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Table  of  Contents  
CHAPTER  6:  REAL  WORLD  EQUATIONS  AND  INEQUALITIES  (2-­‐3  WEEKS)  ..................................................................  2  
SECTION  6.1  WRITE  AND  SOLVE  EQUATIONS  TO  FIND  UNKNOWNS  IN  GEOMETRIC  SITUATIONS.  ...........................................................  5  
Class  Activity:  Solving  Equations  Review  ....................................................................................................................................................  6  
Homework:  Solving  equations  review.  .........................................................................................................................................................  8  
6.1a  Class  Activity:  Complementary,  Supplementary,  Vertical,  Adjacent  Angles  ......................................................................  9  
6.1a  Homework:  Complementary,  Supplementary,  Vertical,  Adjacent  Angles  .........................................................................  13  
6.1b  Class  Activity:  Angle  Pairs  and  Solving  Equations  ......................................................................................................................  16  
6.1b  Homework:  Angle  Pairs  and  Solving  Equations  ...........................................................................................................................  19  
6.1c  Class  Activity:  Perimeter  and  Area  with  Variables  .....................................................................................................................  22  
6.1c  Homework:  Perimeter  and  Area  with  Variables  ..........................................................................................................................  25  
6.1d  Class  Activity:  Triangles  and  Circles  .................................................................................................................................................  28  
6.1d  Homework:  Triangles  and  Circles  ......................................................................................................................................................  31  
6.1e  Self-­‐Assessment:  Section  6.1  ..................................................................................................................................................................  35  
SECTION  6.2  WRITE  AND  SOLVE  EQUATIONS  FROM  WORD  PROBLEMS  .....................................................................................................  39  
Anchor  Problem:  Cookies  for  a  Party  ..........................................................................................................................................................  40  
6.2a  Class  Activity  and  Homework:  Write  and  Solve  Equations  for  Word  Problems  I  ..........................................................  41  
6.2b  Class  Activity  and  Homework:  Write  Word  Problems  for  Equations  I  ...............................................................................  45  
6.2c  Class  Activity:  Write  and  Solve  Equations  for  Word  Problems  II  ..........................................................................................  50  
6.2c  Homework:  Write  and  Solve  Equations  for  Word  Problems  II.  .............................................................................................  53  
6.2d  Class  Activity:  Write  and  Solve  Equations  from  Word  Problems  III  ....................................................................................  56  
6.2d  Homework:  Write  and  Solve  Equations  from  Word  Problems  III  ........................................................................................  60  
6.2e  Extra  Practice:  Write  and  Solve  Equations  ....................................................................................................................................  63  
6.2f  Self-­‐Assessment:  Section  6.2  ...................................................................................................................................................................  65  
6.3  SOLVE  AND  GRAPH  INEQUALITIES,  INTERPRET  INEQUALITY  SOLUTIONS  ............................................................................................  68  
6.3a  Class  Activity  and  Homework:  Review  of  Inequality  Statements.  ........................................................................................  69  
6.3b  Class  Activity:  Solve  and  Graph  Inequalities  ..................................................................................................................................  73  
6.3b  Homework:  Solve  and  Graph  Inequalities  ......................................................................................................................................  76  
6.3c  Class  Activity:  Multiplying  by  a  negative  when  Solving  Inequalities  ..................................................................................  78  
6.3c  Homework:  Multiplying  by  a  negative  when  Solving  Inequalities  .......................................................................................  81  
6.3d  Class  Activity:  Write  and  Solve  Inequalities  for  Word  Problems  ..........................................................................................  83  
6.3d  Homework:  Write  and  Solve  Inequalities  for  Word  Problems  ...............................................................................................  86  
6.3e  Class  Activity:  Solve  Inequalities  Review  .........................................................................................................................................  88  
6.3f  Self-­‐Assessment:  Section  6.3  ...................................................................................................................................................................  93  

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Chapter 6: Real World Equations and Inequalities
(2-3 Weeks)
UTAH CORE Standard(s)

1. 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, a + 0.05a = 1.05a means that “increase by
5%” is the same as “multiply by 1.05.” 7.EE.A.2
2. 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.3
3. 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. 7.EE.B.4
a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, 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 in each approach. For example, the
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? 7.EE.B.4a
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 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. 7.EE.B.4b
4. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to
write and solve simple equations for an unknown angle in a figure. 7.G.5

CHAPTER OVERVIEW:
This chapter brings together several ideas. The theme throughout however is writing equations or inequalities to
represent contexts. In the first section students work with ideas in geometry and represent their thinking with
equations. Also in that section students solidify their understanding of the relationship between measuring in
one-, two-, and three-dimensions. In the second section, students will be writing equations for a variety of real
life contexts and then finding solutions. The last section explores inequalities. This is the first time students
think about solutions to situations as having a range of answers.

VOCABULARY:
algebraic, inequality, equation, inverse operations, solution, at most, at least, less than, greater than, <, >, ≤, ≥,
supplementary, complementary, vertical angles, adjacent angles, intersecting lines

CONNECTIONS TO CONTENT:
Prior Knowledge
In Chapter 3 students learned how to solve one-step and simple multi-step equations using models. In this
chapter students extend that work to more complex contexts. In particular they build on understandings
developed in Chapter 5 about geometric figures and their relationships. Work on inequalities in this chapter
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builds on 6th grade understandings where students were introduced to inequalities represented on a number line.
In this chapter student move to solving simple one-step inequalities. Also by this chapter, students should move
to representing ideas symbolically rather than with models.

Future Knowledge
Throughout mathematics, students need to be able to model a variety of contexts with algebraic expressions and
equations. Further, algebraic expressions help shed new light on the structure of the context. Thus the work in
this chapter helps to move students to thinking about concrete situations in more abstract terms. Lastly, by
understanding how an unknown in an expressions/equations can represent a “fixed” quantity, students will be
able to move to contexts where the unknown can represent variable amounts (i.e. functions in 8th grade.)

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MATHEMATICAL PRACTICE STANDARDS (emphasized):

Make sense of Students must read, interpret and understand problem situation and transfer
problems and that understanding to algebraic equations or inequalities that represent the
persevere context. Students should develop flexible strategies for doing this work that
in solving them. will extend to more complicated situations. Additionally, students should
make reasonable predictions about what they believe their final answer will
be and then use that to both guide their strategy for writing expressions and
equations and for checking their answer.
Reason Students should fluidly connect problem contexts to algebraic
abstractly and representations of them. Each portion of the expression (e.g. variables,
quantitatively. operations, groupings etc.) should connect to the context and the abstract
representation should shed new light on context.

Construct viable Students are able to explain and defend the reasonableness of their answer by
arguments and connecting the context to the abstract representation. Further, students should
critique the be able to critique the work of others by connecting the context to the
reasoning of algebraic expression and/or equation.
others.
Model with Students will model a variety of contexts with algebraic expressions and
Mathematics. equations. Further, students should be able to take an algebraic expression or
equation and model it with a context.

Attend to Students should use precision in translating between contexts and abstract
Precision representations. For example, students should understand when two
expressions should be “equal” versus “greater than or equal to” each other
OR distinguish when a quantity is being “increased by two” versus
“increased by a factor of two.”
Look for and Students should recognize and interpret structures both within a context and
make use of an algebraic expression/equation. Structures either in contexts or in abstract
structure representations should shed light on how to solve a problem and the
reasonableness of an answer.

Use appropriate Students demonstrate their ability to select and use the most appropriate tool
tools (paper/pencil, manipulatives, pictorial models and calculators) while solving
strategically. real-life word problems. By this chapter, students should recognize that their
ability to reason though computations is often much faster than using a
calculator.
Look for and Students look for structure and patterns in real-life contexts to help them
express identify solution strategies. Further, students should begin to recognize how
regularity in things are changing in a context (operationally.) In 7th grade the change is
repeated fixed and equations help us find one unknown but in 8th grade students begin
reasoning to understand change can be continuous (as in functions) and they begin to
see how an unknown can represent a variable quantity.

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Section 6.1 Write and Solve Equations to Find Unknowns in
Geometric Situations.
Section Overview: This section builds upon what students learned about geometric relationships in chapter
5 and in earlier grades. Students start with a review of solving equations. They then move to applying those
skills to writing and solving one-step and multi-step equations involving finding missing measures of unknown
values in contexts involving various angle relationships with triangles, areas, perimeters, circles and scaling.
Students should pay close attention to the relationship between the structure of algebraic equations and
expressions and the contexts they represent.

Concepts and Skills to be Mastered (from standards)

By the end of this section, students will be able to:

1. Use properties of supplementary, complementary, vertical, and adjacent angles to solve for unknown
angles in figures.
2. Write and solve equations based on a diagram of intersecting lines with some known angle measures.
3. Write and solve equations to find the measure of a missing angle in a triangle.
4. Write and solve equations to find the radius or diameter given the area or circumference of a circle.
5. Write and solve equations using a scale factors.
6. Write and solve equations to find areas, perimeters, or unknown lengths of polygonal figures.

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Class Activity: Solving Equations Review

In Chapter 3, you learned to solve various equations using models. If necessary, use the Key to draw a model to
solve the following equations:

Key for Tiles:

1 =1 x =x

−1 = –1 −x = −x

Model the Equation What are the solving action? Check solution in
Record the steps using Algebra the equation.
1. 2x + 7 = 9 Add –7 to both sides.
Divide by 2 on both sides.
x 1 1 1
=
x
1 1 1
1 1 1 1
1 1 1
1 1 1

2. -7 = 3x – 1

3. 0 = 3 – 7x + 10

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 4. (1/2)(3x – 4) = -8

5. (1/3)x – 6 = 2x + 1

Solve the following either with or without a model.

