Splash Screen Chapter 3 Algebra: Use Addition and Subtraction Click the mouse or press the space bar to continue. Chapter 3 Algebra: Use Addition and Subtraction Click the mouse or press the space bar to continue.

Chapter Menu Lesson 3-1Lesson 3-1Addition and Subtraction Expressions Lesson 3-2Lesson 3-2Solve Equations Mentally Lesson 3-3Lesson 3-3Problem-Solving Strategy: Missing and Extra Information Lesson 3-4Lesson 3-4Algebra: Find a Rule Lesson 3-5Lesson 3-5Problem-Solving Investigation: Choose a Strategy Lesson 3-6Lesson 3-6Balanced Equations 3 3 Algebra: Use Addition and Subtraction

Lesson 1 Menu Five-Minute Check (over Chapter 2) Main Idea and Vocabulary California Standards Example 1: Find the Value of an Expression Example 2: Find the Value of an Expression Example 3: Write an Expression 3-1 Addition and Subtraction Expressions

Lesson 1 MI/Vocab 3-1 Addition and Subtraction Expressions I will write and find the value of expressions. expression variable parentheses

Lesson 1 Standard Addition and Subtraction Expressions Standard 4AF1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).

You need to find the value of 2 + n when n = 3. Lesson 1 Ex1 Mr. and Mrs. Presley and some of their children eat apples in their lunches. Today, 3 of their children are eating apples. What is the value of 2 + n if n = 3? 3-1 Addition and Subtraction Expressions 2 + n Write the expression.

Lesson 1 Ex1 3-1 Addition and Subtraction Expressions Replace n with 3. 5 Add 2 and 3. Answer: 5

Lesson 1 CYP1 3-1 Addition and Subtraction Expressions A.7 B.4 C.11 D.12 What is the value of 4 + n if n = 7?

Lesson 1 Ex2 Find the value of 15 + (h – 3) if h = (h – 3) 15 + (4 – 3) Write the expression. Replace h with 4. Find (4 – 3) first. Next, find Addition and Subtraction Expressions Answer: 16

Lesson 1 CYP2 3-1 Addition and Subtraction Expressions A.6 B.2 C.1 D.7 Find the value of (k + 2) – 1 if k = 6.

Lesson 1 Ex3 Danielle ran 6 fewer miles than Martha last week. Write an expression for the number of miles Danielle ran. 3-1 Addition and Subtraction Expressions Answer: So Danielle ran m – 6 miles. Words Expression Variable ran 6 fewer miles than Martha m – 6 Define a variable. Let m represent the miles that Martha ran.

Lesson 1 CYP3 3-1 Addition and Subtraction Expressions A. a – 10 B. 10 – a C. a + 10 D. a + 2b Sven earned $10 more than Erin last month. Write an expression for the amount of money Sven earned.

End of Lesson 1

Lesson 2 Menu Five-Minute Check (over Lesson 3-1) Main Idea and Vocabulary California Standards Example 1: Solve Addition Equations Example 2: Solve Subtraction Equations Example 3: Real-World Example 3-2 Solve Equations Mentally Addition and Subtraction Equations

Lesson 2 MI/Vocab 3-2 Solve Equations Mentally I will solve addition and subtraction equations mentally. equation variable solve

Lesson 2 Standard Solve Equations Mentally Standard 4AF1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).

Lesson 2 Ex1 Misae baby-sat for 2 hours on Friday, and by the end of the day on Saturday she had baby-sat 6 hours total. How many hours did she baby-sit on Saturday? 3-2 Solve Equations Mentally

Lesson 2 Ex1 3-2 Solve Equations Mentally Step 1 Model the equation. One Way: Use Models 2 + x = 6

Lesson 2 Ex1 3-2 Solve Equations Mentally Step 2 Find the value of x. One Way: Use Models x = 4

Lesson 2 Ex1 3-2 Solve Equations Mentally 2 + x = 6 Another Way: Mental Math Answer: So, Misae baby-sat for 4 hours on Saturday = 6 You know that = 6.

