MM B DU MM B DU

w 1
5. = 0.6 6. 6 = v 7. 2.4 = 3c
10 4

MM B DU MM B DU MM B DU

7 42
8. = 9. 2.3 + r = 3.6 10. 2m = 5
v 18

MM B DU MM B DU MM B DU

11. The left side of a balanced scale has 24 ounces of tangerines. The right side of the scale
2
has of a bag of tangerines. Write an equation that describes this situation. Then solve for
3
the number of ounces in one full bag.

MathLinks: Grade 6 (Student Packet 10) 16

Expressions and Equations 2 10.3 Solving Equations with Fractions and Decimal

MORE SOLVING EQUATIONS (Continued)

Solve using any strategy. Write MM if mental math is used. Otherwise show work.
12. x + 2.5 = 5 13. y + 0.4 = 0.8 14. 4.22 = n + 1.8

15. x – 2.5 = 5 16. y – 0.4 = 0.8 17. 4.22 = n – 1.8

1 1 3 2 3
18. 2=x+ 19. m+ = 1 20. p+ =
2 4 8 3 4

1 1 3 2 3
21. 2 = x– 22. m– = 1 23. p– =
2 4 8 3 4

24. The weight of a bag of apples, a, is unknown. The weight of a bag of oranges is 2.4
pounds.

a. Write an expression for the weight of a grocery bag filled with the bags of oranges and
apples.

4
b. Write an equation to show that the total weight of the grocery bag is 6 pounds. Then
5
solve the equation.

MathLinks: Grade 6 (Student Packet 10) 17

Expressions and Equations 2 10.3 Solving Equations with Fractions and Decimal

SOLVING EQUATIONS PRACTICE

Solve using any strategy. Write MM is mental math is used. Otherwise show work.
1. x + 3.5 = 4.9 2. y + 0.4 = 2.2 3. 0.9y = 2.7

4. 0.3y = 0.36 1 3 3 4
5. x+ 2 = 3 6. m+ =
2 8 4 5

1 5 2 1 1
7. m = 8. p = 9. 0.4p =
3 6 3 6 5

3 4 v w
10. m – = 11. 10 = 12. = 3
4 5 5.5 1
4

13. Hector has spent 6.25 hours working on a project so far, and knows he has to work h
hours more tonight to finish it.
a. Write an expression for the total amount of time Hector will have worked on his project
to complete it.

1
b. Write an equation to show that the total number hours Hector will have worked is 9 .
2
Then solve the equation.

MathLinks: Grade 6 (Student Packet 10) 18

Expressions and Equations 2 10.4 Skill Builders, Vocabulary, and Review

SKILL BUILDERS, VOCABULARY, AND REVIEW

SKILL BUILDER 1
1. Find the product of 40.1 and 34 using any 2. Find the quotient of 436.48 and 35.2
method. using any method.

3. Stefan has a balance of $456.34 in his checking account.

a. If Stefan deposits a check worth b. Stefan is saving up to pay for an
$34.17, what is his new balance? outdoor trip that costs $800. After the
deposit, how much more money does
Stefan need to save?

4. Maria spelled 18 out of 20 words correctly on her first spelling test.

a. Write Maria’s score on the first spelling test as a percentage.

b. On Maria’s next spelling test, she spelled 9 out of 10 words correctly. Based on these
scores, explain if Maria is improving her spelling or not.

5. Circle all expressions below that are equivalent to 4y + 8.

4(y + 2) 2y + 8 + 2y 4(y + 8) 12y 2 + 6 + 3y + y

MathLinks: Grade 6 (Student Packet 10) 19

Expressions and Equations 2 10.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 2
Simplify the given expressions first if possible. Then complete the table below.
Number Terms(s)
Expression Constant Coefficient of
of with
(simplify first if possible) term(s) the variable(s)
terms variables

1. 4m + n + 7

2. 13k + 2k

3. Write expressions for the total number of dogs and cats given the information below.
a. The number of dogs is 21 and the number of cats is 13.
Numerical expression: ______________________________

b. The number of dogs is d and the number of cats is c.

Variable expression: _______________________________

4. Write equations showing the number of crackers in each group is 6, given the information
below.
a. Anne has 24 crackers. She puts them into 4 equal groups.
Numerical equation: _______________________________

b. Anne has m crackers. She puts them into 4 equal groups.

Variable equation: _________________________________

Compute.
5. (82.3)(45) 6. 46.98 ÷ 9

7. Circle all expressions below that are equivalent to w + 5w + 9.

3(2w + 3) 6(w + 9) 6w + 9 15w 3(2w + 3)

MathLinks: Grade 6 (Student Packet 10) 20

Expressions and Equations 2 10.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 3
Simplify.