6) 1 = 5x + 7 – 2x 7) -10 = (1/2)x – 3 8) (2/3)x + 4 = -2 + x

9) 14 = -2(3x + 1) 10) -5 = (1/2)(3x – 1) 11) (-1/3)(2x + 5) = 7

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Homework: Solving equations review.

Solve the following equations. Draw a model if needed. Show all steps using Algebra. A calculator may be
helpful.

1. 5x + 3 = -2 2. 34 = -2(1 – 9x)

3. 2(3x – 3) – 8 = 4 4. = 5

5. 7x – 7 – 4 = -25 6. 6(b – 5) = 30

! 8. 8(v + 1) = 4
7. 2𝑗 − 6 −   ! 𝑗 =   −12

10. -5 + 75n + 1 = 146

! !
9. 2𝑏 −   ! =   !

11.    357  =  3(x  -­‐  9)   !

12.        48 = 15 +   ! 𝑑

! ! !
13. 48 −   ! 𝑑 −   ! 𝑑 = 50 14. 8𝑦 +   ! = 9

15. 0.75n  +  1  –  0.25n  =  -­‐100

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6.1a Class Activity: Complementary, Supplementary, Vertical, Adjacent Angles

Review: Chapter 5 concepts:

Draw an example for each type of angle pair then explain their relationship.
1. Complementary Angles 2. Supplementary Angles

3. Vertical Angles 4. Adjacent Angles

Identify whether the example pairs below are complementary, supplementary or neither.
5. 6.

7. 8. Angle A = 37°, Angle B = 53°

9. Angle C = 110°, Angle B = 70°

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Find the measure of the identified angle:
10. 11.

Are the angles in #10 adjacent or vertical? Are the angles in #11 adjacent or vertical?
Explain: Explain:

12. 13.

Adjacent or vertical? Adjacent or vertical?

In 10-13 above the adjacent angle pairs are also examples of supplementary angles. Are adjacent angles always
supplementary? Why or why not?

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Use angle relationship (complementary, supplementary, vertical) to write a simple equation to find the missing
angle (example: 180°= 50° + x, or 𝑥 = 180° − 50°)

14. 15.

Equation involving M: Equation involving M:

16. 17.

Equation involving M: Equation involving M:

18. Write equations for a, b, and c below:

a b aà
c
73° bà

cà

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For 19-25 draw a model to help you find the measure of the indicated angle.
19. Find the measure of an angle vertical to 20. Find the measure of an angle whose
a 56° angle. supplement is 89°.

21. Find the measure of an angle whose 22. Find the measure of an angle whose
supplement is 9°. complement is 28°.

Review: Juan has twice as much money as 23. Two angles are supplementary; one is
Lisett, if they have $180 all together, how two times the measure of the other. What are
much does Juan have? the measures of the two angles?

$180

Juan Lisett

Equation x + 2x = 180
x = 60; Juan has $120
24. Two angles are complementary. One 25. One angle is 25° bigger than another
angle is 5 times the measure of the other angle. The two angles are supplementary.
angle. What are the measures of the two What is the measure of the two angles?
angles?

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6.1a Homework: Complementary, Supplementary, Vertical, Adjacent Angles

For numbers 1-6, use angle relationship (complementary, supplementary, vertical) to write a simple equation to
find the missing angle. Then find the measure of the missing angle.
1. 2.

Equation: Equation:

M= M=

3. 4.

Equation: Equation:

M= M=

5.

M=

Equation:

M=

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For each of the following: a) write an equation to find the missing angles and b) find the missing angle.
7. Find the measure of an angle whose complement is 8. Find the measure of an angle whose supplement is
20°. 121°.

9. Two angles are supplementary, and they are equal. 10. Two angles are complementary. One angle is 4
What are the measures of the two angles? times the size of the other angle. What are the
measures of the two angles?

Determine if the statement below is always, sometimes or never true. It if is sometimes true, give an example
when it is true and when it is false. If is it never true, give a counter example.

11. Adjacent angles are also supplementary angles.

12. Vertical angles are complementary angles.

13. If one of two adjacent angles is 70°, then the other is also
70°.

14. Vertical angles have the same measure.

15. Perpendicular lines will never intersect.

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 Spiral Review

1. Solve −6x + 4 = −2

2. Simplify the following expression. Use a model if needed.

−18m + 8 − 12m

4. If ∠A is complementary to ∠F and m∠A = 79° , what is m∠F ?

4. You can buy 8 apples for $2.00.

a. Find the unit rate for 1 apple.
b. Find the unit rate for $1.
40  

Tests  Graded  by  

30  

Miss  Bowe  
5. Is this graph proportional? ___________
20  
10  
How do you know?
0  
0   2   4   6  
Hours  Spent  Grading  

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6.1b Class Activity: Angle Pairs and Solving Equations

To begin: Talk in a group about your answers to numbers 11-15 from homework 6.1a. Present your arguments
to the class.

Review: Solve each of the equations below:

1. 3x + 1 = x – 5 3. 13 = 2(x – 1) + 1

2. 14 = 5 – 3x 4. (2x + 3) + (x – 1) = 17

For each situation below, write an equation and then find the missing angles.
5. Angle ABC is a right angle. 6. Figure ABC is a straight line.

Equation: Equation:

x= ∠DBC = x= ∠ABK =

7. Given the m ∠1 = (3x + 2) and the 8. Find the values of x and y in the following figure.
m ∠3 = (2x – 7).

Equation:
Equation:

x= y=
x= ∠1 = ∠3 = ∠2 = ∠ΑCD= ∠ΑCE = ∠DCB =

∠4 =
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Write an equation and find the indicated missing angles. Draw a model to show your thinking.
9. A pair of angles are equal. Their sum is 144°. 10. Two adjacent angles (A and B) are in the ratio of
Find the angle measure. 4:5. The sum of the angles is equal to 54°. Find
the angle measures.

11. ∠R and ∠W are adjacent. ∠R is 30° larger 12. ∠A and ∠B are supplementary angles whose ratio
than ∠W. Their sum is 70°. Find the angle is 2:3. Find the angle measures.
measures.

13. One supplementary angle is 15 degrees less 14. Angles A and B together create a 90° angle.
than twice the other. Find the measure of the two ∠A = 4x − 10 and ∠B = 2x − 20 . Find the angle
supplementary angles. measures.

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Use the diagram to the right for 15 and 16.

15. Given 𝐼𝐿 ⊥ 𝑁𝐾. 16. Given: 𝑚∠𝑀𝑁𝐿 = 70°. Find the measures of the
following angles

Name two complementary angles:

𝑚∠𝐽𝑁𝐾 =
𝑚∠𝐽𝑁𝐿=
Name two supplementary angles:
Explain how you arrived at your answer:

17. Find the value of x: 18. Find the value of x:

19. Explain how you might check your answer for number 13 and then use the strategy to check your answer

20. Explain how you might check your answer for number 14.

21. Make up a problem like #17 or #18 and solve it. Be prepared to share it with others.

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6.1b Homework: Angle Pairs and Solving Equations
Solve each:
1. 4(x – 2) = -24 2. ½(x + 5) = 4

3. -3x + 7 – 2x – 1 = 18 4. -5 = 3x -2 – 4x + 1

Draw a model (where necessary); then write an equation and find the measure of the indicated angle.
5. A pair of angles are equal. Their sum is 156°. 6. Two adjacent angles (A and B) have a ratio of
Find the angle measure. 2:3. The sum of the angles is equal to 80°. Find
the angle measures.

7. Angle ABC measures 92°. Find the measure of 8. Figure ABC measures 178°. What is the measure
angle x? of angle x?

9. Angles B and C are adjacent. Angle C is 25° 10. ∠A and ∠B are supplementary angles whose
larger than Angle B. Their sum is 80°. Find the ratio is 2:7. Find the measures of ∠A and ∠B.
angle measures.

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11. One supplementary angle is 12 degrees less than 12. Angles A and B together create a 90° angle.
twice the other. Find two supplementary angles. ∠A = 3x − 2 and ∠B = x + 12 . Find the angle
measures.

13. Given the m∠1 = 2x + 35 and the m∠2 = 3x + 7 . 14. Angles 3 and 4 are complementary. The
Find the angle measures. m∠3 = 2y and the m∠4 = y − 18 . Find the value
of y and find the measure of angles 3 and 4.

15. Two angles are complementary. One of the 16. Find two supplementary angles such that the
angles is 34°, what’s the measure of the other? measure of the first angle is 30° less than five
times the measure of the second.

17. Find two complementary angles such that the 18. Challenge: If two equal angles are supplements
measure of the first angle is 40° more than four to each other, find the measure of each angle in terms
times the measure of the second. of one variable.

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 Spiral Review

1. Simplify the following expression. −4𝑥 + 4.5 − 0.94 + 14𝑥

2. The graph to the left shows how many hours Gabriel worked
and how much he was paid. What does the point (1, 15) mean
in context of the situation? Use the unit rate in your
explanation.

3. Use a proportion to find what 35% of 120 is.

4. If ∠A is vertical to ∠F and m∠A = 16° , what is m∠F

1
5. Solve 41 = x + (−4)
2

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6.1c Class Activity: Perimeter and Area with Variables

Review:
1. Find the perimeter and area of the rectangle shown below
7
Perimeter:
3
Area:
2. What is the difference between perimeter and area?

RECALL: if a rectangle’s sides are scaled by a factor of 4, then the new rectangle will have a perimeter 3 times
the original and an area 16 times the original. Why is this true?

3. Find an expression for the perimeter and area of the rectangle shown below
x +4
2 Perimeter:

Area:
If the perimeter is 20, what is the value of x?
Equation:

Solution:

If the area is 30, what is the value of x?

