EDUC 232 Unit Plan Assignment

Anneke Mundel, Fall 2015

Purpose and Developmental Appropriateness:
This Foundations of Algebra unit aims to provide tenth grade (or tenth grade equivalent) students with a solid basis in algebra. It explores
the meaning and relevance of algebra in everyday contexts; in other words, the intent of the unit is to demystify algebra and help students
see algebra as practical, not merely as an academic pursuit. This unit also provides students with fundamental algebraic tools: an
understanding of critical vocabulary, an ability to translate between symbols and words, and a capacity to make sense of algebraic
expressions and equations.
As Larson and Keiper (2013) remind us, adolescent learners are growing, developing, and changing at a very rapid pace [O]pportunities
abound when teaching adolescents because of their newly developing cognitive skills, social interactions, and awareness of the world
around them (p.4). This unit speaks to tenth graders unique (though varied) developmental needs: For example, the unit deals with
somewhat abstract math concepts (addressing youths growing cognitive abilities), but seeks to ground these concepts in everyday
applications. Similarly, the unit provides youth opportunities for positive social interactions (ex/small group work, partner work), but these
are facilitated by the teachers presence and modeling. Likewise, the units performance assessment provides students the opportunity to
do independent work and internet-based research (given youths desire for choice and technological interest / savvy), but the suggested
timetable, instructor moderation, and potential accommodations help provide the structure that youth may need to be successful.
Enduring Understandings & Essential Questions:
This unit revolves around three enduring understandings and related essential questions, namely that algebra: (a) has real-world
applicability, (b) is its own special language of sorts, and (c) has problem-solving at its heart. The first understanding is most clearly
addressed by the summative performance assessment (Real Life Algebra poster/brochure), but is interwoven throughout the unit
(addressed on the pre-graffiti board, noted in running student logs, reinforced by home-inspired expressions and a video-short on
equations that have impacted the world, integrated into word problems throughout, and revisited in the post-graffiti board). The second
understanding, namely of algebras unique language, is the central subject of the lessons on Days 1 through 8. Specifically, this
understanding is (a) explored / taught through a mix of direct instruction (PPTs with exercises and worksheets that move through several
cycles of the Gradual Release of Responsibility model) and group work (gallery walk, rotation activity, etc.) and (b) compiled into the
Key Algebra Terms graphic organizer. The third understanding - about algebras problem-solving capacity - is somewhat implicit in the
first part of the unit and would likely be explicit within many students performance assessments (for example: We use algebra when we
try to solve ..). Finally, in the summative unit test, all three understandings and questions are brought to the fore.
Connection Between Learning Goals and Assessments:
In order to address the many specific learning objectives and standards of this unit, a wide variety of formative and summative assessments
are used. The formative assessments, most of which are ungraded though checked, provide students and the teacher an opportunity to
determine if the planned curriculum is being learned and to adjust instruction if needed. For example: the Comparing Expressions and
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Equations graphic organizer used as an exit assessment on Day 4 clarifies if students understand these key concepts. The review planned
for the start of Day 5 would then address any noted gaps in understanding. Similarly, the Placemat Equations exercise at the end of Day 6
ensures students understand the fundamentals of solving multi-step equations (peers check work and teacher re-checks); were students to
show gaps here, the teacher could potentially adjust the bellringer activity of Day 7 and re-teach elements needed before proceeding with
more complex multi-step equations.
In addition to a variety of formative assessments, there are two summative assessments. The unit test (provided below) evaluates students
understanding of all of the stated objectives (SWBAT) in a rather traditional format. However, the performance assessment is necessary as
well: It both provides the opportunity for student-directed exploration and the having of wonderful ideas and asks students to hone
their peer and self-assessment skills (as they use a checklist and rubric to peer- and self-assess their posters/brochures). Furthermore, it
evaluates students grasp of the central understanding of algebras real world applicability, of the objective that SWBAT cite applications
of algebra in their everyday lives, and of students achievement of the stated 21st Century Employability skills.
Differentiation:
While it is perhaps not apparent in the pacing calendar, this unit takes diverse learners needs into account a number of ways:
First, this unit provides instruction using diverse methods: it integrates teacher directed instruction, visuals (video-clip, PPT), hands-on
exercises (manipulatives in the Hands-On Equations kit), movement (gallery walk, rotation activity), technology (internet-based
research and potentially iPads with the Hands-On Equations app), creative expression (poster/brochure performance assessment),
whole class discussion, peer-to-peer instruction (Placemat Equations, peer checklist of performance assessment), and so on. As such,
this unit seeks to address students varied learning styles and preferences, as well as their multiple intelligences.
Second, this unit provides several aids to students: for example, all students are given a Key Algebra Terms graphic organizer
(graphic organizers are known to be helpful to a variety of learners with special needs and ELLs) and receive prompts to add terms.
Also, all students are given ample opportunity for review of key concepts (repeated learning is, again, known to be beneficial to
learners with special needs as well as ELLs).
Third, this unit provides for possible accommodations: In the Gallery Walk, questions are color-coded by three levels of difficulty, and
students are allowed to choose the appropriate tier for them. In the Performance Assessment, students who struggle with
independent research (for example: students with particular learning disabilities, vision disabilities, or attention-deficit) may be offered
print-based materials or pre-screened and selected websites.
Fourth, the many formative assessments in this unit provide the teacher with insights into individual students strengths, interests,
weaknesses; as such, the teacher could adjust instruction as needed. As Larson and Keiper (2013) remind us, the practice of
differentiating instruction requires flexibility on the part of the teacher to adjust lesson planning to the students rather than requiring
students to adjust to the curriculum (p.15). Thus, it is in the implementation of this unit that most differentiation would actually take
place! J