1. 45  (2 + 3)2 + 4  6 2(7  4)2

2.
1 1
5  +
2 2

Evaluate.
3. ( xy )2 if x = 2 and y = 3 4. xy 2 if x = 2 and y = 3

5. Explain why your answers to problems 3 and 4 are not the same even though ( xy )2 and
xy 2 look similar.

6. Consider the variable expression 3x + y + x + 4y + 2x + 5y.

a. Write this expression as the sum of two terms.

b. Use the distributive property to rewrite this expression as a product of a whole number
and a variable expression.

Rewrite each number in its equivalent representations below.

Fraction or mixed number Decimal Percent
3
7. 1
5

8. 2.5

9. 9.2%

MathLinks: Grade 6 (Student Packet 10) 21

Expressions and Equations 2 10.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 4
Menu Item (The variable representing the cost of an item.) Price
Regular Bagel (r) ........................................................................................................ $1.50
Deluxe Bagel (d) ........................................................................................................ $2.00
Cream Cheese (c) ...................................................................................................... $0.50

Small drink (s) ............................................................................................................ $1.25

Medium drink (m) ....................................................................................................... $1.75
Large drink (L) ............................................................................................................ $2.25

Find a menu item above with a cost that makes the following equations true. Within the same
problem, the refers to the same item. In different problems, the need not represent the
same menu item.

1. r + = d 2. 3(m + L) = 3( + r + d)

Menu item: _________________________ Menu item: ________________________

Cost of menu item: ___________________ Cost of menu item: __________________

Use substitution to determine whether the statements are true or false.

3. r + s < 2.50 4. d + m < 4.00

5. 3L > 2(c + d) 6. 2m > r + d

7. Circle all of the numbers that are equal to 20%.

2 2 1 20
20 0.20 0.2 0.020
10 5 5 10

MathLinks: Grade 6 (Student Packet 10) 22

Expressions and Equations 2 10.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 5
Solve each equation below. If you used mental math, write MM. Otherwise show your work.
Check each solution by substituting it into the original equation.
1. 3x = 12 2. n + 5 = 20 3. 10 = 18 – k

Check: 3( ____ ) = 12 Check: Check:

12 = 12

h
4. 6 = 5. 12 = v – 7 6. 2(x + 1) = 8
3

Check: Check: Check:

10 5
7. = 8. 140 + r = 200 9. 3m = 1
4 m

Check: Check: Check:

MathLinks: Grade 6 (Student Packet 10) 23

Expressions and Equations 2 10.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 6
Solve using any strategy. Write MM if mental math is used. Otherwise show your work.
1. x − 2.5 = 7.5 2. y + 1.2 = 2.2 3. 0.8y = 2.4

1 3 3 3
4. 0.45 = 0.5y 5. x+2 = 3 6. m+ =
4 8 8 4

1 5 2 1
7. m = 8. p = 5 9. 0.6p =
2 6 3 5

5 4 w w
10. m – = 11. 12 = 12. = 4
2 5 35 2

13. Harley has done 3.2 hours of chores so far, and knows he has to work h hours more this
week to get his allowance.

a. Write an expression for the total amount of time Harley will work.

3
b. Write an equation to show that the total number hours Harley will have worked is 6 .
5
Then solve the equation.

MathLinks: Grade 6 (Student Packet 10) 24

Expressions and Equations 2 10.4 Skill Builders, Vocabulary, and Review

FOCUS ON VOCABULARY

Across Down
1 a property: 50 + 20 = 5(10 + 4) 2 find the solution of an equation

6 a mathematical phrase, 3 Addition and subtraction are an

such as 3 + 4(5) example of ___ operations.

8 Conventions for performing operations are 4 measure of capacity in cubic

called ____ of operations. units

9 an unknown, such as x 5 measure of a surface in square

units

10 notation, such as 5 3 7 the distance around a figure

11 a mathematical sentence
such as 0.5x = 10

(For word hints, see the word bank and other vocabulary used in this packet.)
MathLinks: Grade 6 (Student Packet 10) 25
Expressions and Equations 2 10.4 Skill Builders, Vocabulary, and Review

SELECTED RESPONSE
Show your work on a separate sheet of paper and select the best answer(s).

1. Identify the expressions below that have a value of 25. Choose ALL that apply.

A. 1 + 42 B. 2+3  5 C. (1 + 4)2 D. (2 + 3)  5

2. Identify the equations that are true if x = 3.

x
A. x – 7 = 10 B. x + 7 = 10 C. 15 = 5x D. = 15
5

3. A balance scale is balanced with 10 identical marbles on each side. Which of the
following actions will leave the scale still balanced? Choose ALL that apply.