Equation:

Solution:

4. Find an expression for the perimeter and area of the rectangle shown below
y–1
Perimeter:
3 Area:

Scale this rectangle by a factor or 4. Write an

expression for the scaled rectangle’s perimeter
and area.

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5. The perimeter of a rectangle is 48 in. Its length is 6. The area of a rectangle is 18 in2. The length is
twice its width. 𝑥 + 4 and the width is 3 in. Draw a model of the
a. Draw a model of the context. context.
a. Draw a model of the context.

b. Write an equation relating the length and width b. Write an equation relating the length and width to
to the perimeter. the area.

c. Solve the equation and state the length and c. Solve the equation and state the length and width.
width.

7. A rectangular garden has an area of 48 square 8. The area of a rectangular garden is 128 ft2. On a
feet. One of the sides is currently 6.4 feet while map of the garden, the scale is 1/4 in. = 1 ft. What
the other is 7.5 feet. is the area of the garden on the map?

a. By how much would the shorter side (the 6.4

foot side) have to be increased to get a garden
with an area of 60 square feet? 7

b. How much would the longer side (the 7.5 foot

side) have to be increase to get the same area
(60 square feet)?
9. The ratio of length to width of a rectangular 10. Thirty percent of a photograph is in black ink. In
photograph is 1:2. The short side is 8 units. If it this particular photograph, that means 100 cm2 is
is reduced by a scale factor of 1/3, what are the black ink. If the dimensions of the photo are
dimensions of the reduced photo, and what is the enlarged by a factor of 3, how many square
area of the new photograph? centimeters are black, and what is the area of the
enlarged photograph?

11. If the base of the rectangle below is 17x and its perimeter is 1 + 34x, a) what is the length of the vertical
sides? b) find x if the area is 50.

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12. What is the perimeter of the figure to the right?

13. What is its area?

14. Find the area of the figure below:

15. The ratio of the length to width of a rectangular photograph is 2:5. The longer side is 15 inches. a) What
is the length of the longer side? b) If the area of the photo is quadrupled, what will the new dimensions of
the photo be?

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6.1c Homework: Perimeter and Area with Variables

It will be VERY helpful to draw a model of each context.

1. Find an expression for the perimeter and area of 2. Find an expression for the perimeter and area of
the rectangle shown below the rectangle shown below
x -6 x + 21

4 5

Perimeter = Perimeter =
Area = Area =

If the perimeter is 60, what is the value of x? If the perimeter is 100, what is the value of x?

If the area is 80, what is the value of x? If the area is 200, what is the value of x?

3. The perimeter of a rectangle is 64 in. Its length 4. The area of a rectangle is 28 in2. The length is
is three times its width. Find a) the length and 𝑥 + 2 in. and the width is 7 in. Find a) the value
width and b) the area of the rectangle. of x, b) the length and c) the perimeter of the
rectangle.

5. The area of a rectangle is 81 cm2. The length 6. Challenge: What’s the biggest area you can
equals the width. Find a) the length, b) the enclose with 1000 meters of fencing? Suppose
width, and c) the perimeter. you have a horse and exactly 1000 feet of
fencing. You want to create an enclosure for your
horse to give it the most area to roam. How would
you configure your fence.

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7. The area of a rectangular garden is 224 ft2. On a map of the garden, the scale is 1 in. = 1/2 ft. What is
the area of the garden on the map?

8. The ratio of length to width of a rectangular photograph is 3:5. The shorter side is 3 units. If the
dimensions are enlarged by a scale factor of 6, a) what are the dimensions of the enlarged photo? and b)
what is the area of the new photograph?

9. 20% of a photograph is in black ink. In this particular photograph, that means 100 cm2 is black ink. If
the area of the photo is enlarged by a factor of 9, a) how many square centimeters are black, and b) what
is the area of the enlarged photograph?

10. The perimeter of a square is 4x + 6. What is its side length.

11. Find the perimeter of the figure to the right:

12. Find its area of the figure to the right:

13. Find the area of the figure below:

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 Spiral Review

1. The length of a rectangle is 16 in. longer than the width. Represent the length of the rectangle.

2. What property is shown?

8(7 + 2) = 8(2) + 8(7)___ _________________
18 + 0 = 18 ___ ________

3. Determine if the given angles will make a triangle. Explain why or why not.
a. Angles 25°, 60°, 95°

b. Angles 30°, 40°, 20°

4. Add −4   +   −7 =      

5. Solve 6(−1+ 8x) = 18

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6.1d Class Activity: Triangles and Circles

In chapter 5, you worked with angle measures in triangles. Now, you are going to practice writing equations to
solve for a missing angle measure. Recall from Chapter 5 that the angles of a triangle sum to 180o.

Example:
Find the missing angle measure:

Equation: 120 + 24 + x = 180

Solution: 144 + x = 180
-144 -144
x = 36o

Sometimes, x is not the missing angle measure:

Equation: 2x + 42 + 64 = 180
Solution: 2x + 106 = 180
-106 -106
2x = 74
2 2
x = 37
However, x is not the missing angle measure. 2x is, so the missing angle measure is 2(37 o) = 74o

Write an equation and solve for x, then find the missing angle measures. Pictures are not drawn to scale.
1. 2.

Equation:

Solution: Equation:

Solution:

3. 4.

Equation:
Equation:
Solution:
Solution:

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 5. One angle of a triangle is 5 times the smallest !
6. The sum of 2 angles of a triangle is 37 °. What
angle. The other angle is 40°. !
is the measure of the other angle?

Equation: Equation:

Solution: Solution:

7. The ratio of angles of a triangle is 3:2:1. What are 8. One of the angles of a triangle is one-fourth the
the angle measurements? size of the largest angle. The other angle is one-half
the size of the largest angle. What are the measures
of all the angles?
Equation:
Equation:
Solution:
Solution:

9. The ratio of the angles of a triangle is 5:2/3:1. 10. One angle of a triangle is 63°. The ratio of the
What are the measures of all three angles? other two angles is 5:2. What are the measures of all
the angles of the triangle?
Equation:
Equation:
Solution:
Solution:

11. The angle of a triangle is 54°. The ratio of the 12. Two angles of a right triangle have the ratio 5:7.
other two angles is 3:5. What are the measurements What are the measures of the angles?
of all the triangles.

Equation:
Equation:
Solution:
Solution:

Now for circles:

Review: What is the formula for the Circumference of a circle?

What is the formula for the Area of a circle?

13. What if you were only given the circumference? Could you find the radius or diameter?

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14. Michael loves swimming. He swam around the 15. The circumference of the center circle of a
edge of a circular pool and found that it took him soccer field is 31.416 yards. What is the radius
176 strokes to swim one complete time around of the circle?
the pool. About how many strokes will it take Equation:
him to swim across the pool? (Use 3.14 for pi)
Solution:

16. Find the radius of a circle with a circumference 17. A farmer has a 100 feet x 100 feet plot of land he
of 22 feet. needs to water. He has a sprinkler that waters in
a circle. The sprinkler has a reach of 50 feet. If
he puts the sprinkler in the center of the plot of
land, what percent of the plot will be watered?
Equation: (Hint: Draw a picture first)

Solution:

18. Pizzas are sold according to diameter. For

example, a 6 inch pizza is a pizza with a
diameter of 6 inches. At Francesco’s pizzeria,
there are two pizzas. Pizza A is a 12 inch, and
Pizza B has an area of 450 in2. Which pizza is
bigger? What is the percent of increase from the
smaller pizza to the larger pizza?

19. A bike’s wheel diameter is 50 cm. If the wheel 20. Mary has a circular table whose diameter is 7
rotates 45 times a minute, how far has the bike feet. She would like to put a tablecloth on it, but
traveled after 30 minutes? the packaging only gives the area. The
tablecloth she bought says it is 110 ft2. Will the
tablecloth fit?

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6.1d Homework: Triangles and Circles

Write an equation to find x, then find the measure of the missing angle. Pictures are not drawn to scale.
1. 2.

Equation:

Equation:
Solution:

Solution:

3. 4.

Equation: Equation:

Solution: Solution:

5. 6.

Equation: Equation:

Solution: Solution:

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7. One angle of a triangle is 3 times the smallest !
8. The sum of 2 angles of a triangle is 39 °. What
angle. The third angle is 60°. !
is the measure of the other angle?

!
Equation: Equation: 180 - 39 = x
!
Solution: Solution:

9. One angle of a triangle has a measure of x. 10. One of the angles of a triangle is three-fourths the
! size of the largest angle. The other angle is one-
Another angle is 3 ! times the size of angle x.
half the size of the largest angle. What are the
The third angle is half the size of angle x. What
measures of all the angles?
are the measures of all three angles?
Equation:
Equation:
Solution:
Solution:

11. The ratio of angles of a triangle is 3:1:1. What 12. One angle of a triangle is 80°. The ratio of the
are the angle measurements? other two angles is 3:2. What are the measures of
all the angles of the triangle?
Equation:
Equation:
Solution:
Solution:

13. The angle of a triangle is 52°. The ratio of the 14. Two angles of a right triangle have the ratio 2:3.
other two angles is 3:4. What are the What are the measures of the angles?
measurements of all the triangles.

Equation: Equation:

Solution: Solution:

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15. Phil has a lamp with a circular base that he 16. The circumference of a pizza is 81 in. What is
would like to fit onto a circular side table in his the radius?
house. The area of the base of the lamp is 70 in2.
The table has a radius of 5 in. Will the lamp fit?
Be sure to show all your work.

17. The circumference of a circular hot tub cover is 18. The circumference of a basketball hoop is 125.6
200 ft. What is the area of the cover? in. What is the area inside the hoop?