Unit Title: Foundations of Algebra (Meaning, Expressions, and Equations)

Grade level: 10th
Length of unit: 13+ class periods; almost 3 weeks.
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:

Essential Questions:

Algebra has real-world applicability.

How can algebra, broadly conceived, help us in our everyday lives?

Algebra is its own language and involves translation between

symbols and words.

What is the relationship between mathematical symbols and

words?

The aim in algebraic problem-solving is to turn unclear

relationships of unknowns and unfamiliars into knowns and
familiars by means of equivalent statements.

Why and how do we use algebraic equations?

Knowledge & Skills Acquisition

Learning Goals: (e.g., Iowa/Common Core standards.)
Iowa Core Math (9th grade)
HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Iowa Core Math (10th grade)
HSA.SSE.A.1
Interpret expressions that represent a quantity in terms of its context.
Interpret parts of an expression, such as terms, factors, and coefficients.
Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of
P and a factor not depending on P.
HSA.SSE.A.2
Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a difference
of squares that can be factored as (x2 y2)(x2 + y2).
HSA.SSE.B.3
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Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
HSA.APR.D.7
(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction,
multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions,
and simple rational and exponential functions.
HSA.CED.A.2
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels
and scales.
HSA.CED.A.3
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or
nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different
foods.
HSA.REI.A.1
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
HSA.REI.A.2
Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
Iowa Core 21st Century Skills/Technological Literacy (10th grade)
21.912.TL.4
Essential Concept and/or Skill: Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage
projects, solve problems and make informed decisions.
Identify and define authentic, realworld problems and significant questions for investigation.
Students identify global issues and analyze capabilities and limitations of current and emerging technology resources in order to develop
and refine investigatible questions.
Plan and manage activities to develop a solution or complete a project.
Students effectively use multiple technologies and resources to develop a systematic plan for conducting research in order to assess
potential sustainable solutions, or to develop a complete product to demonstrate knowledge and skills.
Collect and analyze data to identify trends, solutions, or make informed decisions.
Students use technology to gather appropriate data, analyze its application to a task, and assess its effectiveness in order to design,
develop, and test possible solutions that assist students in making decisions.
Use multiple processes and diverse perspectives to explore alternative solutions.
Students use multiple perspectives to analyze and evaluate information from a variety of technological resources. Students critically assess
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numerous solutions and investigate them from differing viewpoints.