Lesson 2 CYP1 3-2 Solve Equations Mentally A.3 hours B.8 hours C.5 hours D.11 hours Adelina worked for 3 hours on Tuesday, and by the end of Wednesday she had worked a total of 8 hours. How many hours did she work on Wednesday?

Lesson 2 Ex2 Solve 19 – n = 12 mentally. Answer: So, the value of n is Solve Equations Mentally 19 – n = – 7 = 12 n = 7 19 minus what number equals 12? You know that 19 – 7 = 12.

Lesson 2 CYP2 3-2 Solve Equations Mentally A.16 B.5 C.11 D.6 Solve 16 – y = 11 mentally.

Lesson 2 Ex3 Big Red had 7 puppies last spring. This spring she had some more puppies and now has a total of 13 puppies. How many puppies did she have this spring? Write and solve an equation. 3-2 Solve Equations Mentally Words Expression Variable 7 puppies plus some more equals p = 13 Let p represent the additional puppies.

Lesson 2 Ex3 3-2 Solve Equations Mentally Answer: So, Big Red had 6 puppies this spring. 7 + p = = 13 p = 6 7 plus what number equals 13? You know that = 13.

Lesson 2 CYP3 3-2 Solve Equations Mentally A.9 + x = 13; 4 B.9 + x = 13; 3 C.9 – x = 13; 3 D.9 – x – 13; 4 Write and solve an equation for the following situation. 9 plus a number is 13.

End of Lesson 2

Lesson 3 Menu Five-Minute Check (over Lesson 3-2) Main Idea California Standards Example 1: Problem-Solving Strategy 3-3 Problem-Solving Strategy: Missing and Extra Information

3-3 Problem-Solving Strategy: Missing and Extra Information Lesson 3 MI/Vocab I will identify extra and missing information.

Lesson 3 Standard Problem-Solving Strategy: Missing and Extra Information Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

Lesson 3 Standard Problem-Solving Strategy: Missing and Extra Information Standard 4AF1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).

Lesson 3 Ex1 Trina is making friendship bracelets to sell for $2 each. Last week, she sold 63 bracelets. Two weeks ago, she sold 21 bracelets. How many more bracelets did Trina sell last week than two weeks ago? 3-3 Problem-Solving Strategy: Missing and Extra Information

Lesson 3 Ex1 Understand What facts do you know? Trina sells friendship bracelets for $2 each. She sold 63 bracelets last week. She sold 21 bracelets two weeks ago. What do you need to find? Find how many more bracelets Trina sold last week than two weeks ago. 3-3 Problem-Solving Strategy: Missing and Extra Information

Lesson 3 Ex1 Plan Once you identify the information needed to solve the problem you can write a number sentence. Look for any extra information. 3-3 Problem-Solving Strategy: Missing and Extra Information

Lesson 3 Ex1 Solve Subtract 21 from 63. You do not need to know how much the bracelets cost. This is extra information. 3-3 Problem-Solving Strategy: Missing and Extra Information Answer: So, Trina sold 42 more bracelets last week than the week before. 63 – 21 = n 63 – 21 = 42 last week two weeks ago

Lesson 3 Ex1 Check Look back at the problem. You can check subtraction with addition. Since = 63, the answer is correct. 3-3 Problem-Solving Strategy: Missing and Extra Information

End of Lesson 3

Lesson 4 Menu Five-Minute Check (over Lesson 3-3) Main Idea California Standards Example 1: Find an Addition Rule Example 2: Find an Addition Rule Example 3: Find an Addition Rule 3-4 Algebra: Find a Rule

Lesson 4 MI/Vocab 3-4 Algebra: Find a Rule I will find a rule and use the rule to write an equation.