19. A pizza place charges $12 for a 12 inch pizza,

$14 for a 14 inch pizza, $16 for a 16 inch pizza,
and $20 for a 20 inch pizza. Which pizza is the
best deal? Justify your response.

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 Spiral Review

1. Luis went to a soccer game with some friends. He bought two sodas for $1.50 each and four giant candy
bars for $2.25 each. Write a numeric expression showing how much he spent. Then calculate the total he
spent.

2. Use long division to show how you can convert this fraction to a decimal and then a percent
𝟐
𝟕

! ! !
3. Solve: !
𝑥−!=!

4. Simplify: x + 3x – 7x + 2x2

5. Write a context for the following expression: 4(x – 3)

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6.1e Self-Assessment: Section 6.1

Consider the following skills/concepts. Rate your comfort level with each skill/concept by checking the box that
best describes your progress in mastering each skill/concept. Sample problems can be found on the following
page.

Developing Skill Practical Skill Deep

Beginning
Skill/Concept Understanding
and and Understanding,
Understanding Understanding Skill Mastery
1. Use properties of I know what the With some help, I I can find an I can find an
supplementary, properties of can find an unknown angle unknown angle using
supplementary, unknown using using properties of properties of
complementary, vertical, complementary, properties of supplementary, supplementary,
and adjacent angles to solve vertical, and supplementary, complementary, complementary,
for unknown angles in adjacent angles are, complementary, vertical, and vertical, and adjacent
figures. but I struggle to vertical, and adjacent angles. angles by drawing a
use them to solve adjacent angles. diagram or writing
for unknown an equation. I can
angles. justify my
procedures and
explain how to find
other missing angles
in the same context.
2. Write and solve equations I struggle to write With help I can I can write and solve I can write and solve
based on a diagram of an equation based write and solve an an equation based an equation based on
on a diagram of equation based on a on a diagram of a diagram of
intersecting lines with some intersecting lines. diagram of intersecting lines intersecting lines
known angle measures. intersecting lines. with some numeric with some numeric
angle measures OR angle measures OR
with angle measures with angle measures
given as algebraic given as algebraic
expressions. expressions. I can
also justify all my
procedures.
3. Write and solve equations I struggle to write With help, I can I can write and solve I can write and solve
based on area and perimeter. an equation based write an equation an equation based an equation based on
on area or based on area or on area or perimeter area or perimeter
perimeter. perimeter. with a numeric side with a numeric side
length OR written as length OR written as
algebraic algebraic
expressions. expressions. I can
also justify my
procedures.
4. Find the measure of missing I know what the With help I can I can solve for I can solve for
angles in a triangle. property of angle solve for missing unknown angles in a unknown angles in a
measures in a angles in a triangle. triangle. triangle. I can
triangle, but I explain why my
struggle to use it to procedure works.
solve for unknown
angles.
5. Find the measure of missing I know algorithms I can usually write I can write and solve I can write and solve
lengths of a circle. for circumference and solve an an equation based an equation based on
of a circle, but I equation based on a on the the circumference or
struggle to use circle to find circumference of a the area of a circle. I
them to solve for missing lengths of circle. can also explain the
missing lengths of a circle. relationship between
a circle. circumference and
area.
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Sample Problems for Section 6.1

1. Find the measure of the missing angle.

a. b. Find the measure of an angle vertical to a
94° angle.

c. Find the measure of an angle whose d. Two angles are complementary. One
complement is 48.4° . angle is 4 times the measure of the other
angle. What are the measures of the two
angles?

2. Find the measure of the missing angles in each diagram by first writing an equation:

a. Angle ∠EHD ∠GHD ∠FHG b. Angle ∠JOP ∠MOK ∠MON

Measure Measure

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3. Write an equation to solve the following problems.
a. Terry is building planter boxes for his garden. He wants each box to have an area of 12.5 ft2. If
each box is 5 feet wide, how long should he make them?

b. If the perimeter of rectangle to the right is 144, what is the value of t? 4

t-1
c. If the area of the rectangle to the right is 52, what is the value of t?

4. Find the missing angles in each triangle drawn or described below.

a. b. A triangle has the following angles: 37° and
53°. What is the measure of the third angle?

c. One angle in a triangle is 90°. The ratio of the other d.

two angles is 1:8. What is the measure of each angle?

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5. Write an equation to solve the following problems involving circles:
a. The circumference of Fabian’s watch is 125.6 mm. What is the diameter of his watch?

b. General Sherman is a giant sequoia tree in California. The largest in the world, its circumference
is 102.6 feet. What is its diameter?

c. The circumference of a carousel is 21.98 yd. What is the area of ground covered by the carousel?

d. Everlie buys a take-and-bake pizza. The area of the pizza is 154 in2. Her pizza pan to bake it on
has a 16 in. diameter. Will the pizza fit on her pan?

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Section 6.2 Write and Solve Equations from Word Problems

Section Overview:
This section begins with a review of solving multi-step equations, both with and without models, within a
context. Students then build on that understanding to work with more complicated situations. Activities in this
section have students working in two “different directions”—in some sections students will be given a context
and asked to find relationships and solutions, while in other sections, students will be given relationships and
asked to write contexts. The goal is to help students understand the structure of context in relationship to
algebraic representations.

Concepts and Skills to be Mastered

By the end of this section, students should be able to:

1. Recognize and explain the meaning of a given expression or equation and its component parts.
2. Solve multi-step context problems involving calculations with positive and negative rational numbers in
a variety of forms.
3. Use variables to create equations that model word problems.
4. Solve word problems leading to linear equations.

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Anchor Problem: Cookies for a Party

I go to the store to buy cookies, milk, napkins, and cups for a party. I need to know how many packages of
cookies I can buy and still have money left over. I have $35.50 in my wallet. I know that I need 2 packages of
napkins at $1.50 each and two packages of cups at $3.50 each. I need one gallon of milk for every two
packages of cookies. Each gallon of milk costs $2.50. Each package of cookies costs $3. How many packages
of cookies can I buy and still have money left over?

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6.2a Class Activity and Homework: Write and Solve Equations for Word Problems I

In the exercises below you are given either a context/word problem OR a model/equation. Provide the missing
information. Solve each problem. An example is given.

Word Problem Model and/or equation Solution

EXAMPLE
Three times some number plus one is x=2
seven. What is the number? x x x 1 1 1
1 1 1
1 1

3x + 1 = 7

1. 4x + 2 = 30

2. Eleven less than 5 times a number

is 24.

3. The quotient of a number and

-9 is increased by 10 the result is 11.

4.

x + 2x = 36

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5. -3x – 5 = -2

6. m – 26 = 15

For the next set of exercises, write contexts that are more “real life”.
Example: For two months in a row I
made the same amount babysitting. I 2x + 80 = 350
deposited my babysitting money into my
savings account that had $80, I now
have $350 in my account. How much
money did I make each month
babysitting?

7.

3x – 70 = 260

8. x/2 – 5 = 10

9. (2/3)x – 20 = 280

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10. 3x + 2x = 85

11. x + (x+3) + x + (x+3) = 34

12.

x + 3x + 5x = 180
13. (2/5)x + (1/5)x = 360

14. 0.2x + x = 240

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 Spiral Review
1. Write an expression to model the following situation in two difference ways: The price of the car was
reduced by 15%.

2. Juliana bought 3 bags of chips and 3 sodas for herself and two friends. The chips were $0.85 a bag. Write an
equation to find the price of each can of soda if she spent a total of $6, then solve.

3. Simplify the following expression.

71b − 4a + 4b − 4a

4. Solve: 7 = 3x – 2

5. Write a context for the following expression: 26 + 8x

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6.2b Class Activity and Homework: Write Word Problems for Equations I

Working backwards, writing the word problems for the equations. The first one is done for you.

Given Information & Write a word problem to go with the Solve the equation. Then
Equation information and the equation to the figure out all missing
left. information.
1. Given information: The sum of Ali and Mel’s age is 39. If a = 14
• a = Ali’s age now Mel is 3 years younger than twice Ali’s Ali is 14 and Mel is 25
• 2a – 3 = Mel’s age now age, how old are Ali and Mel?

Equation: a + 2a – 3 = 39 years

2. Given information:
• s = small angle
• 4s = larger angle

Equation: s + 4s = 70 degrees

3. Given information:
• w = width of rectangle
• 2 w + 3 = length of
rectangle

Equation:
w + 2 w + 3 + w + 2 w + 3 = 78
in.

4. Given information:
• v = Vicki’s money
• 5v = Wally’s money

Equation: 5v + v = $72

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5. Given information:
• 2m = Number of red
marbles
• 3m = Number of blue
marbles

Equation: 2m + 3m = 155
marbles.

6. Given information:
• e = Elisabeth’s age now
• e – 7 = Zack’s age now
• e + 4 = Gail’s age now
• 2e = Bob’s age now

Equation:
e + (e -7) + (e + 4) + 2e = 82

7. Given information:
• a = Measure of angle A

• a + 20 = Measure of
angle B
• a – 10 = Measure of
angle C

Equation:
a + a + 20 + a – 10 = 180°.

8. Given information:
• c = cost of a shirt
• .25c = 25% of the cost
of the shirt

Equation: c – 0.25c = $28.80

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9. Given information:
• m = height of a maple
tree
• 0.15m = 15% of the
height of the maple tree

Equation: m + 0.15m = 97.75

feet

10. Given information:

• z = length of a side of a
triangle
• 2z = length 2nd side of a
triangle
• 2z + 3 = length of 3rd
side of triangle

Equation:
z + 2z + (2z + 3) = 73 cm.

