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NYS COMMON CORE MATHEMATICS CURRICULUM 7•3 Student Examples and Exercises 1 G7-Module 3: Topic A Lesson 1: Generating Equivalent Expressions Example 1 a.) Rewrite and by combining like terms. Write the original expressions and expand each term using addition. What are the new expressions equivalents? b.) Find the sum of and . Example 4 f. Alexander says that is equivalent to because of any order, any grouping. Is he correct? Why or why not?

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G7-Module 3: Topic A Lesson 1: Generating Equivalent Expressions

Example 1

a.) Rewrite and by combining like terms.

Write the original expressions and expand each term using addition. What are the new expressions equivalents?

b.) Find the sum of and .

Example 4

f. Alexander says that is equivalent to because of any order, any grouping. Is he correct? Why

or why not?

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Lesson 3: Writing Products as Sums and Sums as Products

Example 1 Space for Drawings

a.) Draw a tape diagram representing the sum

using squares for units.

b.) Redraw the diagram without squares, as two rectangles

each with a height of 1 unit.

c.) Draw a rectangular array for .

Write the product as a sum: ________________________________

d.) Draw a tape diagram representing the sum

using square units.

e.) Redraw the diagram without squares, as two rectangles

each with a height of 1 unit.

f.) Draw a rectangular array representing

Write the product as a sum: __________________________________

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Example 6:

A number of square tiles are needed to border a square fountain with side length feet. Express the total

number of tiles needed in terms of three different ways.

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Lesson 4: Writing Products as Sums and Sums as Products

Example 2

and are positive integers. , , and stand for the number of unit squares in a rectangular array.

Lesson 6: Collecting Rational Number Like Terms

Example 4:

Model how to write the expression in standard form using rules of rational numbers.

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G7-Module 3: Topic B Lesson 7: Understanding Equations

Example 1

The ages of three sisters are consecutive integers. The sum of their ages is . Find their ages.

a.) Use a tape diagram to find the situation.

b.) If represents the age of the youngest sister, write an equation that can be used to find the age of the

youngest sister and the other sister’s ages.

c.) Determine if your answer from part (a) is a solution to the equation you wrote in part (b).

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Lesson 8: Using the If-Then Moves in Solving Equations

Example 1

Julia, Keller, and Isreal are volunteer firefighters. On Saturday the volunteer fire department held its annual coin drop

fundraiser at a street light. After one hour, Keller had collected more than Julia and Isreal had collected less

than Keller. Altogether the three firefighters collected . How much did each person collect?

Find the solution using an arithmetic approach. Identify which key If-Then Moves are used.

The amount of money Julia collected is . Write an expression in terms of to represent the amount of money Keller

collected in dollars.

Using the expressions for Julia and Keller, write an expression to represent the amount of money that Isreal collected in

dollars.

Using the expressions above, write an equation in terms of that can be used to find the amount each person collected.

Solve the equation written above to determine the number of money each person collected and describe the If-Then

moves.

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Example 1 (continued)

In terms of Julia Collected Isreal Collected Keller Collected

Julia’s Amount

Isreal’s Amount

Keller’s Amount

Lesson 9: Using the If-Then Moves in Solving Equations

Example 2

Shelby is seven times as old as Bonnie. If in 5 years, the sum of Bonnie and Shelby’s ages is 98, find Bonnie’s present age.

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Lesson 10: Angle Problems and Solving Equations

Example 4

Two lines intersect in the following figure. The ratio of the measurements of

the obtuse angle to the acute angle in any adjacent angle pair is 2:1.

In a complete sentence, describe the angle relationships in the diagram.

Label the diagram with expressions that describe this relationship. Write an equation to that models the angle

relationship and solve for . Find the measurements of the acute and obtuse angles.

Lesson 11: Angle Problems and Solving Equations

Exercise 2

In a complete sentence, describe the angle relationships in the diagram.

Write an equation for the angle relationship shown in the figure and solve

for x and y. Confirm your answers by measuring with a protractor.

x°2x°

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Lesson 12: Properties of Inequalities

Station 1

Die 1 Inequality Die 2 Operation New Inequality Inequality Symbol Preserved or Reversed?

