Unit Summary
This unit deals with algebraic expressions, equations, and
inequalities. Students will explore how algebraic
expressions, equations, and inequalities are used to represent
relationships between numbers. Students will learn how
absolute value is used to represent distances between
numbers, and how graphs can be used to represent all of the
possible solutions to a given situation. Students will watch
“Ma & Pa Kettle” Math Video and use iRespond during
PreTest, independent practice, and closing. Moreover,
students will learn that many problems encountered in
everyday life can be solved using equations and inequalities.
Grade Level: 8
Subject: Algebra, Math, Visual Arts
Topics: Algebraic expressions,
equations, & inequalities
Higher-Order Thinking Skills: Critical
thinking, Problem-solving, Analysis,
Interpretation, Synthesis, Graphing data
Key Learnings: Algebraic relationships;
Analyze, and solve problems; Interpret
solutions in problem contexts
Curriculum-Framing Questions
Essential Question
 How can I simplify and evaluate an algebraic
expression?
Unit Questions
 How can I tell the difference between an expression,
equation, and inequality?
What do I need to know in Unit 3 in order to be
successful?
 How does the order of operations help me simplify
and evaluate algebraic expressions?
Sample Content Questions
 Solve A = 2pr for r.
 Which mathematical expression models this word
expression--Eight times the difference of a number
and 3?
 If a = 24, evaluate 49 – a + 13
Time Needed: 5 class periods-dependent
upon depth of student knowledge

Assessment Processes















Unit 3 PreTest
Order of Operations Graphic Organizer
Order of Operations Independent
Practice (class set)
Pearls of Wisdom (class set)
Error Analysis Homework
I Have, Who Has… (lamination needed)
Evaluating Expressions Puzzle (teacher
needs to create using problems and
provided template)
Items for Like & Unlike Terms Activator
Like Terms & Unlike Terms Graphic
Organizer
Unit 3 PreTest
Order of Operations Graphic Organizer
Order of Operations Independent Practice worksheet
Pearls of Wisdom-worksheet
Error Analysis Homework
Evaluating Expressions Puzzle worksheet
(teacher needs to create using problems and provided template)
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
1
Instructional Procedures
Prior to Instruction:
Review unit materials.
Make photocopies of Appendices.
Laminate class puzzle set (Appendix 7).
Cut out puzzle pieces (Appendix 7).
Test iRespond system.
Introduction
Day 1:
Educator’s Opening Statement:
Today, we are assessing what we know about equations and inequalities, because this will help us, as
teachers, provide appropriate instruction that meets tour needs.
Today’s Essential Question:
What do I need to know in Unit 3 in order to be successful?
Activator/Hook. Students will complete Sponge Activity. Students will require knowledge and
application of vocabulary terms throughout Unit. Students will receive Vocabulary Terms handout
(Appendix 2) and review. Vocabulary terms will be defined as encountered throughout the Unit
Instructional period. Students will work in pairs to determine the square roots of perfect squares and will
quiz each other with flashcards. Students will complete Unit 3 PreTest (Appendix 1). Students will
demonstrate knowledge of iRespond by logging in answers after they complete test. Collect tests.
Sponge (5 min):
3
4
 Simplify: 5  ( 1)
 Simplify: 3 12  2 27
Simplify:

6 7
7 21
Activator/Hook (5 min):
Square Roots Drill -Students will work in pairs to determine the square roots of perfect squares. They will
quiz each other with prepared flash cards.
Closing (5 min):
 Test Collection. Students will input their responses into iRespond.
Vocabulary Reviewed: Quick review of all terms.
Homework: None.
Graded Assignments:
Participation score of Satisfactory/Unsatisfactory.
Unit 3 PreTest will have 0% Weight in grade book.
Unit PreTest results will be used to determine where students are in the curriculum.
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
2
Day 2:
Educator’s Opening Statement:
Today, we are reviewing the order of operations, because this skill will help us simplify and evaluate
algebraic expressions and solve algebraic equations.
Today’s Essential Question:
How does the order of operations help simplify and evaluate algebraic expressions?
Activator/Hook. Students will complete Sponge Activity. Educator will hand out STEPS worksheet
(Appendix 3) and provide Guided Instruction. Educator will model for each step of the operations the
steps to evaluate expressions (See Appendix 3). Educator will confirm STEPS worksheet written out
correctly. Students will engage in Independent Practice. Students will use the STEPS worksheet when
completing tasks. Students will complete the Simplifying Expressions worksheet (Appendix 4) and input
answers into iRespond. Goal: Score of 80%+ on iRespond demonstrates proper use of order of operations.
Students will be given Pearls of Wisdom worksheet (Appendix 5). Students will use the four steps
provided in the STEPS worksheet to complete evaluation problems. Students must determine the
appropriate operation between each link of the bracelet to get the desired result at the end. Students will
do Closing Activity and share results with partner. Hand out Error Analysis worksheet.
Sponge (3 min):
Which operation should be completed first in the following questions? Write down.
Continue to solve the problem.

