*For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.*

### Clarifications

**Fluency Expectations or Examples of Culminating Standards**

Students solve multistep problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. This work is the culmination of many progressions of learning in arithmetic, problem solving and mathematical practices.

**Examples of Opportunities for In-Depth Focus**

This is a major capstone standard for arithmetic and its applications.

**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

**Date of Last Rating:**02/14

**Status:**State Board Approved

**Assessed:**Yes

**Assessment Limits :**

Items should not use variables. Items should require two or more steps**Calculator :**Yes

**Context :**Required

**Test Item #:**Sample Item 1**Question:**Rolando is 13. In five years, his age will be the age of his sister Marisa.

How old will Marisa be in three years?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 2**Question:**A set of pencils sells for $1.75 and costs $0.40 to make. Twenty percent of the profit (the difference between the purchase price and the amount it costs to make) from each set of pencils goes to a school.If 500 sets are sold, what is the amount of money that will go to the school?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 3**Question:**A bucket holds 243.5 ounces (oz) of water when full. The bucket loses 0.3 oz of water per second.In how many seconds will the bucket be 40% full?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 4**Question:**A plane is flying at 31,348 feet. It needs to rise to 36,000 feet in two stages.In stage 1, it rises 5% of its initial altitude of 31,348 feet.

In stage 2, it rises at a rate of 140.3 feet per minute.

How many minutes does it take for the plane to rise during stage 2?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 5**Question:**The dimensions of a rectangular pool are 24.5 feet by 13 feet. The depth of the water is 4 feet. Each cubic foot contains 7.48 gallons of water.

How many gallons of water, to the nearest tenth, are needed to fill the pool to 80% capacity?

**Difficulty:**N/A**Type:**EE: Equation Editor

## Related Courses

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## Related Resources

## Assessments

## Educational Games

## Formative Assessments

## Lesson Plans

## Original Student Tutorial

## Problem-Solving Tasks

## Tutorials

## Video/Audio/Animation

## STEM Lessons - Model Eliciting Activity

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This resource provides a Model-Eliciting Activity where students will analyze a real-world scenario to solve a client's problem and provide the best possible solution based on a logically justified process. The students will consider a request from Cut It Out Section of the Building and Grounds Maintenance Department of a school district to evaluate several lawn tractor models and help them decide which unit they should purchase.

This resource provides a Model-Eliciting Activity where students will analyze a real-world scenario to solve a client's problem and provide the best possible solution based on a logically justified process. The students will consider a request from E-Z Go Taxi Cab Service to evaluate several batteries and help them decide which battery they should purchase.

This MEA requires students to formulate a comparison-based solution to a problem involving finding the best decision on purchasing official vehicles for school district considering different aspects. Students are provided the context of the problem, a request letter from a client asking them to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present to the client.

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This resource provides a Model-Eliciting Activity where students will analyze a real-world scenario to solve a client's problem and provide the best possible solution based on a logically justified process. The students will consider a request from Simple Photography Classes to evaluate several digital cameras and help them decide which one they should purchase.

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This resource provides a Model-Eliciting Activity where students will analyze a real-world scenario to solve a client's problem and provide the best possible solution based on a logically justified process. The students will consider a request from Always On Time Delivery Service to evaluate several GPS units and help them decide which unit they should purchase.

## MFAS Formative Assessments

Students are asked to assess the reasonableness of an answer using mental computation and estimation strategies.

Students are asked to solve a multi-step problem involving rational numbers.

Students are asked to assess the reasonableness of answers using estimation strategies.

## Original Student Tutorials Science - Grades K-8

Use models to solve balance problems on a space station in this interactive, math and science tutorial.

## Student Resources

## Original Student Tutorial

Use models to solve balance problems on a space station in this interactive, math and science tutorial.