Iowa Core 21st Century Skills / Employability (10th)
21.912.ES.1
Essential Concept and/or Skill: Communicate and work productively with others, incorporating different perspectives and cross cultural
understanding, to increase innovation and the quality of work.
Work appropriately and productively with others
Set goals
Effectively communicate with group and stakeholders
Demonstrate respectful behavior to group member ideas and opinions
Manage and resolve conflict when appropriate
Lead or support when appropriate
Determine peoples strengths and assign roles accordingly
Contribute to a team by sharing information and expertise
Agree to disagree in a respectful manner in a group dynamic
Collaborate effectively with other teams/team members toward a common goal
Recognize own and others good efforts
Use different perspectives to increase innovation and the quality of work
Gather input from all group members
Capitalize on the diversity of group members
Accept and provide feedback in a constructive and considerate manner
Use all the appropriate principles of communication effectively
Listen to understand and appreciate the points of view of others
Listen for comprehension
Listen for decision making
Process information in order to make an informed decision
Ask appropriate questions in seeking clarification
Read, understand and create information presented in a variety of forms (e.g. words, charts, graphs, diagrams)
Follow directions
Express thoughts and ideas clearly and succinctly
Use appropriate technology to communicate
Use appropriate channels of communication (written, verbal, technical, visual)
21.912.ES.4
Essential Concept and/or Skill: Demonstrate initiative and selfdirection through high achievement and lifelong learning while exploring the ways
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individual talents and skills can be used for productive outcomes in personal and professional life.
Perform work without oversight
Assesses the situation and identify the priority/necessary actions to be taken
Understand the value of the task in relationship to greater goal
Understand that incomplete work even if excellentis a failure
Model selfconfidence
Know how to find and evaluate appropriate resources
Implement solutions
Demonstrate commitment to self/group/society
Use time efficiently to manage workload
Segment task into logical steps with appropriate estimates of time
Build a timeline to facilitate completion of the task
Prioritize steps in proper order
Assess ones own mastery of skills
Understand the task
Identify the depth and breadth of knowledge to be successful at a task
Identify and utilize appropriate measure of knowledge
Set and achieve high standards and goals
Understand incremental steps for acquiring goals
Create a written plan
Set realistic goals that match aptitudes
Engage in activities to improve skills that are relative to goals
Demonstrate core values
Constructively evaluate progress and takes corrective action when necessary
Engage in effective problem solving process
Transfer learning from one domain to another
Identify partners and resources germane to the situation
Evaluate and select the best resources in context of the problem, and allocates them appropriately
Identify root cause of problem
Detail a course of action in writing with sequence of steps involved
Implement a solution and makes adjustments when there is need/opportunity for improvement

Students will know

Key algebraic concepts:

o
o
o
o
o
o
o
o
o

Variable / unknown
Expression
Equation
Like terms
Simplify
Evaluate
Isolate variables
Distributive property
Inverse operations

The symbolic meaning / equivalent of words signifying

unknowns, the equal sign, parentheses, and operations
(addition, subtraction, multiplication, and division):
o Unknowns = a number
o Equal sign = is; is equal to; is the same as
o Addition = sum; add; plus; more than
o Subtraction = difference; decreased; minus; less than
o Multiplication = product; times; multiplied
o Division = quotient; shared equally; divided

How to combine like terms

How to evaluate expressions and equations

How to solve one-step equations

How to solve multi-step equations

How to apply algebra to solve word problems

The importance of solving algebraic equations

Students will be able to

Define algebra

Cite applications of algebra in their everyday lives.

Render real life problems into algebraic expressions.

Translate real life problems into algebraic equations and solve.

Translate words into algebraic expressions and expressions into

words.

Translate words into algebraic equations (one-step and multistep)

using addition, subtraction, multiplication, and division.

Combine like terms (letters and numbers) to simplify an

expression or equation.

Evaluate expressions and equations by substituting given values for

variables and solving

Solve one-step equations by applying inverse operations.

Solve multi-step equations by simplifying (combining like terms,

using the distributive property) and applying inverse operations.

