Math 6 Plus Unit 7: Expressions and Equations

Homework Resources (For Families)

Equations in One Variable

This week your student will be learning to visualize, write, and solve equations. They did this work in previous
grades with numbers. In grade 6, we often use a letter called a variable to represent a number whose value is
unknown. Diagrams can help us make sense of how quantities are related. Here is an example of such a
diagram:

Since 3 pieces are labeled with the same variable x, we know that each of the three pieces represent the same
number. Some equations that match this diagram are x+x+x=15 and 15=3x.

A solution to an equation is a number used in place of the variable that makes the equation true. In the previous
example, the solution is 5. Think about substituting 5 for x in either equation: 5+5+5=15 and 15=3⋅5 are both true.
We can tell that, for example, 4 is not a solution, because 4+4+4 does not equal 15.

Solving an equation is a process for finding a solution. Your student will learn that an equation like 15=3x can be
solved by dividing each side by 3. Notice that if you divide each side by 3, 15÷3=3x÷3, you are left with 5=x, the
solution to the equation.

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Here is a task to try with your student:

Draw a diagram to represent each equation. Then, solve each equation.

1. 2y=11

2. 11=x+2

Solution:

y=5.5 or y= 112

x=9

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Ma​t​Order of Operations

This week, your student will work on using order of operations to simplify expressions.
The ​order of operations​ tells you in which order you should perform the ​operations​ (or
steps) to simplify an expression. When simplifying an expression, you work left to right,
the same way you read a book. There are four steps to simplifying using the order of
operations.

Order of Operations . . .
1. Grouping (like parentheses or brackets)
2. Exponents
3. Multiplying & Dividing
4. Adding & Subtracting

Sometimes, the order of operations is referred to as GE(MD)(AS). Note that the

multiplying and dividing are grouped together and adding and subtracting are grouped
together. One way to remember this is to liken order of operations to a hop-scotch board.

Grouping
( )[ ]

Exponents
a2

Multiplicati
Division
on
÷
×

Addition Subtraction
+ −
 Common Misconception
Oftentimes, order of operations is believed to be a six-step process. If written without
the grouping, you would have GEMDAS, with each operation being performed
separately. This is ​incorrect​. It is sometimes helpful to view order of operations as a
way of handling the operations by order of the “strength” of the operation. Multiplication
and division have equal “strength,” as do addition and subtraction.

You begin by eliminating any parentheses and re-writing your expression. Your second
time through the problem, you simplify exponents and then rewrite the expression. The
third time through the problem, you handle multiplying and dividing in the order you see
them. Remember, you are reading left to right, so whichever you encounter first
(multiplying or dividing), you handle and then re-write. The final step eliminates adding
and subtracting, again in the order encountered from left to right.

Let’s try a few together . . .

1. 5 + 2 • 32 − 12

5 + 2 • 9 − 12

5 + 18 − 12

23 − 12

11

2. 6 ( 2 + 3 ) − 5 + 11 • 2 3

6 ( 5 ) − 5 + 11 • 23

6 ( 5 ) − 5 + 11 • 8

30 − 5 + 11 • 8

30 − 5 + 88

25 + 88

113
 3. 125 ÷ 5 • 2 + ( 8 + 2 )

125 ÷ 5 • 2 + 10

25 • 2 + 10

50 + 10

60

4. 18 ÷ 6 • 2 − 2 2 + [ 4 • 3 ]

18 ÷ 6 • 2 − 22 + 12

18 ÷ 6 • 2 − 4 + 12

3 • 2 − 4 + 12

6 − 4 + 12

2 + 12

14

Here are some problems to work out with your student . . .

1. 42 ÷ 8 • 3 − 6 + ( 10 − 9 )

2. 102 ÷ [ 5 • 4 ] + 10 − ( 1 + 4)

3. [ 6 • (5 + 3 ) ] ÷ 22 − 5
Solutions.

1. 42 ÷ 8 • 3 − 6 + ( 10 − 9 )

42 ÷ 8 • 3 − 6 + 1

16 ÷ 8 • 3 − 6 + 1

2 • 3 − 6 + 1

6 − 6 + 1

0 + 1

2. 102 ÷ [ 5 • 4 ] + 10 − ( 1 + 4)

102 ÷ 20 + 10 − ( 1 + 4)

102 ÷ 20 + 10 − 5

100 ÷ 20 + 10 − 5

5 + 10 − 5

15 − 5

10
 3. [ 6 • (5 + 3 ) ] ÷ 22 − 5

[ 6 • 8 ] ÷ 22 − 5

48 ÷ 22 − 5

48 ÷ 4 − 5

12 − 5

Replacing Letters with Numbers

This week, your student will begin to replace letters, called ​variables​, with number values.
When you replace a letter with a number, it is called ​substitution​.

