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Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
  1. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
  2. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

Standard #: MAFS.7.EE.2.4Archived Standard
Standard Information
General Information
Subject Area: Mathematics
Grade: 7
Domain-Subdomain: Expressions & Equations
Cluster: Level 2: Basic Application of Skills & Concepts
Cluster: Solve real-life and mathematical problems using numerical and algebraic expressions and equations. (Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Date Adopted or Revised: 02/14
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Related Courses
Related Resources
Formative Assessments
Lesson Plans
  • Just Right Goldilocks’ Café: Temperature & Turbidity This is lesson 3 of 3 in the Goldilocks’ Café Just Right unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” temperature and turbidity level. Students will use both the temperature probe and turbidity sensor and code using ScratchX during their investigation.
  • Just Right Goldilocks’ Café: Turbidity This is lesson 2 of 3 in the Just Right Goldilocks’ Café unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” level of turbidity. Students will use turbidity sensors and code using ScratchX during their investigation.
  • Just Right Goldilocks’ Café: Temperature This is lesson 1 of 3 in the Just Right Goldilocks’ Café unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” temperature. Students will use temperature probes and code using ScratchX during their investigation.  
  • Gather Data For Distribution by Programming an App This lesson allow students to gather, calculate, and plot data using both computer code and mathematical equations. In this lesson students will create a pedometer app to demonstrate the understanding of algorithms, components (such as buttons, textboxes, sensors, etc.), and If/Then statements. This lesson uses algebraic equations and random data to access the needed components to store data in a spreadsheet.
  • Data Sets Represented in Computers This lesson shows how data can be represented by computers, in relation to everyday activities we may not be aware that we use computer. It gives an overview of graphing data by creating a histogram based on population data. Using the data collected, students will get a chance to hand write code to show what structure is needed for computers to collect, analyze and distribute such data. This lesson is lesson 1 of the Data Set and Deviation Statistics Unit and bridges statistical concepts of data collection, graphing and analysis with programming a computer using coding language while reinforcing foundational algebraic skills.
  • How Fast Can One Travel on a Bicycle? Students investigate how the pedal and rear wheel gears affect the speed of a bicycle. A GeoGebra sketch is included that allows a simulation of the turning of the pedal and the rear wheel. A key goal is to provide an experience for the students to apply and integrate the key concepts in seventh-grade mathematics in a familiar context.
  • HOORAH!! Pizza For Lunch The principal of Central Middle School is thinking of adding pizza to the lunch menu on Mondays and Fridays but needs help deciding the costs per slice and what students think is important about the pizza. After the students' initial decision about the pizza the principal remembers that there is a delivery charge.The students must revisit their decision and do additional calculations to see if their original process still works. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
  • Solving Linear Equations Students practice writing and solving two-step linear equations using the properties of equality and distributive property. They represent real-world and mathematical situations with equations in the forms px + q = r and p (x + q) = r.
  • Drawing to Scale: A Garden This lesson helps students apply proportional reasoning to solve real-world geometry problems involving scale drawings. Students interpret and use scale factors to relate dimensions on a plan to actual dimensions, calculate areas of geometric features, and reason about how changes in scale affect measurements. Through hands-on drawing tasks and collaborative problem solving, students deepen their understanding of the relationship between scale factor, proportional reasoning, and area in geometric contexts.
  • Pennies and Post-its Students will use manipulatives (pennies and post-its) to model solving one-variable equations.
  • Inequal-tile-ies In this lesson, students will work with Algebra Tiles to solve inequalities. This lesson builds upon student experience with solving equalities, as well as identifying inequalities and representing them on the number line. This lesson is an introduction to solving inequalities.
Original Student Tutorials
Perspectives Video: Experts
Perspectives Video: Teaching Idea
Problem-Solving Tasks
  • Fishing Adventures 2 Students are asked to write and solve an inequality to determine the number of people that can safely rent a boat.
  • Sports Equipment Set The student is asked to write and solve a two-step inequality to match the context.
  • Gotham City Taxis In this task, students solve a real-world problem involving proportional relationships between distance and cost for a taxi ride. The problem includes multiple parts: a base fare, a constant per-mile rate, and a fixed tip. Students use proportional reasoning to determine how far they can travel for a set amount of money and can solve the problem in multiple ways, such as by making a table, finding a unit rate (dollars per mile), or writing an equation.
  • Log Ride Students are asked to solve an inequality in order to answer a real-world question.
Professional Development
  • Variables and Patterns of Change: Translating Words Into Symbols; Linear Equations This professional development resource can support middle and secondary math teachers. Lesson Plan 1: Miles of Tiles - The Pool Border Problem, students will recognize patterns and represent situations using algebraic notation and variables. Lesson Plan 2: Cups and Chips - Solving Linear Equations Using Manipulatives, students use manipulatives to represent visually the steps they take to obtain a solution to an algebraic equation. They develop an understanding of the connections between the solution involving manipulatives and the symbolic solution. Students work in teams of four. Site includes a Topic Overview, Lesson Plans, Student Work, Teaching Strategies, Resources, and a video of Workshop 1, Part 1.
Tutorials
STEM Lessons - Model Eliciting Activity
  • HOORAH!! Pizza For Lunch The principal of Central Middle School is thinking of adding pizza to the lunch menu on Mondays and Fridays but needs help deciding the costs per slice and what students think is important about the pizza. After the students' initial decision about the pizza the principal remembers that there is a delivery charge.The students must revisit their decision and do additional calculations to see if their original process still works. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
MFAS Formative Assessments
Original Student Tutorials Science - Grades K-8
  • Balancing the Machine Use models to solve balance problems on a space station in this interactive, math and science tutorial.
Original Student Tutorials Mathematics - Grades 6-8
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