Critically assess word problems and render these into solvable

algebraic equations.

systematically.
Resources/Materials:
Worksheets (from New Readers, SV, Contemporary, etc.)
Calculators
Instructor Powerpoints
Poster paper for graffiti boards
Pretest
Handout and rubric on performance assessment
Key Algebra Terms graphic organizer
Mini-quiz on Algebraic Expressions
Video: 10 equations that changed the world (linked in PPT; available at
http://www.intmath.com/blog/videos/friday-math-movie-10-equations-that-changed-the-world-10093)
Hands-on Equations kit (from borenson.com) & iPads with Hands-on Equations app
Placemats with 4 multi-step equations each
Gallery walk components: student answer sheets, 10 stations, teacher answer-keys in plastic protectors
Unit test
Computers (for student research)
Various texts sharing real-world / everyday algebra applications &/or list of appropriate, pre-screened websites
Editors checklist for peer review of performance assessment
Poster board
Stage 2 Evidence (Assessment)
Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam,
discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance
Assessment (role-play, Simulation, labs, dramatization)

Diagnostic Assessment:
Short pre-test: Students will work on a short test that covers key unit concepts (translating words into expressions and vice-versa,
simplifying expressions, solving one-step equations, solving multi-step equations). The purpose of this pre-test is to ascertain
individual students content knowledge (of algebraic expressions and equations) and tailor the unit accordingly.
Graffiti Boards (Pre/Post): Students will write (and potentially draw) responses on two graffiti boards prior to beginning the unit.
Graffiti Board prompts: Board one: What is algebra? What does it look like? Board two: What are some real-world uses of algebra?
The purpose of this activity is to determine students prior knowledge of algebra and of authentic applications of algebra. This
exercise will be repeated at the end of the unit to determine the class learning gains.
Formative Assessment (Assessment for Learning):
Worksheets (some submitted, some self-checked, some peer-checked)
Class discussions of unit content
Teacher observation of student work
Quick Thumb It checks for understanding (from Gregory & Chapman, p.68)
Graphic organizers of key terms and definitions
Mini-quiz on expressions (Day 3)
Exit Comparing graphic organizer (from Gregory & Chapman, p.136) (Day 4)
Placemat equations (Day 6)
Rotation activity on translation (Day 7)
Gallery Walk work, tiered and color-coded (Day 8)
Drafts of brochure / poster text
Peer review checklists
Running logs of real-life algebra applications (in student notebooks)
Summative Assessment (Assessment of Learning):
Post-test: Students will complete a paper-pencil test on key unit concepts (translating words into expressions and vice-versa,
simplifying expressions, solving one-step equations, solving multi-step equations, solving word problems with algebra). They will be
asked to show their work.
Real-World Algebra brochure or poster: Students will create a brochure or poster with text and graphics illustrating one or
multiple real-world algebra applications. The express goal is to convince other algebra-skeptical-students of algebras applicability.
While students will work with peers during the research, creation, and review processes, each student will be responsible for their
own brochure or poster to be submitted for assessment and then displayed in the classroom. Students also will be responsible for
completing a self-assessment of their project using a teacher-provided rubric.

Stage 3 Learning Plan

*see Pacing Calendar below.

10

Anneke Mundel

Foundations of Algebra Unit: Pacing Calendar

(1 hour class periods)
Day 1

Day 2

Pre Graffiti Boards

(students may begin as they
enter): Board one: What is
algebra? What does it look
like? Board two: What are
some real-world uses of
algebra?

Bellringer: How might you

write projected expressions
in letters and symbols?
Discussion of bellringer.

Discussion of What is
algebra? board & Brief
Introduction of Unit (PPT
with essential questions and
main objectives)
Introduction of RealWorld Algebra
Performance Assessment:
provide handout and rubric
/ Encourage students to
keep a log of all real-world
applications they encounter
Days 18.
Pre-Test (checked, not
graded): Students work on
this independently. Collect
and review prior to next
day. Students who
complete early may begin
internet research on RealWorld Algebra project.

Distribution of graphic
organizer, Key Algebra
Terms
Direct-instruction (PPT)
accompanied by
worksheets completed
through guided,
collaborative, and
independent work:
Variables & Expressions
What are variables
and expressions?
How do we translate
between words &
letters/symbols?
Homework assignment:
Students should come up
with two expressions in
words re: something in
their homes (i.e real-world
scenarios).