Add

Preserved

Add

Subtract

Subtract

Add

Examine the results. Make a statement about what you notice and justify it with evidence.

Station 2

Die

1 Inequality

Die

2 Operation New Inequality Inequality Symbol Preserved or Reversed?

Multiply

by -1

Reversed

Multiply

by -1

Multiply

by -1

Multiply

by -1

Multiply

by -1

Examine the results. Make a statement about what you notice and justify it with evidence.

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Station 3

Die 1 Inequality Die 2 Operation New Inequality Inequality Symbol Preserved or Reversed?

Multiply

by

( ) ( )

Preserved

Multiply

by

Divide by

Divide by

Multiply

by

Examine the results. Make a statement about what you notice and justify it with evidence.

Station 4

Die 1 Inequality Die 2 Operation New Inequality Graph

Multiply

by

Multiply

by

Divide by

Divide by

Multiply

by

Examine the results. Make a statement about what you notice and justify it with evidence.

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Lesson 13: Inequalities

Opening Exercise

Tarik is trying to save $265.49 to buy a new tablet. Right now he has $40 and can save $38 a week from his allowance.

Write and evaluate an expression to represent the amount of money saved after:

2 weeks

3 weeks

4 weeks

5 weeks

6 weeks

7 weeks

8 weeks

When will Tarik have enough money to buy the tablet?

Write an inequality that will generalize the problem.

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Lesson 14: Solving Inequalities

Example 1

A youth summer camp has budgeted for the campers to attend the carnival. The cost for each camper is

which includes general admission to the carnival, unlimited rides, and meals. The youth summer camp must also pay

for the chaperones to attend the carnival and for transportation to and from the carnival. What is the

greatest amount of campers that can attend the carnival if the camp must stay within their budgeted amount?

Lesson 15: Graphing Solutions to Inequalities

Example 1

A local car dealership is trying to sell all of the cars that are on the lot. Currently it has cars on the lot and the

general manager estimates that they will sell cars per week. How long will it take for the number of cars on the lot to

be less than ?

Write an inequality that can be used to find the number of weeks.

Solve and graph the inequality.

Interpret the solution in the context of the problem.

Verify the solution.

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G7-Module 3: Mid-Module Assessment

MMA Problem #6

6. Jenny invited Gianna to go watch a movie with her family. The movie theater charges one rate for 3D admission and a different rate for Regular Admission. Jenny and Gianna decided to watch the newest movie in 3D. Jenny’s mother, father, and grandfather accompany Jenny’s little brother to the Regular Admission movie. a. Write an expression for the total cost of the tickets. Define the variables.

b. The cost of the 3D ticket was double the cost of the regular admission. Write an equation to represent the relationship between the two types of tickets.

c. The family purchased refreshments and spent a total of . If the total amount of money spent on tickets and refreshments was use an equation to find the cost of one regular admission ticket.

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G7-Module 3: Topic C Lesson 16: The Most Famous Ratio of All

Opening Exercise:

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Lesson 17: The Area of a Circle

Discussion

What do the longer sides of the resulting rectangle correspond to on the circle?

What does the height of the rectangle correspond to on the circle? How do you know?

Formalize the relationships between the area of the rectangle and the area of a circle.

Example 1

Michael is laying tile in the floor of a square walk-in shower. He wants a circle pattern as shown. He needs to determine

the area of the circle so that he can order the special tile for the shower project. Michael drew the tile pattern on graph

paper so that he could have a visual model to help guide his thinking.

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Problem Set #10

If the diameter of a circle is double the diameter of a second circle, what is the ratio of area of the first circle to the area

of the second?

Lesson 18: More Problems on Area and Circumference

Opening Exercise:

Draw a circle of diameter 12 cm and a square of side length 12 cm on grid paper. Determine the area of the square and

the circle.

Example 3:

The circumference of a circle is . What is the exact area of the circle? Draw a diagram to assist you in

solving the problem.

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Lesson 19: Unknown Area Problems in the Coordinate Plane

Example 1: Area of a Parallelogram

The coordinate plane below contains figure , parallelogram .

1. Write the ordered pairs of each of the vertices next to the vertex

points.

2. Draw a rectangle surrounding figure that has vertex points of and

. Label the two triangles in the figure as and .

