Use Properties of Operations to Generate Equivalent ExpressionCommon Core: Engage New York7.EE.A.1 and 7.EE.A.2

What does 7.EE.A.1 cover?

Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

What does 7.EE.A.2 cover?

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.

Table of ContentsDate Title Page

12/9/13 Post Investigation 1- Check Up HW Assignment Due THURSDAY 12/12/13

HW Accuracy Grade (not completion only)

12/10/13 7.EE.1- Engage NY Lesson 1: Generating Equivalent Expressions*Attach the Problem set worksheet*

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12/13/13 7.EE.1- Engage NY Lesson 2:Generating Equivalent Expressions

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Focus 6 Solving Equations Learning Goal

Students will be able to write and manipulate

algebraic expressions and solve two-step linear

equations.

Today, my learning target is to…• Generate equivalent expressions using the fact that

addition and multiplication can be done in:• any order (commutative property) and• any grouping (associate property)

• Recognize how any order, any grouping can be applied in a subtraction problem by using additive inverse relationships (adding the opposite) to form a sum and likewise with division problems by using the multiplicative inverse relationships (multiplying by the reciprocal) to form a product.• Recognize that any order does not apply to expressions

mixing addition and multiplication, leading to the need to follow the order of operations.

MY PROGRESS

CHART

Before we start the Learning Target

Lesson, think about the Learning Target

for today….

How much prior knowledge do you

have regarding that goal?

Chart your prior knowledge using your pre-target score icon.

Relevant Vocabulary

Lesson 2- Math Standard 7.EE.A.1Generating Equivalent Expressions

Opening exercise (6 minutes)MP.8: Look for and express regularity in repeated reasoning

Purpose: To complete the table in the Opening Exercise that scaffolds (builds on) the concept of opposite expressions from the known concept on opposite numbers to find the opposite of the expression 3x.

Opening Exercise Directions: • Additive inverses have a

sum of zero. • Multiplicative inverses

have a product of 1. • Fill in the center column

of the table with the opposite of the given number or expression, then show the proof that they are opposites.

• The first row is completed for you.Time to complete: 3-4 minutes

Lesson 2- Math Standard 7.EE.A.1Generating Equivalent Expressions

Opening exercise discussion (2-3 minutes)In the last two rows, explain how the given expression and its

opposites compare.

Recall that the opposite of a number, say , satisfies the equation

We can use this equation to recognize when two expressions are opposites of each other.

For example, , we conclude that must be the opposite of .This is because when either are substituted into the blank in the resulting equation is true for every value of Therefore, the two expressions must be equivalent; .

Lesson 2- Math Standard 7.EE.A.1Generating Equivalent Expressions

Opening exerciseSince the opposite of and the opposite of , what can we say

about the opposite of the sum of

We can say that the opposite of the sum is the sum of its opposites .

Lesson 2- Math Standard 7.EE.A.1Generating Equivalent Expressions

Opening exerciseIs this relationship also true for the last example ?

Yes, because opposites have a sum of zero, so

If the expression is substituted in the blank, the resulting equation is true for every value of . The opposites of and the sum of these opposites is ; therefore, it’s true that the opposite of the sum is the sum of its opposites .

sum opposite

Lesson 2- Math Standard 7.EE.A.1Generating Equivalent Expressions

Opening exerciseCan we generalize a rule for the opposite of a sum?

Yes, the rule is…“The opposite of a sum is the sum of its opposites.”

You can use this property as justification for converting the opposites of sums as you work to rewrite expressions in standard form.

Example 1 (6 minutes): Subtracting ExpressionsStudents and teacher investigate the process for subtracting expressions where the subtrahend is a grouped expression

containing two or more terms.Example 1a. Subtract: Subtract the expression first by changing subtraction of the

expression to adding the expression’s oppositeNext, subtract the expressions using traditional order of operations.

Does the difference yield the same number in each case?Which of the two methods seems more efficient and why?

Opposite of a sum is the sum of its opposites Order of Operations

40 + 9 + (-(30 + 2))40 + 9 + (-30) + (-2)

49 + (-30) + (-2)19 + (-2)

17

(40 + 9 ) – (30 + 2)(49) – (32)

17

Example 1 (6 minutes): Subtracting ExpressionsStudents and teacher investigate the process for subtracting expressions where the

subtrahend is a grouped expression containing two or more terms.

Example 1b. Subtract: (3x + 5y – 4) – (4x + 11).

From the methods used in Ex 1(a), which will we have to use in Ex 1(b) and why?

Check the equivalency of the expression by substituting 2 for x and 6 for y.

IMPORTANT TO REMEMBER!When the subtraction is changed to addition, every term in the

parentheses that follows must be converted to its opposite!

3x + 5y + (-4) + (-(4x + 11))3x + 5y + (-4) + (-4x) + (-11)3x + (-4x) + 5y + (-4) + (-11)

-x + 5y + (-15)-x + 5y – 15

1. Subtraction as adding the opposite2. Opposite of a sum is the sum of its opposite3. Any order, any grouping 4. Combining like terms5. Subtraction replaces adding the opposite

Example 2 (5 minutes): Combining Expression VerticallyStudents combine expressions by vertically aligning like terms. Any order, any grouping allows us to write sums and differences as vertical math problems. If we want to combine expressions vertically, we align their like terms vertically.

a. Find the sum by aligning the expressions vertically.