EDUC 232
Day 3
Review of homework:
Pairs of students swap
home-made expressions
and translate these into
algebraic expressions.
Discuss whole class.
Direct-instruction (PPT)
accompanied by
worksheets completed
through guided,
collaborative, and
independent work:
Simplifying and
Evaluating Expressions
What are like-terms?
How do we simplify?
How do we evaluate?
* Prompt students to add
vocab words to Key
Algebra Terms graphic
organizer.

Mini-quiz on expressions.
Includes quick write at
bottom: what is still
unclear?

Day 4
Show video 10 equations
that changed the world .
Think-pair-share: (1)
Which of these equations
had you heard of? Where?
& (2) How do equations
differ from expressions?
Whole-class discussion of
topics.
Direct-instruction (PPT
with worksheets, as
specified in Day 2): Onestep Equations - Part 1
What are equations?
How do we translate
between words &
letters/symbols?
How do we solve
addition and
subtraction equations
through inverse
operations?
* Prompt students to add
vocab words to organizer.

Day 5
Review: Key concepts
from Day 4
Direct-instruction (PPT
with worksheets): Onestep Equations Part 2

How do we solve
multiplication and
division equations
through inverse
operations?

Hands-on Equations
Activity: After teacher
demo, students work in
small groups to solve onestep equations using
manipulatives and balance
scale in the Hands-on
Equations kit (from
borenson.com). Students
who need independent
work may use the iPad app
of this activity.
Whole class debriefing of
activity

Exit Comparing
Graphic Organizer:
Define and consider
differences between
expressions and equations.

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Day 6
Bellringer: The local
library charges $0.10 per
copy. You have to make
150 copies of a flyer on the
school Carnival Night.
How much will it cost?
Discuss whole class/
review of one-step
equations and inverse
operations.
Direct-instruction (PPT
with worksheets) on
Multi-step Equations Part 1:

What are multi-step

equations?

How do we translate
these from words and
back?

How do we solve? (add

or subtract first, isolate
the variable)

Placemat Equations:
Students are divided into
groups of 4 and given one
placemat with 4 multistep equations. Each
student completes one
assigned equation. Others
check, make corrections as
needed, then have teacher
check before exit.

Day 7
Bellringer Rotation
Activity: Go to different
stations and translate given
multistep equations into
words. Students must try to
use different words than
those used by previous
students. They may star
words that seem
unclear/inaccurate for later
discussion.
Discussion whole class /
review of words
representing symbols.
Direct-instruction (PPT
with worksheets) on
Multi-step Equations Part 2:
How do we deal with
separated unknowns?
(combine whole
numbers and variables,
then solve)
How do we deal with
parentheses? (vocab:
the distributive
property)
* Prompt students to add
vocab words to Key
Algebra Terms graphic
organizer.
Independent worksheet:
Students submit for
evaluation.

Day 8
Return Reviewed
Worksheets / Review of
Two-Step Equations
Concepts
Expressions & Equations
Gallery Walk Activity:
Students are given an
answer sheet with 10
spaces. They rotate around
the room with a partner,
choosing one of 3 tiered
problems available at 10
different stations (mix of
expressions, one-step and
multi-step equations,
symbolic and word
problems; color-coded by
tier). Students are tasked
with completing the most
challenging questions they
can.
Self-assessment: Students
use a teacher-provided
answer key to check their
own gallery walk work,
using a different color pen.
Gallery walk work is
submitted (for teacher
review) before exit.

Day 9
Summative Assessment:
Unit Test
Begin/continue research
on Real-World Algebra
Performance Assessment
when done with test.
Teacher may need to
review expectations,
instructions (from Day 1)
and prompt students to
review their running log
from Days 1-8.

Day 10
Performance Assessment
Work Day. Students work
in the computer lab on
finding real-world algebra
examples for their poster /
brochure.
(Possible accommodation:
students may be given an
array of teacher-provided
texts, articles, etc. so as to
do print-based research.
Another possible
accommodation: students
may be given teacher prescreened websites to
peruse.)

