The cell phone task is open-ended in that it allows students to use multiple solution strategies. Students can create an algebraic inequality or reason through the problem differently. Students can also get different answers (decimal or whole number) as along as they are able to provide reasoning towards their solution.

The cell phone task is open-ended in that it allows students to use multiple solution strategies. Students can create an algebraic inequality or reason through the problem differently. Students can also get different answers (decimal or whole number) as along as they are able to provide reasoning towards their solution.

In Grade 6, students interpreted expressions and equations as they reasoned about one-variable equations. This module consolidates and expands upon student's understanding of equivalent expressions as they apply the properties of operations (associative, commutative, and distributive) to write expressions in both standard form (by expanding products into sums) and in factored form (by expanding sums into products). They use linear equations to solve unknown angle problems and other problems presented within context to understand that solving algebraic equations is all about the numbers. It is assumed that a number already exists to satisfy the equation and context; we just need to discover it. A number sentence is an equation that is said to be true if both numerical expressions evaluate to the same number; it is said to be false otherwise. Students use the number line to understand the properties of inequality and recognize when to preserve the inequality and when to reverse the inequality when solving problems leading to inequalities. They interpret solutions within the context of problems. Students extend their sixth-grade study of geometric figures and the relationships between them as they apply their work with expressions and equations to solve problems involving area of a circle and composite area in the plane, as well as volume and surface area of right prisms.
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Students will find helpful resources for learning and practicing math skills and processes in this eMediaVA collection.

This collection has resources organized by grade level teachers can use to teach math.

Solving multistep inequalities and graphing the solutionMathematics Instructional Plans (MIPs) help teachers align instruction with the  Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This resource provides a unit of editable items on solving two-step and multi-step inequalities which cover SOLs 7.13 and 8.18. The resources can be used for a combined Math 7/8 curriculum or can be broken up by grade level  and used in pieces