A. Remove 5 marbles from both sides. C. Triple the number of marbles on

each side.

B. Add 3 marbles to both sides. D. Move 5 marbles from one side to the
other.

4. Find the solution for the following equation: h + 7 = 21. Use any method.

1
A. h = 28 B. h = 14 C. h = 3 D. h =
3

1 3
5. Which expression(s) represents the value of x in the equation x + = ?
3 4

3 1 3 1 3 1 3 1
A. + B.  C.  D. 
4 3 4 3 4 3 4 3

6. Which of the following is the solution to the equation 2.4m = 12?

1
A. m = B. m = 9.6 C. m = 5 D. m = 14.4
2

MathLinks: Grade 6 (Student Packet 10) 26

Expressions and Equations 2 10.4 Skill Builders, Vocabulary, and Review

KNOWLEDGE CHECK
Show your work on a separate sheet of paper and write your answers on this page.

10.1 Numerical and Variable Expressions

Simplify each expression.

1. 45 – 5  3 – 9 2. 36  (1 + 2)2  6

Use exactly one 2, one 5, and one 8, along with any mathematical operations and symbols, to
create expressions that meet the following conditions.
3. The target number is 18. 4. The target number is an odd number less
than 10.

10.2 Equation Solving Strategies

Solve each of the following equations. If you used mental math, write MM. Otherwise show
your work. Check each solution by substituting it into the original equation.
5. 40 = m + 3 6. 8 = k÷7

4. A balance scale is balanced with 12 identical marbles on each side.

Describe 2 different actions you could do that would leave the scale still balanced.

Describe 2 different actions you could do that would leave the scale unbalanced.

10.3 Solving Equations With Fractions and Decimals

Solve using any strategy.

3
8. 12 = h 9. 1.2 + w = 13.45
4

MathLinks: Grade 6 (Student Packet 10) 27

Expressions and Equations 2 10.4 Skill Builders, Vocabulary, and Review

HOME-SCHOOL CONNECTION
Here are some problems to review with your young mathematician.

1. Simplify the expression. 34 – (3 + 2) 2 + 4 • 5

Evaluate.

2. a + b2 if a = 3 and b = 4 3. (a + b )2 if a = 3 and b = 4

4. Explain why your answers to problems 2 and 3 are not the same even though (a + b )2
looks similar to a + b 2 .

Solve each of the following equations. If you used mental math, write MM. Otherwise show
your work.

d
5. = 5 6. v – 3.4 = 17.56
3

Parent (or Guardian) Signature _____________________________

MathLinks: Grade 6 (Student Packet 10) 28
Expressions and Equations 2

This page is left intentionally blank.

MathLinks: Grade 6 (Student Packet 10) 29

Expressions and Equations 2

COMMON SCORE STATE STANDARDS – MATHEMATICS

STANDARDS FOR MATHEMATICAL CONTENT
6.NS.B Compute fluently with multi-digit numbers and find common factors and multiples.
6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation.
6.EE.A Apply and extend previous understandings of arithmetic to algebraic expressions.
6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.
6.EE.2a Write, read, and evaluate expressions in which letters stand for numbers: Write expressions that
record operations with numbers and with letters standing for numbers. For example, express the
calculation “Subtract y from 5” as 5 – y.
6.EE.2b Write, read, and evaluate expressions in which letters stand for numbers: Identify parts of an
expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or
more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a
product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
6.EE.2c Write, read, and evaluate expressions in which letters stand for numbers: Evaluate expressions at
specific values of their variables. Include expressions that arise from formulas used in real-world
problems. Perform arithmetic operations, including those involving whole number exponents, in the
conventional order when there are no parentheses to specify a particular order (Order of
Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface
area of a cube with sides of length s = 1/2.
6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the
distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply
the distributive property to the expression 24x + 18y to produce the equivalent expression
6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
6.EE.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 y + y + y
and 3y are equivalent because they name the same number regardless of which number y stands
for.
6.EE.B Reason about and solve one-variable equations and inequalities.
6.EE.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.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.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q
and px = q for cases in which p, q and are all nonnegative rational numbers.

STANDARDS FOR MATHEMATICAL PRACTICE

MP2 Reason abstractly and quantitatively.
MP3 Construct viable arguments and critique the reasoning of others.
MP6 Attend to precision.
MP7 Look for and make use of structure.

© 2015 Center for Mathematics and Teaching

MathLinks: Grade 6 (Student Packet 10) 30