3. Find the area of the rectangle.

4. Find the area of each triangle.

5. Use these areas to find the area of parallelogram .

The coordinate plane below contains figure , a rectangle with the same base as the parallelogram above.

6. Draw triangles and next to so that you have a rectangle that is the

same size as the one you created on the first coordinate plane.

7. Find the area of rectangle R.

8. What do figures R and P have in common?

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Problem Set #11

Find the unknown value labeled as on the figure.

11. The trapezoid has an area of sq. units.

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Lesson 20: Composite Area Problems

Example 3:

Find the area of the shaded region.

Problem Set #5

5. Find the area of region which is formed by three semicircles.

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Lesson 21: Surface Area

Example 1

A right triangular prism , a right rectangular prism, and a right pentagonal prism are

pictured below and all have equal heights of .

a.) Write an expression that represents the lateral area of the right triangular prism

as the sum of the areas of its lateral faces.

b.) Write an expression that represents the lateral area of the right rectangular prism

as the sum of the areas of its lateral faces.

c.) Write an expression that represents the lateral area of the right pentagonal prism

as the sum of the areas of its lateral faces.

d.) What value appears often in each expression and why?

e.) Rewrite each expression in factored form using the distributive property and the

height of each lateral face.

f.) What do the parentheses in each case represent with respect to the right prisms?

h

g.) How can we generalize the lateral area of a right prism into a formula that applies

to all right prisms?

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Lesson 22: Surface Area

Exit Ticket

1. Find the surface area of the pyramid.

2. Six cubes are glued together to form the solid shown in the

diagram. If the edges of each cube measure inches in

length, what is the surface area of the solid?

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Lesson 23: The Volume of a Right Prism

The Volume of a Right Triangular Prism

How could we create a right triangular prism with five times the volume of the right triangular prism pictured

below, without changing its base? Draw your solution on the diagram, then give the volume of the solid.

Exit Ticket

The base of the right prism is a hexagon composed of a rectangle and two

triangles. Find the volume of the right hexagonal prism using the formula

.

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Lesson 24: The Volume of a Right Prism

Example 3

of water are poured into a container in the shape of a

right rectangular prism. The inside of the container is

long, wide, and tall. How far from the top of the

container is the surface of the water? ( )

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Lesson 25: Volume and Surface Area

Exercise 1: Fish Tank Designs

Two fish tanks are shown below.

a. Which tank is holds the most water?

b. The cost of a fish tank depends on the volume and the surface area. Which tank

would be the ‘best buy’? Explain your reasoning.

c. The pet store advises no more than inch of fish per gallon of water. Ray has a inch

angel fish, three inch tetras, and a inch catfish. How many more inches of

fish will fit into the larger of the two tanks?

d. Water evaporates at a rate of cubic inches per day. What will be the height of

the water in each tank after one week?

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Lesson 26: Volume and Surface Area

Exercise 1: Designing a Brick Planter

You have been asked by your school to design a brick planter that will

be used by classes to plant wild flowers. The planter will be in the

shape of a right rectangular prism and the external dimensions are to

be ft. ft. ft. The planter base and sides will be made of a

layer of bricks that are inches thick.

a. What are the internal dimensions of the planter?

b. If you are going to fill the planter ¾ full of soil, how much soil will you need to

purchase and what will be the height of the soil?

c. What is the volume of bricks that will be used to construct the planter?

d. If brick has a volume of in in in, how many bricks are needed for the

planter (round to the nearest hundred)?

e. If soil is sold in cubic-foot bags that cost /bag and bricks are sold in stacks of

for /stack, how much will it cost to construct the planter?

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End-of-Module Assessment Task – Question #3

3. A new park was designed to contain two circular gardens. Garden A has a diameter of m, and the garden B has a diameter of m. a. If the Gardner wants to outline the gardens in edging, how many meters will be needed to outline

the smaller garden? (Write in terms of .)

b. How much more fencing will be needed for the larger garden than the smaller one? (Write in terms of .)

c. The Gardner wishes to put down weed block fabric on the two gardens before the plants are planted in the ground. How much fabric will be needed to cover the area of both gardens? (Write in terms of .)