(5a + 3b – 6c) + (2a – 4b + 13c)

Example 2 (5 minutes): Combining Expression VerticallyStudents combine expressions by vertically aligning like terms. Any order, any grouping allows us to write sums and differences as vertical math problems. If we want to combine expressions vertically, we align their like terms vertically.

b. Find the sum by aligning the expressions vertically.

(2x + 3y – 4) + (5x + 2)

Students should recognize that the subtracted expression in Example 1(b) did not include a term containing the variable , so the 3 from the first grouped expression remains 𝑦 𝑦unchanged in the answer.

Example 3 (4 minutes): Using Expressions to Solve Problems

Students write an expression representing an unknown real-world value, rewrite as an equivalent expression, and use the equivalent expression to find the unknown value.

A stick is x meters long. A string is 4 times as long as the stick.a. Express the length of the string in terms of x.

b. If the total length of the string and the stick is 15 meters long, how long is the string?

Example 4 (4 minutes): Expressions from Word Problems Students write expressions described by word problems and rewrite the expressions

in standard form.

It costs Margo a processing fee of $3 to rent a storage unit, plus $17 per month to keep her belongings in the unit. Her friend, Carissa, wants to store a box of her belongings in Margo’s storage unit and tells her that she will pay her $1 towards the processing fee and $3 for every month that she keeps the box in storage. Write an expression in standard form that represents how much Margo will have to pay for the storage unit if Carissa contributes . Then, determine how much Margo will pay is she uses the storage unit for 6 months.

Why do we convert differences into sums using opposites?The commutative and associative properties do not apply to

subtraction; therefore, we convert differences to sums of the opposites so that we can use the any order, any grouping property with addition.

Example 5 (8 minutes): Extending Use of the Inverse to DivisionStudents connect the strategy of using the additive inverse to represent a subtraction problem as a sum to the use of the multiplicative inverse to represent a division problem as a product so that the associative and commutative properties can be used.

We have seen that the any order, any grouping property can be used with addition or with multiplication. If you consider how we extended the property to subtraction, can we use any order, any grouping property in a division problem? Explain.

Dividing by a number is equivalent to multiplying by the number’s multiplicative inverse (reciprocal), so division can be converted to multiplication of the reciprocal, similar to how we converted the subtraction of a number to addition using its additive inverse. After converting a quotient to a product, use of the any order, any grouping property is allowed.

Example 5 (8 minutes): Extending Use of the Inverse to DivisionStudents connect the strategy of using the additive inverse to represent a subtraction problem as a sum to the use of the multiplicative inverse to represent a division problem as a product so that the associative and commutative properties can be used.

• How do we know that two numbers are multiplicative inverses (reciprocals)?

Recall that the multiplicative inverse of a number, 𝑎, satisfies the equation 1 =1. 𝑎∙ 𝑎 We can use this equation to recognize when two expressions are multiplicative inverses of each other.

Since the reciprocal of is 1 , and the reciprocal of 2 is 12, what can 𝑥 𝑥we say about the reciprocal of the product of and 2? 𝑥

We can say that the reciprocal of the product 2 𝑥 is the product of its factor’s reciprocals 12 1 =12 ∙ 𝑥 𝑥 .

What is true about the signs of reciprocals? Why? The signs of reciprocals are the same because their product

must be 1. This can only be obtained when the two numbers in the product have the same sign.

REMEMBER! The reciprocal is not complicated by the signs of numbers as in

opposites, we can justify converting division to multiplication of the reciprocal by simply stating “Multiplying by the reciprocal.”

Sprint handout per studentExercise 1 (9 minutes): Sprint—Combining Like Terms Students complete a two round sprint exercise where they practice their knowledge of combining like terms by addition and/or subtraction. Provide one minute for each round of the sprint. Follow the established protocol for a sprint exercise. Be sure to provide any answers not completed by the students. (If there is a need for further guided division practice, consider using the division portion of the problem set, or other division examples, in place of the provided sprint exercise.)

Sprint – Round 1 Solutions

Closing (4 minutes)• Why can’t we use any order, any grouping directly with

subtraction? With division?

• How can we use any order, any grouping in expressions where subtraction or division are involved?

Today, I achieved my learning target by…

• Rewriting subtraction as adding the opposite before using any order, any grouping.

• Rewriting division as multiplying by the reciprocal before using any order, any grouping.

• The opposite of a sum is the sum of its opposites.

• Division is equivalent to multiplying by the reciprocal.

MY PROGRESS

CHART

Before we start the Learning Target

Lesson, think about the Learning Target

for today….

How much prior knowledge do you

have regarding that goal?

Chart your prior knowledge using your pre-target score icon.

Exit Ticket (4 minutes) Make sure your name & date are on it

before you hand it in!

1. Write the expression in standard form: (4 −3+2 )−(−4 +2) 𝑓 𝑔 𝑔

2. Find the result when 5 +2 is subtracted from 9 . 𝑚 𝑚

3. Rewrite the expression in standard form: 27 ÷3 ℎ ℎ

Homework/Practice: Problem Set The completion of the Problem Set indicates an understanding of the objectives of this lesson.

•Problems 1a-1k•Problems 2a-2j•Problems 3a-3f•Problems 4a-4f•Problems 5a-5g•Problem 6•Problem 7

Problem Set Solutions

The End of Lesson 2

Generating Equivalent Expression