Lesson 4 Standard 3-4 Algebra: Find a Rule Standard 4AF1.5 Understand that an equation such as y = 3x + 5 is a prescription for determining a second number when a first number is given.

Lesson 4 Ex1 Write an equation that describes the pattern in the table. 3-4 Algebra: Find a Rule Pattern: = 5 Rule: Add 4. Equation: x + 4 = y = 7

Lesson 4 Ex1 Answer: x + 4 = y 3-4 Algebra: Find a Rule

Lesson 4 CYP1 3-4 Algebra: Find a Rule A. x + 1 = y B. x + 9 = y C. x + 10 = y D. x + 8 = y Write an equation that describes the pattern in the table.

Lesson 4 Ex2 Use the equation to find the next three numbers. 3-4 Algebra: Find a Rule Find the next three numbers when the input (x) is 5, 7, and 9. x + 4 = y = = = 13 Answer: So, the next three numbers in the pattern are 9, 11, and

Lesson 4 CYP2 3-4 Algebra: Find a Rule A.10, 13 B.15, 18 C.17, 22 D.9, 12 Use the equation, x + 5 = y, to find the next two numbers.

Lesson 4 Ex3 The uniform store is offering a $5 discount for any purchase of $20 or more. Use a rule to write an equation to describe the pattern. Then use the equation to find the next three prices. 3-4 Algebra: Find a Rule

Lesson 4 Ex3 3-4 Algebra: Find a Rule Identify the rule and write it as an equation. Rule: Subtract 5. Equation: x – $5 = y

Lesson 4 Ex3 3-4 Algebra: Find a Rule Find the next three numbers when the input (x) is 22, 23, and 24. x – 5 = y 22 – 5 = 1723 – 5 = 1824 – 5 = 19 Answer: So, the next three prices are $17, $18, and $

Lesson 4 CYP3 3-4 Algebra: Find a Rule A. x – y = 7; $11, $12 B. x – 7 = y; $18, $19 C. x – y = 8; $8, $9 D. x – 7 = y; $11, $12 A shoe store is offering a discount of $7 for any purchase of $15 or more. Use a rule to write an equation to describe the pattern. Then use the equation to find the next two prices.

End of Lesson 4

Lesson 5 Menu Five-Minute Check (over Lesson 3-4) Main Idea California Standards Example 1: Problem-Solving Investigation 3-5 Problem-Solving Investigation: Choose a Strategy

Lesson 5 MI/Vocab 3-5 Problem-Solving Investigation: Choose a Strategy I will choose the best strategy to solve a problem.

Lesson 5 Standard Problem-Solving Investigation: Choose a Strategy Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

Lesson 5 Standard Problem-Solving Investigation: Choose a Strategy Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

Lesson 5 Ex1 3-5 Problem-Solving Investigation: Choose a Strategy TASHA: My soccer team is raising money by having a car wash. We earn $36 each hour by washing cars. YOUR MISSION: Find how much money Tasha’s soccer team will make in 5 hours.

Lesson 5 Ex1 3-5 Problem-Solving Investigation: Choose a Strategy Understand What facts do you know? The soccer team earns $36 each hour. What do you need to find? You need to find how much money the team will make in 5 hours.

Lesson 5 Ex1 3-5 Problem-Solving Investigation: Choose a Strategy Plan You can make a table that shows how much the team will earn in 1, 2, 3, 4, and 5 hours.

Lesson 5 Ex1 3-5 Problem-Solving Investigation: Choose a Strategy Solve Answer: So, Tasha’s soccer team will make $180. The table shows how much money the team earns in 1, 2, 3, 4, and 5 hours.

Lesson 5 Ex1 3-5 Problem-Solving Investigation: Choose a Strategy Check Look back at the problem. Start with $180. Subtract $36 five times. $180 – $36 = $144 $144 – $36 = $108 $108 – $36 = $72 $72 – $36 = $36 $36 – $36 = $0 So, you know that the answer is correct.