Type: Original Student Tutorial

## Educational Games

In this timed activity, students solve linear equations (one- and two-step) or quadratic equations of varying difficulty depending on the initial conditions they select. This activity allows students to practice solving equations while the activity records their score, so they can track their progress. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Educational Game

In this activity, two students play a simulated game of Connect Four, but in order to place a piece on the board, they must correctly solve an algebraic equation. This activity allows students to practice solving equations of varying difficulty: one-step, two-step, or quadratic equations and using the distributive property if desired. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

Type: Educational Game

## Problem-Solving Tasks

The purpose of this task is to give students an opportunity to solve a challenging multistep percentage problem that can be approached in several different ways. Students are asked to find the cost of a meal before tax and tip when given the total cost of the meal. The task can illustrate multiple standards depending on the prior knowledge of the students and the approach used to solve the problem.

Type: Problem-Solving Task

This purpose of this task is to help students see two different ways to look at percentages both as a decrease and an increase of an original amount. In addition, students have to turn a verbal description of several operations into mathematical symbols. This requires converting simple percentages to decimals as well as identifying equivalent expressions without variables.

Type: Problem-Solving Task

This problem asks the students to represent a sequence of operations using an expression and then to write and solve simple equations. The problem is posed as a game and allows the students to visualize mathematical operations. It would make sense to actually play a similar game in pairs first and then ask the students to record the operations to figure out each other's numbers.

Type: Problem-Solving Task

Students are asked to determine the change in height in inches when given a constant rate of change in centimeters. The answer is rounded to the nearest half inch.

Type: Problem-Solving Task

The purpose of this task is to give students an opportunity to solve a multi-step ratio problem that can be approached in many ways. This can be done by making a table, which helps illustrate the pattern of taxi rates for different distances traveled and with a little persistence leads to a solution which uses arithmetic. It is also possible to calculate a unit rate (dollars per mile) and use this to find the distance directly without making a table.

Type: Problem-Solving Task

## Tutorials

Many real world problems involve involve percentages. This lecture shows how algebra is used in solving problems of percent change and profit-and-loss.

Type: Tutorial

In this example, you will work with three numbers in different formats: a percent, a decimal, and a mixed number.

Type: Tutorial

We're putting a little algebra to work to find the full price when you know the discount price in this percent word problem.

Type: Tutorial

## Video/Audio/Animation

This Khan Academy video tutorial introduces averages and algebra problems involving averages.

Type: Video/Audio/Animation

## Parent Resources

## Problem-Solving Tasks

The purpose of this task is to give students an opportunity to solve a challenging multistep percentage problem that can be approached in several different ways. Students are asked to find the cost of a meal before tax and tip when given the total cost of the meal. The task can illustrate multiple standards depending on the prior knowledge of the students and the approach used to solve the problem.

Type: Problem-Solving Task

This purpose of this task is to help students see two different ways to look at percentages both as a decrease and an increase of an original amount. In addition, students have to turn a verbal description of several operations into mathematical symbols. This requires converting simple percentages to decimals as well as identifying equivalent expressions without variables.

Type: Problem-Solving Task

This problem asks the students to represent a sequence of operations using an expression and then to write and solve simple equations. The problem is posed as a game and allows the students to visualize mathematical operations. It would make sense to actually play a similar game in pairs first and then ask the students to record the operations to figure out each other's numbers.

Type: Problem-Solving Task

Students are asked to determine the change in height in inches when given a constant rate of change in centimeters. The answer is rounded to the nearest half inch.

Type: Problem-Solving Task

The purpose of this task is to give students an opportunity to solve a multi-step ratio problem that can be approached in many ways. This can be done by making a table, which helps illustrate the pattern of taxi rates for different distances traveled and with a little persistence leads to a solution which uses arithmetic. It is also possible to calculate a unit rate (dollars per mile) and use this to find the distance directly without making a table.

Type: Problem-Solving Task

## Video/Audio/Animation

This Khan Academy video tutorial introduces averages and algebra problems involving averages.

Type: Video/Audio/Animation