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Name:__________________
Estimated Points: ____/63
Date:_____________
Actual Points:____/63
Solving Equations
This test will show me how well you know how to use
algebra tiles to help you solve algebraic equations. Just
remember what we have practiced in class. You will first
build the equation with the algebra tiles and use them to help you find the
solution. Then you will draw what steps you took and how you came up with
your solution. Then you can explain your steps. If you need more space you can
write on the back of these pages. Remember to relax and have FUN! ! !
Remember to Build, Draw, and Explain! 
1. Build 7 + t = 11 using algebra tiles.
Draw what the equation and solution look like:
(10 points)
/10
2
Explain what you did:
(5 points)
2. Build 2x – 10 = 14 using algebra tiles.
Draw what the equation and solution look like:
Explain what you did:
(10 points)
(5 points)
/20
3
3. Build -5 = v – 12 using algebra tiles.
Draw what the equation and the solution look like:
Explain what you did:
(10 points)
(5 points)
/15
4
Solve the following word sentence by working backward. When you have your
equation you can solve just like the questions above.
Remember to Build, Draw, and Explain! 
4. A number is multiplied by 4, and then 5 is subtracted from the product.
The result is 3. What is the number?
What is the equation?
(3 points)
Build the equation using algebra tiles.
Draw what the equation and solution look like:
(10 points)
/13
5
Explain what you did:
(5 points)
Extra Credit
Define the word proportion:
(1 point)
Remember to estimate your
score on the first page!
Thank You!!!
/5
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Test Summary
This is an algebra test that I created for my future 8th grade students. The students are
supposed to use the build, draw, and explain method to solve algebraic equations. They will use
algebra tiles as their manipulative. The test covers the following GLCE:
A.FO.08.09: Solve applied problems involving simple quadratic equations.
Although this test does not include any quadratic equations, I feel that this is the closest GLCE to
what the students will actually be doing on the test.
Here are some concepts that we could cover in class before the test. These concepts will be
helpful as the students are completing the test:
Equation: A mathematical statement containing an equals sign, to show that two expressions are
equal. 6 + 4 = 10.
Formula: A mathematical rule written using symbols, usually as an equation describing a
certain relationship between quantities.
Proportion: A part to whole comparison. The equality of two ratios, written as an equation.
3 : 4 = 9 : 12 ; 3/4 = 9/12.
Ratio: A comparative value of two or more amounts.
Work Backward: Use a written statement to come up with an equation for that statement.
When I gave my original math test to my midterm and final partners in class they felt that
it was too long. At that point, I had about 15 questions on the test. My partners finished about
five of the questions, which took them about 15 and 25 minutes. Therefore, I knew that I would
have to make some changes because they were not able to finish the whole test. I made the test a
bit shorter. It now only has four questions with one extra credit question. When I took the test, it
took me about 25 minutes. Now that I know this, I can estimate that it will take my students
about 40-45 minutes.
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Lesson Ideas
1) The first lesson that I would do with my students is to first introduce some of the
vocabulary that they will use.

I would introduce the new vocabulary to the students.

They would work in groups to come up with their own definitions for the terms.

Each group could share their definitions with the class.

As a class we could come up with one cohesive definition for each term.

Then we could play a short game using the new words that we learned.
I think that it is extremely important for students to understand the terminology that they
will encounter on a test before taking the test. Therefore, teaching a short lesson about the
vocabulary is a great way to help the students feel more confident about a new unit in
math.
2) A very important part of the math test that I developed is using and understanding
algebra tiles. I want to make sure that my students are familiar with the manipulative they
will be using on their test before they actually take the test. Therefore, I would take a few
class periods to introduce the algebra tiles to my students.

I would first introduce the manipulative and give the students some time to
experiment with them.

I would ask them what they thought they are for.

I would show the students what the algebra tiles are for.

We would experiment with them by solving various simple equations.

I would make sure that the students understand that the algebra tiles can be used for
either positive or negative numbers.
I will make sure that each student has an opportunity to experiment with the
manipulatives. I want to make sure that the students are able to experiment with various
types of equations so that they know how to use the positive and negative sides of the
algebra tiles.
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Literature Connections
Glencoe Mathematics. (2006). Algebra 1. New York: McGraw Hill.
One book that I found to be really helpful was actually the algebra text book that
my eight graders are using for their math class. The book has quite a bit of information
about using algebra tiles to solve linear and quadratic equations. I found it very helpful to
look at this text book because I never learned how to solve equations using algebra tiles.
Murphy, S. J. (2002). Safari park. New York: Harcourt Achieve.
This book is mainly for younger students, but I still think that it could be helpful
for older students who are learning about algebra. This is a fun story about friends who
are at a park, but the story involves lots of numbers and algebra can even be used in the
story to solve the characters’ questions.