When you simplify an expression, the use of three properties can help.

1. Associative Property​: This property applies to ​addition​ and ​multiplication​.

Your associates are those in your group. The associative property allows you to
change the grouping​ of numbers that are joined by addition or multiplication.
Oftentimes, changing the grouping of a set of numbers creates simpler addition
or multiplication problems.

15 + ( 5 + 7 ) = ( 15 + 5 ) + 7

15 + 12 = 20 + 7

27 = 27

As you can see, the use of the associative property allows us to pair 15 and 5 to
aid in the use of mental math.
 ( 7 • 25 ) • 4 = 7 • ( 25 • 4 )

175 • 4 = 7 • 100

700 = 700

For this example, pairing 25 and 4 creates an easier product to find than
multiplying 7 by 25.

2. Commutative Property​: This property also applies to ​addition​ and

multiplication​. To commute means to move. Many adults commute or travel
to get to work. The commutative property allows you to ​move numbers
around​ when they are joined by addition or multiplication. This can be
especially helpful if switching the order allows you to solve a simpler problem.

5x + 3 + 15x + 7

5x + 15x + 3 + 7

20x + 10

The commutative property allows us to put the two ​terms​ (or pieces) with
variables together and the two terms without variables side by side.

5 • 13 • 4

5 • 4 • 13

20 • 13

260

For this example, moving the 4 allows us to create the easier product of 5 and 4.
3. Distributive Property​: This property allows you to eliminate parentheses by
distributing (or giving) the number multiplied by an expression in parentheses to
each number inside the parentheses.

5 ( 2x + 10 )

( 5 • 2x ) + ( 5 • 10 )

10x + 50

In this example, we are able to distribute, or give, the 5 to each of the terms
inside the parentheses. Notice that the addition sign in the original parentheses
is later used in between the two sets of parentheses.

3 + 4 ( 2 − x)

3 + (4 • 2) − (4 • x)

3 + 8 − 4x

11 − 4x

In this example, notice that the subtraction sign in the original parentheses is
later used in between the two sets of parentheses.
With knowledge of these properties to assist, it’s time to move to substitution of
numbers for letters. Much like a substitute teacher replaces a teacher for the day,
substitution in math allows a number to swap places for a variable.

1. Let x = 5 and y = 4 . Find the value of 3x + 2y .

We start by rewriting the expression, substituting the given values of x and y.

Keep in mind, as we work through the problem, we must follow the order of
operations.

3x + 2y

3 • 5 + 2 • 4

15 + 8

23

2. Let b = 10 and w = 8 . Find the value of 2 ( 4b + 2w ) .

2 ( 4b + 2w )

2 ( 4 • 10 + 2 • 8 )

2 ( 40 + 16 )

2 ( 56 )

112
 3. Let a = 5 and c = 3 . Find the value of a2 + 3 ( 2c − 5 ) + ac − 4 .

a2 + 3 ( 2c − 5 ) + ac − 4

52 + 3 ( 2 • 3 − 5 ) + 5 • 3 − 4

52 + 3 ( 6 − 5 ) + 5 • 3 − 4

52 + 3 ( 1 ) + 5 • 3 − 4

25 + 3 ( 1 ) + 5 • 3 − 4

25 + 3 + 5 • 3 − 4

25 + 3 + 15 − 4

28 + 15 − 4

43 − 4

39

Here are some problems to try with your student . . . .

