The purpose of this task is to for students to solidify their understanding of how to use and solve inequalities. The task gives students a number of situations and asks them to write inequalities to model the situations. Students will use the properties of inequalities, along with applying their experience in solving equations to solve the inequalities and answer the questions. Students will also work with both interval and set notation to write their solutions. They have previously used these two notations to write the domain and range for functions. The notation should be familiar, but this is a slightly different purpose for using it than students have seen. In each case, students are asked to state their solution in words before writing it using both set builder and interval notation so that they will relate the notation to the range of solutions.

This lesson unit is intended to help teachers assess how well students understand conditional probability, and, in particular, to help teachers identify and assist students who have the following difficulties: representing events as a subset of a sample space using tables and tree diagrams; and understanding when conditional probabilities are equal for particular and general situations.

8.EE.7 Solving Equations Quiz. Two versions. M is the standard version M1 is the modified version with simplified negatives and smaller multi-step equations. Both versions contain fractional problems too.

NCM1.A-REI.3 Solving linear equations and inequalities in one variable to include fractions.

This lesson was created by Shameeka Wilson as part of her undergraduate student teaching at the North Carolina School of the Deaf in Morganton N.C.

8.EE.7 Solving Equations Quiz. Two versions. M is the standard version M1 is the modified version with simplified negatives and smaller multi-step equations. Both versions contain fractional problems too.

NCM1.A-REI.3 Solving linear equations and inequalities in one variable to include fractions.

Students will analyze and explain precisely the process of solving an equation. Through repeated reasoning, students develop fluency in writing, interpreting, and translating between various forms of linear equations and inequalities and make conjectures about the form that a linear equation might take in a solution to a problem.

This task provides practice for solving linear equations in one variable, solving linear equations in two variables for one of its variables, and solving literal equations. The process for solving multivariable equations for one of its variables becomes more apparent when juxtaposed with similarly-formatted equations in one variable. The only difference in the solution process is the ability to carry out numerical computations to simplify the expressions in the one-variable equations

This lesson unit is intended to help teachers assess how well students are able to formulate and solve problems using algebra and, in particular, to identify and help students who have the following difficulties: solving a problem using two linear equations with two variables; and interpreting the meaning of algebraic expressions.

This resource provides problems for students to practice solving for one variable in a linear equation on both sides.

This resource provides problems where students can solve linear inequalities with one variable.

This resource provides exercises to solve multi-step linear equations in terms of x when it the constant (x) appears on both sides of the equation.

This resource provides problems for students to solve simple linear equations in terms of x.

This lesson unit is intended to help teachers assess how well students are able to: recognize the differences between equations and identities; substitute numbers into algebraic statements in order to test their validity in special cases; resist common errors when manipulating expressions such as 2(x Đ 3) = 2x Đ 3; (x + 3)_ = x_ + 3_; and carry out correct algebraic manipulations. It also aims to encourage discussion on some common misconceptions about algebra.

Spiral Review on expressions, equations, consecutive integers, etc.We use Spirals to review past content. They are ususally given out once a week.

The purpose of this task is to practice the reasoning and solving of inequalities. Many common misconceptions and mistakes made when solving inequalities are addressed in the task. Students are asked to think about the differences and similarities in solving inequalities versus solving equations, including that most inequalities produce a range of solutions, that the inequality sign must be turned when multiplying or dividing by a negative number, and that the reflexive property holds only for equations.

Students will learn how to write linear equations to describe phenomenon.  Students will also learn how to solve equations in multiple steps including equations that have no solution or infinitely many solutions.

The purpose of this task is to solidify student understanding of arithmetic sequences by
finding missing terms in the sequence. Students will draw upon their previous work in using tables
and writing explicit formulas for arithmetic sequences. The task will also reinforce their fluency in
solving equations in one variable.