Independent Study:
Remind students to review
materials to prepare for unit
test.

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Day 11
Performance Assessment
Work Day. Students
should be drafting their
brochure or poster text.
Peer-Review: Last 10
minutes, students act as
each others editors, using a
teacher-provided checklist.

Day 12
Performance Assessment
Work Day. Students
should be creating their
final brochure or poster,
illustrating their text with
interesting headings,
graphics, etc.
Homework: Students are
asked to complete a selfassessment of their projects
(using the given rubric) to
turn-in with their projects.

Day 13

Day 14

Performance Assessment
Student Presentations.
Students take turns
presenting their brochure or
poster to the class.
Listening students are
tasked with writing down
all unique real-world
algebra examples.

Post Graffiti Boards:

students are presented with
same graffiti board prompts
as on Day 1.
Whole class discussion of
pre & post graffiti boards /
discussion of growth.
Introduction of next unit.

13

Foundations of Algebra Unit Test

Name: ___________________

This unit test is your opportunity to show what you have learned during our Foundations of Algebra unit. Please be sure to show your
work throughout. As always, you may use a calculator where needed.
1. Match the following terms with their definitions (5 points):
______ Equation

A. another word for an unknown; represented by a letter

______ Evaluate

B. to combine like terms

______ Expression

C. to solve

______ Simplify

D. a statement that says two amounts are equal

______ Variable

E. a group of numbers, operation signs, and variables

2. Translate the following words into algebraic expressions or equations, as indicated (5 points):
a. sixteen decreased by a number ______________________________________________________________________
b. twice a number, increased by four ____________________________________________________________________
c. the product of nine and a number is fourteen ____________________________________________________________
d. five divided by the product of x and y __________________________________________________________________
e. five times a number minus 7 is equal to three times the same number plus 19 ____________________________________
3. Translate the following algebraic expressions and equations into words (5 points):
a. 3x 7 ________________________________________________________________________________________
b. (15 + n) 8 ____________________________________________________________________________________
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c.

y 2 ________________________________________________________________________________________

d. 12x = 7x + 20 ___________________________________________________________________________________
e. z 3 2 = 5 __________________________________________________________________________________
4. Simplify the following expressions (3 points):
a. 7x 8y + 9x = _______________________________
b. 4m 9n 3 + 6n = ____________________________
c. 3m + 2(m n) 5(m + n) = _______________________________
5. Simplify and solve the following equations (6 points):
a. n 6 = 50

b. 8n = 48

c. 4z 8 = 24

d. 12x = 7x + 20

15

e. 4a + 17 = a 13

f.

2(a 3) = 16

BONUS POINT: Name the first property you need to use when solving problem f above:_____________________________
(Be sure to use the algebraic term! J)
6. Evaluate the following algebraic expressions as indicated (2 points):
a. What is the value of 3(x 6) + 2y, when x = -7 and y = 10?

b. What is the value of (x + 5)2 , when x = 3?

x5

7. For the following word problems, please (a) translate the text into an algebraic equation; and (b) solve. Remember: it may be helpful to
circle words and create a problem key as well (4 points total).
a. At a gym, Frank did a certain number of pushups. Tom did 12 more than Frank. The total number both men did was 66. How
many pushups did Frank do? (2 points)
Equation:
16

Solution:

b. Sarai has money in a savings account. If she adds $50 a month for 6 months, she will have three times the amount she has now
(not counting the interest). How much money does Sarai have in her savings account now? (2 points)
Equation:

Solution:

8. Algebra has many everyday applications. Please (a) create a word problem from your everyday life, (b) translate this into an algebraic
equation, and (c) solve. (3 points)

17

Name: ANSWER KEY

Foundations of Algebra Unit Test

This unit test is your opportunity to show what you have learned during our Foundations of Algebra unit. Please be sure to show your
work throughout. As always, you may use a calculator where needed.
1. Match the following terms with their definitions (5 points):
D