104  2  3

 4  6  10  2
Activator/Hook (5 min):
Ma and Pa Kettle Math
http://video.google.com/videoplay?docid=-4215496701990923822#
In this video clip, Ma and Pa Kettle are learning how to divide improperly.
Closing (10 min):
Students will answer the following question:
 You select addition as the first operation for the problem: 3  9  5  2 . Is addition the correct
first operation to be completed? Explain, then solve. Afterwards, students will share answers
with partner.
Vocabulary Reviewed: Operations.
Homework: Error Analysis worksheet (Appendix 6).
Teacher Group students will complete the homework assignment during group.
Graded Assignments:
Participation score of Satisfactory/Unsatisfactory.
Simplifying Expressions worksheet data collected by iRespond and used to determine Day 5 group
placement.
Pearls of Wisdom worksheet will have *% Weight in grade book.
Homework will have *% Weight in grade book.
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
3
Day 3:
Educator’s Opening Statement:
Today, we are learning how to evaluate expressions, so that we may be able to understand how to
incorporate algebra in our learning process.
Today’s Essential Question:
How can I simplify and evaluate an algebraic expression?
Collect homework. Activator/Hook. Students will complete Sponge Activity. To learn and demonstrate
ability of evaluating expressions, students will construct Expressions Puzzle (Appendix 7). Students will
be provided bags with puzzle pieces. As students solve the puzzle, they will be able to line up the problem
with the solution. When put together, the pieces will form a perfect square. Students will be able to flip
the pieces over in their places to form the phrase, “Excellence Is Achieved with Hard Work!” Students
will write the problems on their own paper. Educator will work with the individual/group of students who
had difficulty completing Sponge Activity, to construct the Evaluating Expressions Puzzle. Hand out
Evaluating Expressions Extra Practice worksheet.
Sponge Activity (5 min):
 Evaluate 6p – 17 when p = -3
 Evaluate 5v  6v when v = -4
 Evaluate 6y  27 when y = - 4.
Activator/Hook (5 min):
Integer Rules – I Have…Who Has… (Appendix 8)
Closing (5 min):
 Students will complete Evaluating Expressions worksheet (Appendix 9) and input responses into
iRespond.
Vocabulary Reviewed: Evaluate an Algebraic Expression, Algebraic expression, Variable.
Homework: Expressions Practice worksheet (Appendix 10).
Teacher Group students will complete the homework assignment during group.
Graded Assignments:
Participation score of Satisfactory/Unsatisfactory.
I Have…Who Has… worksheet will have #% Weight in grade book.
Expressions Puzzle will have *% Weight in grade book.
Evaluating Expressions worksheet will have *% Weight in grade book.
Homework will have *% Weight in grade book.
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
4
Day 4:
Educator’s Opening Statement:
Today, we are learning how to combine like terms, because this will help us solve equations.
Today’s Essential Question:
How can I simplify and evaluate an algebraic expression?
Collect homework. Activator/Hook. Students will complete Sponge Activity. Educator will provide
Guided Instruction. Educator will define the meaning of “like” term (means same variable/s with same
exponent). Educator will provide examples of like terms and non-like terms. Educator will define the
meaning of “coefficient”. Educator will explain that in order to combine like terms, the coefficients must
be added. Educator will work through three examples, then check for student understanding. To show that
students have learned how to combine like terms, the students will give a choral response to questions
asked by the teacher. The teacher will ask for the next step when going over the examples. Educator will