1. Let x = 11 and s = 3 . Find the value of 3x − 5s + 10 • ( x + s )

2. Let f = 4 and h = 15 . Find the value of f 2 − h + 3h − 5f

3. Let a = 8 and n = 3 . Find the value of​ 5a +a +4nn+ 3

Solutions . . . .
1. Let x = 11 and s = 3 . Find the value of 3x − 5s + 10 • ( x + s )

3x − 5s + 10 • ( x + s )

3 • 11 − 5 • 3 + 10 • ( 11 + 3 )

3 • 11 − 5 • 3 + 10 • 14

33 − 5 • 3 + 10 • 14

33 − 15 + 10 • 14

33 − 15 + 140

18 + 140

158

2. Let f = 4 and h = 15 . Find the value of f 2 − h + 3h − 5f .

f 2 − h + 3h − 5f

42 − 15 + 3 • 15 − 5 • 4

16 − 15 + 3 • 15 − 5 • 4

16 − 15 + 45 − 5 • 4

16 − 15 + 45 − 20

1 + 45 − 20

46 − 20

26
3. Let a = 8 and n = 3 . Find the value of​ 5a +a +4nn+ 3

5a + 4n + 3
a+n

5•8+4•3+3
8+3

40 + 4 • 3 + 3
8+3

40 + 12 + 3
8+3

52 + 3
8+3

55
8+3

55
11

5
Equal and Equivalent

This week your student is writing mathematical expressions, especially expressions using the distributive
property.

In this diagram, we can say one side length of the large rectangle is 3 units and the other is x+2 units. So, the
area of the large rectangle is 3(x+2). The large rectangle can be partitioned into two smaller rectangles, A and B,
with no overlap. The area of A is 6 and the area of B is 3x. So, the area of the large rectangle can also be written
as 3x+6. In other words,

3(x+2)=3x+3⋅2

This is an example of the distributive property.

Here is a task to try with your student:

Draw and label a partitioned rectangle to show that each of these equations is always true, no matter the value of
the letters.
• 5x+2x=(5+2)x
• 3(a+b)=3a+3b

Solution:

Answers vary. Sample

responses:

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Expressions with Exponents

This week your student will be working with exponents. When we write an expression like 7n, we call n the
exponent. In this example, 7 is called the base. The exponent tells you how many factors of the base to multiply.
For example, 74 is equal to 7⋅7⋅7⋅7. In grade 6, students write expressions with whole-number exponents and
bases that are

• whole numbers like 74

1
• fractions like ( )4
7
• decimals like 7.74
• variables like x4

Here is a task to try with your student:

Remember that a solution to an equation is a number that makes the equation true. For example, a solution to
x5=30+x is 2, since 25=30+2. On the other hand, 1 is not a solution, since 15 does not equal 30+1. Find the
solution to each equation from the list provided.

1. n2=49
2. 4n=64
3. 4n=4 9 6
3 List: 0, 0.008, ½ , , , 0.8,1, 2, 3, 4, 5, 6, 7
4. ( )2=n 16 8
4
5. 0.23=n
1
6. n4=
16
7. 1n=1
8. 3n÷32=33

Solution:

1. 7, because 72=49. (Note that -7 is also a solution, but in grade 6 students aren’t expected to know
about multiplying negative numbers.)
2. 3, because 43=64
3. 1, because 41=4
9 3 3 3
4. , because ( )2 means ( )⋅( )
16 4 4 4
5. 0.008, because 0.23 means (0.2)⋅(0.2)⋅(0.2)
1
6. 12, because ( ½ )4=
16
7. Any number! 1n=1 is true no matter what number you use in place of n.
8. 5, because this can be rewritten 3n÷9=27. What would we have to divide by 9 to get 27? 243, because
27⋅9=243. 35=243.

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Relationships Between Quantities

This week your student will study relationships between two quantities. For example, since a quarter is worth 25ȼ,
we can represent the relationship between the number of quarters, n, and their value v in cents like this:

v=25n

We can also use a table to represent the situation.

n v

Row 1 1 25

Row 2 2 50

Row 3 3 75

Or we can draw a graph to represent the relationship between the two quantities:

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Here is a task to try with your student:

A shopper is buying granola bars. The cost of each granola bar is $0.75.

1. Write an equation that shows the cost of the granola bars, c, in terms of the number of bars purchased, n.
2. Create a graph representing associated values of c and n.
3. What are the coordinates of some points on your graph? What do they represent?

Solutions

1. c=0.75n. Every granola bar costs $0.75 and the shopper is buying n of them, so the cost is 0.75n.
2. Answers vary. One way to create a graph is to label the horizontal axis with "number of bars" with
intervals, 0, 1, 2, 3, etc, and label the vertical axis with "total cost in dollars" with intervals 0, 0.25, 0.50,
0.75, etc.
3. If the graph is created as described in this solution, the first coordinate is the number of granola bars and
the second is the cost in dollars for that number of granola bars. Some points on such a graph are
(2,1.50)and (10,7.50)

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