11. Given information:

• s = the price of a pair of
socks
• 5s – 1 = the price of a
pair of shoes

Equation: 3s + 2(5s – 1) = $
56.50

12. Given information:

• g = Gordon’s allowance
• 2g – 1= Chris’s
allowance
• 0.5g = Drew’s
allowance

Equation: g + 2g – 1 + 0.5g =
$51.50

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13. Given information:
• x = length of blue ribbon
• 2 x + 3 = length of red
ribbon
• 3 x – 1 = length of green
ribbon

Equation: x +2 x +3 + 3 x – 1 =
92 inches

14. Given information:

• x = Amount of money
Jaime earned
• (1/5) x = one-fifth of the
money Jaime made.
• (2/5) x = two-fifths of
the money Jaime made.
Equation: (1/5) x + (2/5) x =
$165

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 Spiral Review

1. Solve:

a. –14 = 3x – 2 b. −8 = −3m + 10

2. Write an expression to represent the following situation. Danielle is having a birthday party and inviting 8
friends. She wants to give each friend a gift bag with a large candy bar and a notebook. Show the total price
if each large candy bar costs $1.40.

3. Use the distributive property to rewrite the following expression -4(5x – 1)

4. Express each percent as a fraction in simplest form.

44% 17.5%

5. Malory got a 75% on her math test. To earn that score, she got 27 questions correct. Write an equation to
find how many questions were on the test. Then solve.

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6.2c Class Activity: Write and Solve Equations for Word Problems II

1. Matt, Rosa, and Kathy are cousins. If you combine their ages, they would be 40 yrs. old. Matt is one-third
of Rosa's age. Kathy is five years older than Rosa. How old are they? Show several ways to solve the
problem. Be able to explain how you came to your answer.

a. If necessary, use a model to help you write an equations for this context.

Kathy is five years older than

Rosa Matt is 1/3 Rosa’s age so Matt is Rosa so Kathy is

Write an equation for the sum of the cousin’s ages:

Find x

b. How old is Rosa?

c. How old is Matt?

d. How old is Kathy?

e. How can you be sure you have the correct answer?

2. The senior class has 412 students. They are assigned to different homerooms. There are 28 students in the
smallest home room and the remaining 12 homerooms have the same number of students. How many
students are in each of the remaining 12 homerooms?

a. If necessary, use a model to help you write an equations for this context.

b. How many students are in each of the 12 remaining homerooms?

c. How do you know your answer is correct?

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3. Billy is three years older than his sister Anne. Together, the sum of their ages is 25. How old are Billy and
Anne?

a. Write an equation for this context. Use a model to help you if necessary.

b. How old is Billy?

c. How old is Anne?

d. Show that your answer is correct.

4. At the store, you find a pair of jeans and a t-shirt. Together, they’ll cost $80.20. The jeans cost three times
the cost of the t-shirt. How much does each cost?

a. Use a model to help you write an equation for this context.

b. How much do the jeans cost?

c. How much does the t-shirt cost?

d. How do you know your answer is correct?

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5. The sum of two numbers is 41. The larger number is 1 more than 5 times the smaller number. What are the
two numbers?

a. Use a model to help you write an equation for this context.

b. What are the two numbers?

c. How do you know your answer is correct?

6. The sum of three consecutive integers is 21. What are the numbers?

a. Use a model to help you write an equation for this context.

b. What are the three numbers?

c. How do you know your answer is correct?

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6.2c Homework: Write and Solve Equations for Word Problems II.

Write equations for the sentences below. Then solve. If needed, draw a model.

1. Fifteen more than twice a 2. The sum of three times a 3. The difference between 5 times
number is -23. number and -23 is 28. a number and 4 is 16.
Equation: Equation: Equation:

Solution: Solution: Solution:

4. Nine more than -8 times a 5. The difference between 12 and 6. Seven more than three times a
number is -7. ten times a number is -28. number is 52.
Equation: Equation: Equation:

Solution: Solution: Solution:

7. Eleven less than five times a 8. Thirteen more than four times 9. Seven less than twice a number
number is 19. a number is -91. is 43.
Equation: Equation: Equation:

Solution: Solution: Solution:

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Write equations for the word problems below. Then solve. If necessary, draw a model.

10. The total cost of a suit and 4 ties is $292. The suit cost $200. The ties are all the same price. What is the
cost of a tie?

Equation:

Solution:

11. Mary’s sister is 7 years older than Mary. Their combined ages add up to 35. How old is Mary?

Equation:

Solution:

12. If Cassandra had 8 more dollars, she could buy the $40 pair of hiking boots she wants. How much money
does Cassandra have?

Equation:

Solution:

13. Tammy is training for a marathon. She ran the 3 miles from home to a lake, twice around the lake and then
home again. She ran 11 miles. How far is it around the lake?

Equation:

Solution:

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 Spiral Review

1. Solve 4(x + 1) + 4x = 36

2. Phoebe has $10. Write an expression showing how much money she will have left after buying 3 candy
bars and a pack of pencils.

3. Simplify −2 ( x + 1) – x + 5

4. Find each sum without a model.

!
a. -27.2 + !   b. 98.1 + (–1.35)

5. I go to a department store with a coupon for 20% off any one item. The shoes that I want are on sale for
40% off. Write and solve an equation to find the original price if I paid $48.

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6.2d Class Activity: Write and Solve Equations from Word Problems III

Do the following four things for each problem:

a. Write the equation as complete as possible to include all the information.
b. Solve the equation.
c. Answer the question(s) in complete sentences.
d. Check. Does your answer(s) make sense? Why?
1. For a field trip, 331 students went to the museum. Most of the students rode on the 6 buses provided by the
school, but 7 students traveled in cars. If the same number of students road each bus, how many students were
in each bus?
a. c.

b.

d.

2. Ivan was broke (as usual!) Then he got his weekly allowance, but because he has a hard time saving
money, he spent half his weekly allowance playing mini-golf. He then earned 4 dollars cleaning out his
parents’ car. If he now has $12, how much is his weekly allowance?
a. c.

b.

d.

3. The cooking club made some pies to sell to raise money for new math books. The cafeteria contributed four
pies to those made by the club. All of the pies were then cut into five pieces each and sold by the piece. There
were a total of 60 pieces to sell. How many pies did the club make?
a. c.

b.

d.

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4. Jan bought 2 shirts (same style and cost but different colors) and 2 pair of pants (same style and cost but
different colors). Each shirt was $3 less than a pair of pants. She spent $49.80 (before tax). What is the price
of a shirt? What is the price of a pair of pants?
a. c.

b.

d.

5. Tom was training for a marathon. During the first week he ran a certain distance. The second week he ran
1.5 times further than the first week. During the third and fourth weeks, he ran 3 miles more than twice what
he ran the first week. He ran a total of 136 miles in those four weeks. How many miles did he run each week?
a. c.

b.

d.

6. Cassie and Tom wanted hamburgers for lunch. Cassie ordered a hamburger for $4 and an order of fries.
Tom ordered twice Cassie’s order. The total price was $16.65 (before tax). What is the cost of one order of
fries?
a. c.

b.

d.

7. Lupe and Carlos work in an office. Carlos makes $16,000 less than twice Lupe’s salary. The sum of their
two salaries is $104,000. How much are their salaries?
a. c.

b.

d.

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8. The neighborhood candy store sold 336 candy items this week. Twice as many M&Ms were sold as
Snickers, and three times as many Crunch bars were sold as Snickers bars. How many of each kind of candy
were sold this week?
a. c.

b.
d.

9. Paul and Ringo went to the music store. Paul bought some guitar picks for $6 and a package of guitar
string. Ringo bought some new drumsticks for $8. Then Paul remembered he had a coupon for $5 off. The
final bill after the coupon was $15. How much was the package of guitar string?
a. c.

b.

d.

10. Steve, Tyrel, and Josh spent a total of $20 at the soccer game. It costs $3 for each one of them get into the
game. Each boy also bought a program. Josh bought a foam hand to wave in the bleachers. The foam hand
was $5. What is the cost of one program?
a. c.

b.

d.

11. A total of 960 students attend Bosco Middle School. Some students walk to school, some ride the bus, and
the rest come by car. The ratio of bus-riders to walkers to car riders is 6:3:1. How many students come to
school by each form of transportation?
a. c.

b.

d.

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12. Mr. Manycattle drove to Mexican Hat, Utah from southern New Mexico in 4 days. On Monday and
Wednesday, he traveled exactly the same distance. On Tuesday, he traveled 2 times as far as he did on
Monday, and on Thursday, he traveled 3 times as far as he did on Monday. If the total trip covered 602 miles,
how far did Mr. Manycattle travel each day of his trip? Which fraction describes the part of the trip covered
on each day?
a. c.

b.

d.

13. Ana had $60 to spend at the mall. She bought 2 shirts for $12.99 each, and 3 pounds of candy for $2.89
per pound. How much money does she have left?
a. c.

b.

d.

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6.2d Homework: Write and Solve Equations from Word Problems III

For each context: a) write an equation, b) solve your equation, c) answer the question in a complete sentence,
and d) check your answer. You may need to do your work on a separate sheet of paper.

1. Allie had $24. After buying seven art pencils and a $0.35 eraser, she had $10 left. How much did each
pencil cost?

2. Sarah won 40 super bouncy balls playing horseshoes at her school's game night. Later, she gave two each to
some of her friends. If she has 8 remaining bouncy balls, to how many friends did she give bouncy balls?

3. At the local clothing store all shirts were on sale for one price and sweaters for a different price. Lonnie
purchased three sweaters and two shirts for $130. If the sale price of a shirt was five dollars less than the
sale price of a sweater, how much did each item cost Lonnie?