work through a total of 5-10 examples dependent upon student understanding. Students will be given
Practice Time! worksheet (Appendix 11) and choose four problems to complete. The students will be
encouraged to choose problems based on their readiness. Students will work independently on the
worksheet. Students will be able to use notes and graphic organizers to complete the problems. Educator
will monitor individual work and provide help/hints when needed. When finished, students will compare
answers with individual classmates who completed the same problems.
Sponge (3 min):
 Students will be given two examples from the previous benchmark exam that the students had
difficulty with in order to measure growth from prior benchmark.
Activator/Hook (5 min):
In their learning communities, students will be given an assortment of items in the baskets. Students will
sort the items into groups they feel represent items that are alike. Students will compare their sorted items
to other groups’ sorted items.
Closing (5 min):
 Students will complete CRCT Countdown worksheet (Appendix 12) with the same partner from
the work period. Random groups will be called to write their answers on the board.
Vocabulary Reviewed: Like terms, Coefficient.
Homework: None.
Graded Assignments:
Participation score of Satisfactory/Unsatisfactory.
Practice Time! worksheet will have *% Weight in grade book.
CRCT Countdown worksheet will have *% Weight in grade book.
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
5
Day 5: Conclusion
Educator’s Opening Statement:
Today, we are reviewing how to evaluate expressions and combine like terms to help us master using
algebra to represent, analyze, and solve problems.
Today’s Essential Question:
What do I still need to practice to master using algebra to represent, analyze, and solve problems?
Activator/Hook. Students will complete Sponge Activity. Part 1: Educator will give students Expressions
Review Game handout (Appendix 13). Educator will facilitate the Expressions Review Game. Students
will be working in groups by ability as determined from Day 2 iRespond data. Students may use
organizers/steps that were given earlier in the week. Groups needing basic practice will work on problems
1-10, and groups needing more challenging problems will work on problems 11-20. The students will
solve problems and place group answer on a white board. Educator will move around the room to answer
questions, check answers as they are held up on the white board, and record scores. Correct problems earn
total of 5 points. Incorrect problems earn 0 points. Groups redo incorrect problems until they get it
correct. Redone problem scores are minus one point for each time the problem had to be redone (from a
total of 5). Part 2: Students will complete AEEI Quiz (Appendix 14). Students will input Quiz answers
into iRespond without using notes/graphic organizers. Goal: Score of 80%+ on iRespond demonstrates
proper use of the order of operations.
Sponge (10 min):
 Simplify:
2 20  7 125
 2  2 
4
8
Activator/Hook (5 min):
Educator will go over the rules for Expressions Review Game.
Closing (5 min):
 Students will write a short Closing Reflection about their quiz grade, stating why they were
successful or unsuccessful and turn in to educator.
Vocabulary Reviewed: Operations, Evaluate.
Homework: None.
Graded Assignments:
Participation score of Satisfactory/Unsatisfactory.
AEEI Quiz will have *%Weight in grade book.
Closing Reflection will have 0% Weight in grade book.
Educator will write feedback on Closing Reflections and return to students the following week.
*% Educator will determine percentage
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
6
Standards:












M8A1: Students will use algebra to represent, analyze, and solve problems.
M8A1 b: Simplify and evaluate algebraic expressions. (Absolute Value 2, Simplifying Algebraic
Expressions, Simplifying Algebraic Expressions 2, Variable Substitution 2).
M8A2: Students will understand and graph inequalities in one variable.
M8N1: Students will understand different representations of numbers including square roots,
exponents, and scientific notation.
M8N1 a: Find square roots of perfect squares (Perfect Squares).
VA5MC3: Visual Arts—Selects and uses subject matter, symbols, and/or ideas to communicate
meaning.
NETS·S 2: Communication and Collaboration—Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
NETS·S 2a: Interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media.
NETS·S 2d: Contribute to project teams to produce original works or solve problems.
NETS·S 4: Critical Thinking, Problem Solving, and Decision Making—Students use critical
thinking skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources.
NETS·S 4c: Collect and analyze data to identify solutions and/or make informed decisions.
NETS·S 4d: Use multiple processes and diverse perspectives to explore alternative solutions.
Prerequisite Skills




Students must understand number values.
Students must be able to understand and be able to complete basic math skills (add, subtract,
multiply, and divide complex numbers).
Students must be able to understand and be able to complete basic algebraic expressions.
Students must be able to enter answers in iRespond.
Differentiated Instruction
Resource Student
 Modifications made as dictated by the student's IEP
 Verbal and written instructions provided.
 Pair/Group student with peer mentor.
 Word bank provided to help fill in STEPS Worksheet (Appendix 3)
 Students may use notes, graphic organizers, STEPS worksheet to complete problems
 Allow student choice of problems to complete on Practice Time! worksheet (Appendix 11).
 Educator will aide and monitor progress at regular intervals throughout duration of the unit.
Gifted Student
 Group the student with other gifted students.
 Support deeper and more extensive study and outcomes.
English Language Learner (ELL)
 Encourage support from common language speakers with greater English proficiency.
 Enlist support from parent helpers or teacher's aide.
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
7
Day 1 Unit 3 PreTest
Unit 3 Pre Test
Name ________________________________________ Date _______________________ Period _____
1. Jessica wants to buy a computer table that costs
$108, including tax. She already has $64 saved.
She can save $8 per week. Which equation shows
how to find w, the number of weeks she will have
to save in order to buy the computer table?
a. 8w = 64 – 108
b. 8w + 64 = 108
c. 8w – 64 = 108
d. 8w ÷ 64 = 108
5. Solve the following equation and choose the
correct solution for n.
9n + 7 = 61
a. 5
b. 6
c. 7
d. 8
2. Which mathematical expression models this
word expression?
Eight times the difference of a number
and 3
a. 8n – 3
b. 3 – 8n
c. 3(8 – n)
d. 8(n – 3)
6. Choose the correct solution for x in this
equation.
|x + 3| = 12
a. 9 and 15
b. -9 and – 15
c. -9 and 15
d. 9 and – 15
3. The variables a and b are related by the
following formula:
7. Solve this equation for y.
-4x + 2y = 10
a. y = 2x + 5
b. y = -2x – 5
c. y = 2x – 5
d. y = -2x + 5
a7
b
5
If a = 22, what is the value of b?
a.
b.
c.
d.
1
3
5
7
4. If a = 24, evaluate 49 – a + 13
a. 86
b. 60
c. 38
d. 12
Project 7 Unit Plan
8. Portia is reading a novel that has a total of 363
pages. So far, she has read 195 pages. Portia is
reading at an average rate of 28 pages per hour. If
she continues reading at this rate, how many more
hours must she read to finish this novel?
a. 6
b. 7
c. 8
d. 9
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
8
Day 1 Unit 3 PreTest
9. Choose the correct solution for this inequality.
2x – 14 < 20
a. x < - 17
b. x < - 3
c. x < 3
d. x < 17
13. Find 3n + 7 when n = 3.
a. 13
b. 16
c. 24
d. 30
10. Which number line shows the solution of this
inequality?
3x + 7 > 4
14. A taxi ride costs $4 plus $3 for each mile
driven. The expression 4 + 3m represents the cost
of a ride that is m miles long. What is the cost of a
5-mile ride?
a. $12
b. $19
c. $23
d. $35
a.
-3
-2
-1
0
1
2
3
4
-3
-2
-1
0
1
2
3
4
-3
-2
-1
0
1
2
3
4
-3
-2
-1
0
1
2
3
4
b.
c.
d.
11. Which expression shows nine less than a
number?
a. 9 – n
b. 9 + n
n
9
c.
15. Solve for 3n – 12 = 69
a. n = 243
b. n = 81
c. n = 27
d. n = 17
d. n – 9
12. Find
a.
b.
c.
d.
y
when y = 32.
8
4
24
40
256
Project 7 Unit Plan
16. Greg spent $30 at the store. He bought a
magazine for $6 and three books for b dollars
each. Solve the equation 3b + 6 = 30 for how
much each book cost in dollars.
a. $6
b. $8
c. $10
d. $12
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
9
Day 1 Unit 3 PreTest
17. Solve A = 2pr for r.
A
2p
Ap
b. r 
2
2A
c. r 
p
a.
r
19. There is a one-time fee of $45 to become a
member of a gym. There is also a monthly fee of
$29. Which expression represents the total cost of
using the gym for x months?
a. 29 + 45x
b. 45 + 29x
c. 29 45x
d. 29(45 + x)
d. r = A – 2p
18. Solve 5k = z for k.
z
a. k 
5
b. k  z  5
c. k  z 5
5
d. k 
z
Project 7 Unit Plan
20. Choose the correct solution for x in the
inequality.
|n + 9| < 18
a. n < -27 and n > 27
b. n > -27 and n < 27
c. n > 9 and n < -27
d. n < 9 and n > -27
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
10
Day 1 Vocabulary Terms
Vocabulary Terms