End of Lesson 5

Lesson 6 Menu Five-Minute Check (over Lesson 3-5) Main Idea and Vocabulary California Standards Example 1: Balance Equations Example 2: Balance Equations Example 3: Find Missing Numbers 3-6 Balanced Equations

Lesson 6 MI/Vocab 3-6 Balanced Equations I will balance addition and subtraction equations. balance

Lesson 6 Standard Balanced Equations Standard 4AF2.1 Know and understand that equals added to equals are equal.

Lesson 6 Ex1 Show that the equality of = 16 does not change when 3 is added to each side of the equation. 3-6 Balanced Equations = 16Write the equation = Add 3 to each side. 19 = 19 Answer: So, when you add 3 to each side, the equality does not change.

Lesson 6 CYP1 3-6 Balanced Equations A = 3 + 6; 9 = 9 B = = 6 = 9 C = 3; 3 = 3 D = 3 + 6; 6 = 6 Show that the equality = 3 does not change when 6 is added to each side of the equation.

Lesson 6 Ex2 Show that the equality of = 17 does not change when 6 is subtracted from each side of the equation = 17Write the equation – 6 = 17 – 6Subtract 6 from each side. 11 = 11 Answer: So, when you subtract 6 from each side, the equality does not change. 3-6 Balanced Equations

Lesson 6 CYP2 3-6 Balanced Equations A = 19 – 4; 19 = 15 B = 19; 19 = 19 C – 4 = 19 – 4; 15 = 15 D – 4 = 19 – 4; 15 = 19 Show that the equality of = 19 does not change when 4 is subtracted from each side of the equation.

Lesson 6 Ex3 Write the equation. You know that 27– 11 = 16. Find the missing number in 27 – 11 = – 11 = Balanced Equations To keep the equation balanced, a number must be added to that will give the result of = 16 Answer: So, the missing number is 4.

Lesson 6 CYP3 3-6 Balanced Equations Find the missing number in = A.12 B.2 C.24 D.10

End of Lesson 6

3 3 Algebra: Use Addition and Subtraction 3 3 CR Menu Five-Minute Checks Math Tool Chest Image Bank Addition and Subtraction Equations

3 3 Algebra: Use Addition and Subtraction IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

3 3 Algebra: Use Addition and Subtraction IB 1

3 3 Algebra: Use Addition and Subtraction IB 2

3 3 Algebra: Use Addition and Subtraction IB 3

3 3 Algebra: Use Addition and Subtraction IB 4

3 3 Algebra: Use Addition and Subtraction 3 3 5Min Menu Lesson 3-1Lesson 3-1(over Chapter 2) Lesson 3-2Lesson 3-2(over Lesson 3-1) Lesson 3-3Lesson 3-3(over Lesson 3-2) Lesson 3-4Lesson 3-4(over Lesson 3-3) Lesson 3-5Lesson 3-5(over Lesson 3-4) Lesson 3-6Lesson 3-6(over Lesson 3-5)

3 3 Algebra: Use Addition and Subtraction 5Min 1-1 (over Chapter 2) A.10 B.121 C.11 D.21 Find 200 – 189.

3 3 Algebra: Use Addition and Subtraction 5Min 1-2 (over Chapter 2) A.$2.43 B.$1.33 C.$4.67 D.$1.43 Find $3.00 – $1.67.

3 3 Algebra: Use Addition and Subtraction A.4,356 B.6,754 C.3,256 D.4,246 5Min 1-3 (over Chapter 2) Find 5,500 – 1,254.

3 3 Algebra: Use Addition and Subtraction A.546 B.1,546 C.456 D.1,656 5Min 1-4 (over Chapter 2) Find 6,000 – 5,454.

3 3 Algebra: Use Addition and Subtraction A.$57.83 B.$58.93 C.$47.83 D.$ Min 1-5 (over Chapter 2) Find $70.00 – $22.17.