4. Brock ate 16 Girl Scout cookies in 5 days (he wasn’t suppose to eat any cookies because they belonged to
his sister.) The second day he ate 3 more than the first (he felt pretty bad about that.) The third day he ate
half as much as the 1st day (he was able to get better control of himself.) The fourth and fifth days, he ate
twice each day what he ate the first day (he really likes Girl Scout cookies.) How many cookies did he eat
each day?

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5. Cassie and Tom went to the hamburger stand. Cassie ordered a hamburger for $4 and an order of fries. Tom
was really hungry, so he doubled Cassie’s ordered for himself. The total price was $18 (before tax). What’s
the cost of one order of fries?

6. A collection of marbles has been divided into 3 different sets. The middle sized set is 2 times the size of the
smallest set, and the largest set is 3 times as large as the middle-sized set. What fraction describes each part
of the total marble collection?

7. Challenge: Brian buys 1 pack of baseball cards to add to the 2 cards a friend gave him. Then his mother
gives him 2 more packs as a special treat. Now he has as many cards as Marcus who owns 1 pack plus 12
loose cards. How many cards are in each pack?

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 Spiral Review

1. Zach invested $1500. If he earned 23.2% on his investment, a) write a proportion to find the amount of
money he earned and b) state how much money he now has.

2. Use the number line below to show why (-1)(-1) = 1

3. If the ratio of girls to boys in a class is 3 to 4 and there are 35 students in the class. How many students
are girls?

4. Lin is drawing a scale model of his school. He uses a scale of 1 in = 5 feet. If his classroom is 30 feet by
25 feet, what will be the dimension of the classroom on his scale model?

5. The equation p = 6h shows how many pies Pi Tree Bakery sells on a given day. What is the unit rate?

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6.2e Extra Practice: Write and Solve Equations

1. You bought a magazine for $5 and four erasers. 2. Old McDonald’s 3 hens each lay the same
You spent a total of $15. How much did each number of eggs one week. This gives Old
eraser cost? McDonald’s wife enough eggs to make two
recipes. One recipe requires 10 eggs and the
other recipe requires 2 eggs. How many eggs did
each hen lay?

3. Paul owns a set of model cars. His brother gives 4. Tanner likes to collect comic books. He has 3
him 3 more sets for his birthday. Then Paul gives sets of the same title comics and 5 other comic
1 set to a friend who really likes model cars but books. His friend, Scott, has 1 set (the same as
doesn’t have any. Now Paul has 30 model cars Tanner’s) and 19 other comic books. The total
left. How many model cars are in each set? number of comic books owned by Tanner and
Scott is the same. How many books are in each
set?

5. Erin can buy 5 Putt-putt tickets and 2 one-dollar 6. Allison has 2 aquariums. In each aquarium she
boxes of popcorn for the same price as 3 putt- has 2 families of guppies and 3 tetras. Leigh has
putt tickets and 12 one-dollar boxes of popcorn. 1 aquarium with 10 tetras and 3 families of
How much does each putt-putt ticket cost? guppies. Allison and Leigh have the same
number of fish and their guppy families each
have the same number of members. How many
guppies are in each family?

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7. A whole object has been broken into 4 pieces, all 8. Mrs. Smith rode the bus 720 miles in 3 days. On
of different sizes. Each piece is 2 times the size the first day, she traveled 3 times as far as she
of the next smallest piece. What fractions did on the second day. On the third day, she
describe each piece of the whole object? traveled 2 times as far as she did on the second
day. How far did she travel each day?

9. The neighborhood grocery store sold 1463 10. Jill runs 5 miles to get to work. After work, she
bottles of soft drinks last month. Twice as many runs home, to a restaurant, and then back home
bottles of root beer were sold than lemon-lime again. In total, she runs 14 miles that day. How
soda, and twice as many bottles of cola were many miles is it from the restaurant to her
sold than root beer. How many bottles of each house?
type of soft drink were sold?
.

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6.2f Self-Assessment: Section 6.2

Consider the following skills/concepts. Rate your comfort level with each skill/concept by checking the box that
best describes your progress in mastering each skill/concept. Sample problems can be found on the following
page.

Developing Practical Skill Deep

Beginning
Skill/Concept Understanding
Skill and and Understanding,
Understanding Understanding Skill Mastery
1. Create an algebraic expression or I struggle to I can draw a I can write an I can write an
equation to model a context. begin writing an model that algebraic equation that
algebraic represents a equation that models a word
expression or context. I represents a problem.
equation that struggle to use context if I draw
models a context. that model to a model first.
create an
algebraic
equation.
2. Create a context that models an I struggle to I can write a I can create a I can create a
algebraic expression or equation. begin writing a numeric context numeric or real- real-life context
context that that models an life context that that models an
models an algebraic models an algebraic
algebraic expression or algebraic expression or
expression or equation. expression or equation. I can
equation. equation. verify that the
answer is
reasonable in that
context.
3. Solve multi-step real-life problems I can solve one I can solve multi- I can solve multi- I can solve multi-
involving calculations with positive and two-step step real-life step real-life step real-life
real-life problems problems problems
and negative rational numbers in a problems, but I involving involving involving
variety of forms. struggle to solve calculations with calculations with calculations with
multi-step real- integers with an integers with an rational numbers.
life problems. equation by first equation without
drawing a model. a model.
4. Determine the reasonableness of an I struggle to I can determine I can determine I can determine if
answer to a contextual problem. determine the if the answer to a if the answer to a the answer to a
reasonableness contextual contextual contextual
of an answer to a problem is problem is problem is
contextual reasonable, but I reasonable, and I reasonable, and I
problem. struggle to can to explain can to explain
explain why. why. why. If it is not
reasonable, I can
rethink that
problem to find a
reasonable
answer.

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Sample Problems for Section 6.2

1. Write an equation for each context. Draw a model first if necessary.

a. Tom has $12,484 in his bank account. Six months ago, he had $1,240. How much does Tom get
paid each month if he has only deposited his monthly paycheck into his account?

b. Sixty-five pounds of candy was divided into four different boxes. The second box contained
twice the amount of the first box. The third box contained two more pounds than the first box.
The last box contained one-fourth the amount in the second box. How much candy was in each
box?

c. Simon is ordering equipment for his tennis team. He orders a racquet and can of three tennis
balls for each player. Each can of balls costs $4. For a team of 5 players, his bill total is $415.
How much does each racquet cost?

2. Write a context that models the following equations. At least one context should be real-life.
2L + 2(3L) = 990 3m + 4(m − 0.50) = 12 −46 = 6x + 2

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3. Solve the following real-life problems.
a. The sum of two numbers is 52. One number is three less than quadruple the other number. What
are the two numbers?

b. Martha divides $94 amongst her four friends. Leon gets twice as much money as Kokyangwuti.
Jill gets five more dollars than Leon. Isaac gets ten less dollars than Kokyangwuti. How much
money does each friend get?

c. Elizabeth has $26 left after shopping at the mall. She bought 2 shirts for $22.99 each, a drink for
$2.02, and 2 books for $16 each. How much money did she start with?

4. For each of the contexts in problem 3, answer the following questions:

a. Is the answer reasonable or not?
b. Why is or isn’t it reasonable?
c. If it isn’t reasonable, explain what is wrong with the answer and rethink the problem.

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6.3 Solve and Graph Inequalities, Interpret Inequality Solutions
Section Overview: Students begin this section by reviewing from 6th grade how to write inequalities and
graph them on a number line. They then move to solving and graphing one-step and multi-step inequalities
using their knowledge of solving one-step and multi-step equations. The section ends with students writing and
solving one- and multi-step contextual inequality problems.

Throughout this section it is important that students understand the similarities and differences between finding
the solution to an equation and finding solution(s) to an inequality. Students should also understand the
relationship of each to the real line.

Language is particularly difficult for some students in this section. Phrases like “less than” or “greater than” in
the previous section indicated an operation (e.g. subtract or add), in this section they may indicate < or >. Help
students to look at contexts holistically. Making sense of problem situations is critical with writing equations
and/or expressions. Also help students predict the type of answers they will be getting as a way of interpreting
how to write the context in algebraic form.

Students will also be reviewing number sense with integers in this section.

Concepts and Skills to be Mastered (from standards )

By the end of this section, students will be able to:

1. Use variables to create inequalities that model word problems.
2. Solve word problems leading to linear inequalities.
3. Use symbols of inequality to express situations in which solutions are greater than or less than a given
value.

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6.3a Class Activity and Homework: Review of Inequality Statements.
Review from 6th grade: writing and graphing inequalities.

Write inequalities for each statement below. For statements 1 – 4, the variable is identified for you. For
statements 5 – 15, you must write what the variable will represent.
Example: The Garcia family car seats seven (with seat-belts) at most. “x” is the x≤7
number of people that can sit in the Garcia’s car.
1. A school bus can seat at most 48 students. “x” is the number of people that can
ride the bus.
2. In many states you must be at least 16 years old to obtain a driver’s license. “x”
is the age you must be to obtain a drivers’ license.
3. It isn’t safe to use a light bulb of more than 100 watts in many light fixtures. “x”
is how many watts a light fixture has.
4. At least 250 parents attended back-to-school night. “x” is the number of parents
that attended back-to-school night.
5. You must be no more than 15 years old to attend the middle school dance.

6. A plane must travel at least 120 miles per hour to stay in the air. So as not to
break the sound barrier, a plane must travel under 760 miles per hour.

7. Children must by at least 48 inches tall to ride the roller coaster.

8. You must have less than 3 tardies to get a satisfactory citizenship grade.

9. Children younger than age 5 can get in free.

10. To hunt big game in Utah a hunter must be at least 12 years old.

11. The elevator can hold a maximum of 20 people

12. To work the track at the community gym, you must be at least 16 years old.

13. To join the FBI, you must be at least 23, but younger than 37 years old.

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 14. To run the class they must have no less than 12 participants registered.