Algebraic expression – a mathematical phrase involving at least one variable. Expressions
can contain numbers and operations.

Equation – a mathematical sentence that contains an equals sign.

Evaluate an algebraic expression – To perform operations to obtain a single number or
value.

Inequality – a mathematical sentence that contains the symbols greater than, less than,
greater than or equal to, and less than or equal to.

Inverse operations – pairs of operations that undo each other.

Like terms – monomials that have the same variable raised to the same power.

Solution – the value or values of a variable that make an equation a true statement.

Solve – identify the value that when substituted for the variable makes the equation a true
statement.

Variable – a letter or symbol used to represent a number.
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
11
Day 2 STEPS worksheet
STEP 1 Answer Sheet
Steps used to evaluate expressions:
To simplify an expression using the order of operations, complete the following:
1)
2)
3)
4)
Simplify brackets or parenthesis first.
Simplify any exponents or square roots next.
Complete any multiplication or division, whichever comes first left to right.
Complete any addition or subtraction, whichever comes first left to right.
STEP 2 Sheet
The following steps will be provided:
1) Replace each letter (or variable) with its assigned value.
2) Perform the operations (using order of operations) to find the value of the expression.
STEPS Worksheet
Steps used to evaluate expressions:
To simplify an expression using the order of operations, complete the following:
1)
2)
3)
4)
Simplify ___________ or ___________ first.
Simplify any ___________ or ___________next.
Complete any ___________ or ___________, whichever comes first left to right.
Complete any addition or ___________, whichever comes first from ___________ to ___________.
WORD BANK