3 3 Algebra: Use Addition and Subtraction 5Min 2-1 (over Lesson 3-1) A.13 B.12 C.6 D.11 Find the value of the expression if a = 4. (9 – a) + 7

3 3 Algebra: Use Addition and Subtraction 5Min 2-2 (over Lesson 3-1) A.4 B.5 C.9 D.8 Find the value of the expression if x = 3. x + (3 – 2)

3 3 Algebra: Use Addition and Subtraction 5Min 2-3 (over Lesson 3-1) A.19 B.18 C.11 D.20 Find the value of the expression if x = (15 – x)

3 3 Algebra: Use Addition and Subtraction 5Min 2-4 (over Lesson 3-1) A.12 B.13 C.5 D.4 Find the value of the expression if a = (a + 5)

3 3 Algebra: Use Addition and Subtraction 5Min 2-5 (over Lesson 3-1) A.4 B.11 C.5 D.6 Find the value of the expression if a = 4. (a + 4) – 3

3 3 Algebra: Use Addition and Subtraction 5Min 3-1 (over Lesson 3-2) C. n = 7 A. n = 8 Solve the equation mentally. 6 + n = 13 B. n = 6 D. n = 5

3 3 Algebra: Use Addition and Subtraction 5Min 3-2 (over Lesson 3-2) A. k = 9 C. k = 10 Solve the equation mentally. k – 2 = 7 B. k = 8 D. k = 5

3 3 Algebra: Use Addition and Subtraction 5Min 3-3 (over Lesson 3-2) B. g = 5 C. g = 6 A. g = 3 Solve the equation mentally. 8 – g = 3 D. g = 4

3 3 Algebra: Use Addition and Subtraction D. x = 11 5Min 3-4 (over Lesson 3-2) C. x = 12 A. x = 10 Solve the equation mentally. x + 4 = 15 B. x = 9

3 3 Algebra: Use Addition and Subtraction 5Min 4-1 (over Lesson 3-3) Identify any missing or extra information. Then solve if possible. An express train leaves Grand Terminal at 5:05 P.M. The train arrives at the first stop at 5:21 P.M., the second stop at 5:46 P.M., and the last stop at 6:04 P.M. How long is the train ride?

3 3 Algebra: Use Addition and Subtraction 5Min 4-1 (over Lesson 3-3) C. extra information: the time of the first stop; 41 minutes D. extra information: the times of the first and second stop; 1 hour A. missing information: what time the train arrives at the last stop; cannot solve the problem B. extra information: the times of the first and second stops; 59 minutes

3 3 Algebra: Use Addition and Subtraction 5Min 5-1 (over Lesson 3-4) Use a rule to write an equation to describe the pattern. Then use the equation to find the next three numbers in the pattern. D. 5 + x = y; 13, 16, 19 C. x + 4 = y; 12, 15, 18 A. x + 3 = y; 11, 14, 17 B. 3x = y; 24, 33, 42

3 3 Algebra: Use Addition and Subtraction 5Min 6-1 (over Lesson 3-5) Identify any missing or extra information. Use the four-step plan in this problem; solve if possible. Viviana is taking a late train from home to visit her cousins. The train leaves Savannah at 11 A.M. and arrives in Charleston at 1:30 P.M. on July 13. How long is Viviana’s trip? A. 2 hours and 30 minutes; extra information: July 13, visiting her cousins, late train B. 10 hours and 10 minutes; no extra information

3 3 Algebra: Use Addition and Subtraction 5Min 6-1 (over Lesson 3-5) C. 1 hour and 30 minutes; extra information: July 13, visiting her cousins, late train D. 2 hours and 30 minutes; missing information: why she is visiting her cousins

3 3 Algebra: Use Addition and Subtraction 5Min 6-1 (over Lesson 3-5) A. 2 hours and 30 minutes; extra information: July 13, visiting her cousins, late train Answer:

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