15. On the seven day family vacation, the Jones family traveled 12 miles on the
shortest driving day and 500 miles on the longest driving day.

Write situations to go with the following inequalities. Make up the situation and inequality for the last one.
16. x<7

17. x ≥ 13

18. x ≤ -6

Review: graphing inequalities on a number line:

Examine the inequality graphs below. Discuss the questions below as a class.

How are the inequalities shown on the number line?

Open circle means:

Closed circle means:

Next to each number line above, write the inequality represented by the number line above.

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Practice Graphing Inequalities on a number line.

19. x > 2

20. a < −1

21. y ≤ 2

22. b > −3

23. p ≥ 3

24. x < .5

1
25. y > −1
2

26. m ≤ 3.5

−15
27. c ≥
3

28. d ≤ 4.25

Write an inequality for each graph below.

29.  

30

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 31.

32.

33.

Spiral Review

1. There are a total of 127 cars and trucks on a lot. If there are four more than twice the number of trucks
than cars, how many cars and trucks are on the lot?

2. Place the fractions on the number line below.

3 5 1 4
− ,                   , −  1 , −    
4 12 4 3

3. A mouse can travel 1.5 miles in ¾ of an hour. Write an equation showing how far it travels.

4. Solve −3𝑥 + 5.5𝑥 + 4 = 7.2

5. Fill in the equivalent fraction and percent for this decimal:

Fraction Decimal Percent

0.2

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6.3b Class Activity: Solve and Graph Inequalities

Activity 1: Every hour 92 people enter an office building and 30 people exit. If the building starts empty, after
how many hours will there be more than 350 people in the building.

a. Draw a model to illustrate what’s happening in this context.

b. In this context, what does “more than”?

c. Write an inequality for the situation.

d. If you double the people entering and exiting, how will it affect your time?

Activity 2: A 150-pound person burns 6 calories per minute when walking at a speed of 3.5 miles per hour.
While walking, this person eats a snack that has 40 calories. This snack subtracts from the calories burned while
walking.

a. How long must the person walk at this speed to burn at least 190 calories?

b. Explain what will happen if the person walks for a longer period of time? Shorter period of time?

c. Write and graph an inequality that describes the solution to this situation.

d. Extension: What if the person wanted to spend less time exercising but burn the same number of
calories. How is this possible?

Activity 3: Explore Inequality Statement: Consider the following two inequality statements

x≤2 and 2≤x

In your own words, describe the solution set for each and then draw a graph of the solution set.

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Activity 4: Exploring Inequality Statements:

a. What is the solution set for x − 1 > 6 . In other words, what value(s) of “x” make this statement true?
Write both an inequality statement and graph your solution on a number line.

b. What is the solution set for 2x < 6 . In other words, what value(s) of “x” make this statement true?
Write both an inequality statement and graph your solution on a number line.

c. What is the solution set for 3𝑥 − 7   ≥ 13. In other words, what value(s) of “x” make this statement true?
Write both an inequality statement and graph your solution on a number line.

d. Describe what you did to find the solution set.

Find the solution set for each inequality. Then graph the solution set. Scale the number lines appropriately.
1. x + 8 ≥ 18

2. −2 + x ≤ −16

1
3. −28 < v − 10
2

4. 4y > −8

5. 21 ≤ 3p

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6. −15 > 2x

7. 4r + 13 < 9

r−2 1
8. >
3 3

9. 11 ≥ 8 + 6n

10. 5n − 75 ≥ −135

11. 18.66 + 2k ≤ 10

12. −4 ≥ 4x + 16

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6.3b Homework: Solve and Graph Inequalities

Solve to find the boundary. Then graph the inequalities below. Scale the number lines appropriately.
1. n − 2 ≤ 4

2. −18 + n < −7

3. 20 ≥ p + 16.5

4. 2x < 6

5. −24 ≤ 3p

6. 3y > 17

7. −4 ≥ −2 + 6n

8. 3x − 1 ≤ 3

9. 21n − 63 > −126

10. 9.5 + 2n > −5

11. 2x − 1 > 6

3 −2 + 2x
12. >
4 4

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 Spiral Review

1. Solve −3(x − 6) = 9

2. Find each product or quotient.

⎛ 1⎞ 1
a. −6 ⎜ ⎟ b. −10 ÷
⎝ 6⎠ 2

3. Suppose you were to roll a fair 6-sided number cube once, then flip a coin. List all the possible
outcomes.

4. Using the information in question 3, what is the probability of getting a heads and an even number?

5. Dawn is researching car rental companies. The following tables show their rates based on the days you
rent the car. Which company’s rates are proportional? Explain how you know.

Company E Company F
Days Cost Days Cost
1 73 1 21
2 76 2 42
3 79 3 63
4 82 4 84

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6.3c Class Activity: Multiplying by a negative when Solving Inequalities

Consider the inequality 4 >1.

• Question: If you multi ply both sides of an inequality by the same positive number do you expect the
inequality to remain true? Why or why not?

• Question: If you multiply both sides of an inequality by the same negative number do you expect the
inequality to remain true? Why or why not?

1. Test your answers from above. Complete the table by filling in the middle column with <, >, or =.

4 > 1 True or If untrue, what must be done for

untrue? the inequality to be true?
4•3 > 1• 3
4•2 > 1• 2
4 •1 > 1•1
4•0 > 1• 0
4 • −1 > 1• −1
4 • −2 > 1• −2
4 • −3 > 1• −3

2. Under what conditions did the inequality become untrue? Why does that condition make the inequality
untrue?

x
3. Solve the inequality < 2 , explain your procedure. Write and graph the solution.
−2

4. Check your solution for varying values for x. Is your graph correct?

x -8 -6 -3 -2 0 2 4 6 8
In the inequality < 2 , if the value for x
−2
is…
Write the inequality.

…is you solution set true?

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 x
5. Solve and graph the solution to ≥ −9 .
−3

Check your values in your solution set to make sure your answer is correct.

6. What about dividing by a negative number? What do you expect? Solve and graph the inequality −2x > 6 ,
explain your procedure.

7. Test your solution.

In the inequality −2x > 6 , if the -8 -6 -3 -2 -1 0 2 4 6
value for x is…

Write the inequality.

…is you solution set true?

8. Finish this sentence: When you multiply or divide both sides of an inequality by the same negative
number…

Solve the following problems by first writing an inequality and then solving the inequality.

9. Kyle and Mika aren’t very good at the trivia game. In the game a wrong answer gives your team a negative
two-thirds of a point. If at the end of the game, Kyle and Mika have never scored more than a negative 8
points, how many wrong answers do they usually give?
Inequality:

Solution:

10. You have $10 to spend at the school carnival. If each game costs $0.25, how many games can you play?

Inequality:

Solution:

Practice solving inequalities involving multiplication or division by negative numbers.

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11. −5t ≥ −25

−2y
12. < −4
3

1
13. − p > −4
2

y−3
14. ≤5
−4

15. −5 ≥ −2 − 3n

−x
−18 ≥
16. 2

17. −2(x + 4) ≤ 28

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6.3c Homework: Multiplying by a negative when Solving Inequalities

Solve the following inequalities. Graph your solution on the number line.
1. −3t ≥ 27

−y
2. < −10
3

3
3. − m > 6
4

5n
4. > −1.5
−2

5.
−28 ≥ −4n − 4

6. 7.5 − 2n > −2

7.
−3(x − 4) ≤ 24

8.
3
− n − 21 > −15
4

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 9.
−6.5 + 2n > −5

10.
2 16
2𝑥 − >  
3 3

11.
−2𝑥
 0.75 >
4

12.
𝑥 2 13
−     >  
7 3 3

Spiral Review

3
1. Solve for a. a+ =5
4

2. Factor the following expressions.

! !
3x – 6 15 – 20y x+ 4.9t – 2.8
! !

3. Bubba can make 7 12 sandwiches in 12 hour. Find the following unit rates
a. _______ sandwiches per hour
b. _______ hours per sandwich
c. ______ minutes per sandwich

4. Solve: −2x + 1 < –3

5. Chloe has twice as many cats as her sister has dogs. Her brother has 3 turtles. Together, they have six pets.
How many of each pet do they have?

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6.3d Class Activity: Write and Solve Inequalities for Word Problems

Follow the structure below to solve and graph each inequality. The first problem has been started for you as an
example.

1. Andy has $550 in a savings account at the beginning of the summer. He wants to have at least $200 in the
account by the end of the summer. He withdraws $25 each week for food, clothes, and movie tickets. How
many weeks will his money last?
Known Information Variable and what it What’s the Inequality
represents relationship?
• Starts with $550 550 – 25w ≥ 200
• Takes away $25 each w = number of weeks The money Andy has
week money can last needs to be more
• Wants at least $200 (bigger) than or equalt
in the end to $200
Solution and what it
means

2. On vacation, Katelyn wanted to have her hair braided in multiple braids to cover her head. The beautician
charges a flat rate of $4, plus $0.75 per braid. She’s saved $29 to get braids. How many braids can she get?

Known Information Variable and what it What’s the relationship? Inequality

represents

Solution and what it means  

3. Maria is starting a small DVD business online. She makes $2.25 on each DVD she sells. To start her
business though, she had to invest $750. How many DVDs does she need to sell before he starts to make a
profit?

Known Information Variable and what it What’s the relationship? Inequality

represents

Solution and what it means

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4. The Community Swimming Pool charges a flat rate of $50 for a birthday party plus $2.50 for each person.
Deborah can’t spend more than $100. How many friends can she invite?

Known Information Variable and what it What’s the relationship? Inequality

represents

Solution and what it means

5. David owns a Yellow Cab. The company charges a flat rate of $2.50 for every cab ride, plus $0.85 per mile.
David figures he needs to average at least $12 for each cab ride to make a profit. At least how many miles
must rides average to make a profit?