Right
Brackets
Exponents
Multiplication
Left
Square Roots





Division
Subtraction
Left
Right
Parenthesis
.
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
12
Day 2 Simplifying Expressions
Name __________________________________
Simplifying Expressions—iRespond
1
2
3
4
5
6
7
8
9
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
13
Day 2 Pearls of Wisdom
Extension Activity
Project 7 Unit Plan
Name ______________________________
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
14
Day 2 Error Analysis
Name __________________________
ERROR ANALYSIS
1. A student evaluates the expression 6  (3  3)  14 as follows:
2
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
2
6 2  (6  3)  14
6 2  2  14
12  2  14
10  14
24
The student used the correct order of operations, but made 2 calculation errors. In which 2 steps
did the student make their calculation errors? Explain and then solve the problem correctly.
2. A student evaluates the expression (7  2  5 )  4 as follows:
2
Step 1:
Step 2:
Step 3:
Step 4:
(7  2  10)  4
(9  10)  4
1 4
4
The student used the correct order of operations, but made 2 calculation errors. In which 2 steps
did the student make their calculation errors? Explain then solve the problem correctly.
3. A student evaluates the expression 22  7  6  (2  3) (Level 3, I) as follows:
Step 1:
Step 2:
Step 3:
Step 4:
22  7  6  6
15  6  6
151
15
The student did not follow the correct order of operations for all steps. In which step did the
student not follow the correct order of operations? Explain then solve correctly.
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
15
Day 3 Expressions Puzzle
Laminate class puzzle set
Problems for Puzzle
Note to teacher: You will need to write in the problems and solutions. Because the students will not
receive the squares intact, you will be able to simply write the problems in the correct pattern.
For the next three problems m = 3, n = 7, p = 9 (OR USE OTHER NUMBERS)
For the next three problems a = 4, b = 2, c = 7 (OR USE OTHER NUMBERS)
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
16
Day 3 Expressions Puzzle
Laminate class puzzle set
Puzzle Pattern
Sample of how the puzzle should look is provided below. A blank puzzle template is also provided,
along with the puzzle backing “Excellence Is Achieved with Hard Work!”
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
17
Day 3 Expressions Puzzle
Laminate class puzzle set
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
18
Day 3 Expressions Puzzle
Laminate class puzzle set
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
19
Day 3 Integer Rules: I Have…Who Has…
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
20
Day 3 Integer Rules: I Have…Who Has…
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
21
Day 3 Evaluating Expressions
iRespond
Name _______________________________
Evaluating Expressions
1.
2.
3.
4.
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
22
Day 3 Expressions Practice
Name: __________________________________
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
23
Day 4 Practice Time!
Name: __________________________________
Practice Time!
Simplify the following expressions by combining like terms.
Example 1: 15x  12 y  3x  14 y
Example 2: 5a 2  3a  2a 2  17a
Example 3:
7(3x  2)  5 x  10
Example 5:
3b  5(10a  2b)  7a
Example 4:
m  4(2n  3m)  10m
Practice Time!
Please get out a sheet of paper and complete FOUR problems of your choice own your own. Once you
have completed the four problems, find a classmate that completed some of the same problems and
compare answers.
1.
3x  2 y  12 x
2.
4a 13b  b  a
3.
3x 2  7 y 2  25 x 2
4.
5(2 x  3)  17
5.
36 z  2 y   9( y  3z )
6.
7 x  10 x2  4 x2  9 x
7.
2a  3a  5b
8.
1
4c  6d   5c
2
9.
5 x  2 y  11x   y
10.
7(2 x  5)  12 x
11.
5 g  6h 
12.
3a3  5a  7a3  2a
Project 7 Unit Plan
1
9h  3g 
3
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
24
Day 4 CRCT Countdown
Name: __________________________________
CRCT Countdown
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
25
Day 5 Expressions Review Game
Quiz Review Game
Name: ___________________________
Simplify 1-5
1. 5  3  2
2. 9 – 32  4
3. 40  4 - (5-3)
4. (6 + 25-7)  6
5. (7  5)  5
Evaluate 6-10 for the given value
6. 3x  4 for x  2
7. 4(3  b) for b  2
9. c 2  c for c  9
2
8. p + 2p for p = 5
10. x  y  y for x  2, y  3
2
Combine like terms for 11-15
11. n 10  9n  3
12. 2x  11  6x
13. n  4  9  5n
14. 4  7 1  3m
15. 2n   9  10n 
Simplify 16-20
16.  6  4  49  7
18.
45
8 5  4  3
20.
35
 15  5  2 289
32
17. 7 10  5 10
19.
Evaluate 21-25 for the given value
2
21. p m  4 for m  4, p  7
23. y   4  x  y  2 for x=3 and y=2
25. c 
16  11  2  4
22. z   y  3  1 for y=3 and z=7
24.
x2 
x3
for x=-2
x2
bc
 (7  a) for a=4, b=8, and c=5
4
Combine like terms for 26-30
26. 9  6m  3  6(1  4m)
28. 4  7(1  3m)
30. 5 y  3(6  7 y )
Project 7 Unit Plan
27. 2n  (9  10n)
29. 3(10b  10)  5(b  2)
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
26
Day 5 AEEI Quiz
iRespond
Name _____________________________ Period __________
Algebraic Expressions, Equations, & Inequalities Quiz
Show all of your work for partial credit.
Evaluate each expression for the given value.
1.) 3x  10 for x  5
2.)
3.) x  2 x  y for x  5 and y  2
2
3
a 2  a  10 for a=9
4.) 4a  2b  5c for a  1, b  7, and c  3
Multiple-Choice. Combine like terms.
5.) 3k  4  12k  10
a.) 9k  6
b.) 15k  6
c.) 15k  14
d.) 9k 14
6.) 3  2( x  4)
a.) 2 x 11
b.) 2 x 1
c.) 2 x  5
d.) x  1
7.) 4 g  5(2 g  6)
a.) 6 g  30
b.) 6 g  6
c.) 14 g  30
d.) 14 g  30
8.) 2 x  3 y  4(2 y  8 x)
a.) 11y  34 x
b.) 5 y  30 x
c.) 11y  30 x
d.) 5 y  34 x
Project 7 Unit Plan
Tammera Baker, Susan Bernard, Troy Jones, Mary Russell-Wright
27