Equation

A. another word for an unknown; represented by a letter

Evaluate

B. to combine like terms

Expression

C. to solve

Simplify

D. a statement that says two amounts are equal

Variable

E. a group of numbers, operation signs, and variables

2. Translate the following words into algebraic expressions or equations, as indicated (5 points): *any variable is acceptable
a. Sixteen decreased by a number 16 n
b. twice a number, increased by four

2n + 4

c. the product of nine and a number is fourteen

d. five divided by the product of x and y

9n = 14 OR n x 9 = 14

5 xy OR 5 / xy

e. five times a number minus 7 is equal to three times the same number plus 19 5n 7 = 3n + 19
3. Translate the following algebraic expressions and equations into words (5 points): *multiple correct answers possible
a. 3x 7 the product of three and a number decreased by seven; three times a number minus seven; the difference of
18

b. (15 + n) 8 the sum of fifteen and a number minus eight; fifteen plus a number decreased by eight; etc.
c.

y 2 the quotient of y and two; a number divided by two; etc.

d. 12x = 7x + 20 the product of twelve and a number is the equal to the sum of seven times the same number and twenty
e. z 3 2 = 5 a number divided by three, then decreased by two, is five; etc.
4. Simplify the following expressions (3 points):
a. 7x 8y + 9x = 16x 8y
b. 4m 9n 3 + 6n = 4m 3n - 3
c. 3m + 2(m n) 5(m + n) = 3m + 2m 2n 5m 5n = - 7n (the ms cancel out)
5. Simplify where possible and solve the following equations (6 points): * possible work/steps shown.
a. n 6 = 50
n = 50 x 6
n = 300
b. 8n = 48
n = 48 8
n=6
c. 4z 8 = 24
4z = 24 + 8
4z = 32
z = 32 4
z=8
d. 12x = 7x + 20
12x 7x = 20
5x = 20
x = 20 5
19

x=4
e. 4a + 17 = a 13
4a = a 13 17
4a = a 30 (or a + (-30)
4a a = -30
3a = - 30
a = -30 3
a = -10
f.

2(a 3) = 16
2a 6 = 16
2a = 16 + 6
2a = 22
a = 22 2
a = 11

BONUS POINT: Name the first property you need to use when solving problem f above: distributive property
(Be sure to use the algebraic term! J)
6. Evaluate the following algebraic expressions as indicated (2 points):
a. What is the value of 3(x 6) + 2y, when x = -7 and y = 10?
3 (-7 6) + 2 (10)
3 (-13) +
20
-39 + 20 = -19
b. What is the value of (x + 5)2 , when x = 3?
x5
(3 + 5)2
3-5

(8)2
-2

64
-2

= - 32

7. For the following word problems, please (a) translate the text into an algebraic equation; and (b) solve. Remember: it may be helpful to
circle words and create a problem key as well (4 points total).
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a. At a gym, Frank did a certain number of pushups. Tom did 12 more than Frank. The total number both men did was 66. How
many pushups did Frank do? (2 points)
Possible key:

x = Frank x + 12 = Tom

Equation:
x + (x + 12) = 66 OR 2x + 12 = 66
Solution:
x = 27 . Frank did 27 push-ups! J
b. Sarai has money in a savings account. If she adds $50 a month for 6 months, she will have three times the amount she has now
(not counting the interest). How much money does Sarai have in her savings account now? (2 points)
x = now
Equation:
($50 x 6) + x = 3x
Solution:
$300 + x = 3x
$300 = 3x x
$300 = 2x
$150 = x .. Sarai has $150 in her savings account right now.
8. Algebra has many everyday applications. Please (a) create a word problem from your everyday life, (b) translate this into an algebraic
equation, and (c) solve. (3 points) Many answers are possible!! One-step, multi-step, etc. are accepted.
Example:
(a) Word Problem: Anns son, Elliott, weighs 5 pounds less than he did a week ago (thanks to a stomach flu!) A week ago, he weighed
exactly half of Anns weight of 120 pounds. How much does Elliot weigh now?
(b) Algebraic Equation:
x = Elliots weight now
120 2 = x + 5
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(c) Solution: x = 55 pounds.

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