Known Information Variable and what it Inequality Sign Inequality

represents

Solution and what it means

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6. Jacques has a pre-paid phone plan. He has $45 to spend and each minute costs $0.39, what is the most
minutes he can buy?

Known Information Variable and what it Inequality Sign Inequality

represents

Solution and what it means

7. Harry wants to download some songs to his mp3 player. If he gets a $20 gift card for his birthday and each
song costs $0.90, at most how many songs can he download?

Known Information Variable and what it Inequality Sign Inequality

represents

Solution and what it means

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6.3d Homework: Write and Solve Inequalities for Word Problems

Write and solve inequalities for each word problem below. Use the structure from Class Activity 6.3d as a
frame for solving each.

1. Kimberly took her 6 nieces and nephews to 2. The school is having a fundraiser. They are
a hockey game. She wants to buy them running a carnival. Tickets sell for $0.50 each.
snacks. How much can she spend on snacks They are planning on buying supplies for the
for each child if Kimberly wants to spend carnival that cost $50. How many tickets must
less than $33 in total? they sell to raise at least $200?

3. Billy needs to read 500 minutes this week 4. Erin is buying cupcakes for her birthday party.
for his English class. He is going to read 6 Each cupcake costs $1.50. How many guests
days. If he already reads 15 minutes every can she invite if her budget is $80 and she has
day, how many additional minutes does he already spent $16 on paper cups and plates? By
need each day to read at least 500 minutes? the way, Erin thinks that each guest will want
two cupcakes to eat.

5. Lauren got $321 from various relatives on 6. Peter is trying to set a new record for pizza
her birthday. If she wants to put 20% of the deliveries. His previous record is 20 pizzas in
money into her savings account, how much one hour. He has already delivered 2 pizzas in
will she have left over to spend on new 5 minutes. How many pizzas will he need to
clothes? average per minute to beat his previous record?

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 7. Mrs. Brown is ordering pictures of her new 8. Stuart’s Painting Service charges a $50
baby. There is a $20 sitting fee and each 5x7 supplies fee plus $10 per hour painting.
portrait she orders is $4. She also has a Andrew’s Awesome Painting charges a $20
coupon for $10 off. If she wants to spend supplies fee plus $20 per hour painting. For
less than $50, how many 5x7 portraits can how many hours does Andrew charge less
she order? than Stuart?

9. The technology department is having a

fundraiser. They want to make at least $1000
by selling hoodies for $25. Each hoodie costs
them $15. How many will they need to sell
to reach their goal?

Spiral Review

1. Solve the following inequality: 25 > 2x + 8 − 66

2. Lara has $1,425 in her bank account. Write and solve an equation to show how much money she started
with if that amount reflects a 14% increase on her original amount.

3. There are 36 red and 44 blue marbles in a bag. What is the probability of randomly drawing a red
marble?

4. Jordyn runs 2 12 kilometers in 13 hours. If she continues running at the same pace, how long will it take
her to run 40 kilometers? (Hint: First, find the unit rate.)

5. Solve the following equation. Use a model if needed. 2 ( m – 1) + 3m – 4 + m = 18

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6.3e Class Activity: Solve Inequalities Review

1. -13m + 46 > -45

2. -6h – 16 < -34

3. 11a – 19 ≥ 9a + 5

4. 12y + 8 > 56

!
5. !
− 20 ≥   −12

!
6. 25 ≤ − ! 𝑑

7. -12 – 14n < 20 – 6n

8. −16 ≥ −5(y + 0.2)

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 1
9. − x − 1 > 6
2

−3x + 1
10. ≤8
2

11. Aimee wants to order some

DVDs from Amazon. Each DVD
costs $8.49 and shipping for the
entire order is $5. She has only $70
to spend. How many DVDs can she
order?

12. On vacation, Jocelyn wants to

have her hair braided in multiple
braids to cover her head. It costs a
flat rate of $3, plus $0.85 per braid.
She had saved $32. How many
braids can she get?

13. The Community Swimming

Pool charges a flat rate of $60 for a
birthday party plus $2.25 for each
person. Juan can’t spend more than
$120. How many friends can he
invite?

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6.3e Homework: Solve Inequalities Review

1. 8e ≥ -64

2. d + (-13) ≤ 26

−2 + 2x
3. 3 >
−2

4 3
4. − (y − 3) ≤
3 4

5. -9(m – 6) > 99

6.
−𝑥 3
−     > 4.4
5 5

7. 15 – 3y + 8y > 7

2
8. − (6 + x) < 2
5

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9. 28 ≤ 9 + 7y + 5

10. −23 ≥ −4(y − 0.25)

11. Van has an old cell phone

he has to buy minutes for.
He has $55 to spend and each
minute costs $0.49, what is
the most minutes he can buy?
12. The Yellow Cab Taxi
charges a flat rate of $3.50
for every cab ride, plus $0.95
per mile. Tofi needs a ride
from the airport. He only has
$30 cash. How many miles
can he go?
13. Vicki wants to play a
video game that charges you
$0.12 per minute. If she has
$15 to spend, how many
minutes can she play at
most?

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 Spiral Review

1. A spinner contains three letters of the alphabet.

a. How many outcomes are possible if the spinner is spun three times?

b. List all of the outcomes for spinning three times.

c. What is the probability of getting exactly one A in three spins?

2. Express each percent as a fraction in simplest form.

35% 22%

3. Simplify the following expression. Use a model if needed. 71b − 4a + 4b − 4a

4. What is 30% of 150? Use a bar model.

5. Will the following side lengths make a triangle? Why or why not?
a. 5 cm, 4 cm, 18 cm
b. 3 ft, 3 ft, 2 ft
c. 3 in, 6 in, 3 in

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6.3f Self-Assessment: Section 6.3

Consider the following skills/concepts. Rate your comfort level with each skill/concept by checking the box that
best describes your progress in mastering each skill/concept. Sample problems can be found on the following
page.

Developing Practical Skill Deep

Beginning
Skill/Concept Understanding
Skill and and Understanding,
Understanding Understanding Skill Mastery
1. Solve a linear inequality and I can solve one and I can solve multi- I can solve multi- I can solve multi-
check your solution. two-step inequalities step inequalities step equations step inequalities
with whole numbers, involving involving involving
but I struggle to solve calculations with calculations with calculations with
multi-step equations whole numbers. integers. I can rational numbers. I
or ones with rational also check my can also check my
numbers. solution. solution
2. Create an inequality with I struggle to begin I can draw a I can write an I can write an
variables that models a writing an inequality model that inequality that inequality that
that models a context. represents a represents a models a context.
context. context. I struggle context if I draw a
to use that model model first.
to create an
inequality.
3. Solve word problems leading I struggle to solve I can usually write I can solve word I can solve word
to linear inequalities. word problems an inequality to problems leading problems leading
leading to linear solve a word to linear to linear
inequalities. problem leading inequalities. inequalities. I can
to a linear explain the
inequality, but I solution in context.
struggle using that
inequality to get a
solution.
4. Determine the reasonableness I struggle to I can determine if I can determine if I can determine if
of a solution to a contextual determine the the answer to a the answer to a the answer to a
reasonableness of an contextual contextual contextual
inequality. answer to a inequality is inequality is inequality is
contextual inequality. reasonable, but I reasonable, and I reasonable, and I
struggle to explain can to explain can to explain
why. why. why. If it is not
reasonable, I can
rethink that
problem to find a
reasonable answer.

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Sample Problems for Section 6.3

1. Solve each of the following equations with or without a model.

a.
−1 < x + 7 2x + 3 > 7 x
30 ≤ − 20
7

b.
3(x − 6) ≥ 9 2x + 4 3x + 5x + 4 > 4
3≤
2

c.
−2(x − 9) ≥ −7 −6x + 6 −2x + 8x + 4 > −8
4≤
6

d.
0.8x + (−8) < 0 1 3 1
( −2x − 7 ) > − ≤ 2.4x + 10 − 3.5x
2 4 4

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2. Write an inequality for each context. Draw a model first if necessary.
a. A moving company is shipping my stuff on a move from Sandy to St George. The maximum
weight on Utah roads for a truck is 80,000 lbs. If the empty truck and trailer weigh 32,500 lbs
and other people have stuff on the truck already weighing 35,000 lbs total, how much can my
stuff weigh?

b. In Whatsitville, speeding tickets are fined $75 plus $13 for every mile over the speed limit. If
Mr. Bo is pulled over and told his ticket will be at least $400. At least how much over the speed
limit was he?

c. Jenna’s credit card requires that she pay at least 10% of her balance each month. If she pays at
least $44, what is the most her balance could be?

3. Write an inequality to represent each of the following word problems. Solve each problem. Explain your
solution in context.
a. Loralie is having a birthday. She wants to bring treats for her friends at school. Her mom gives
her $20. How much can she spend per friend if she wants to bring treats for herself and eight
friends?

b. Jeremy is two years older than Rachel. The sum of the ages of Jeremy and Rachel is less than 46.
How old could Jeremy be?

c. Kathryn is five years old and so excited to ride all the rides at the local amusement park.
Unfortunately, she is 42.5 in tall and one ride requires that she be at least 50 in. You want to tell
her in about how many years, she’ll be able to ride. A quick google search shows that the
1
average child grows 2 in per year. How many years will you tell Kathryn it will be until she
2
can ride all the rides?

4. For each of the contexts in problem 3, answer the following questions:

a. Is the answer reasonable or not?
b. Why is or isn’t it reasonable?
c. If it isn’t reasonable, explain what is wrong with the answer and rethink the problem.

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