ST Math CH 11

Chapter
11
Lessons Equivalent Expressions and

Lesson 56
Dividing Using
Equivalent Equations
Equivalent Expressions
Lesson 57 Chapter Objectives
Generating Equivalent
Expressions ■ Use properties to generate equivalent expressions.
Lesson 58 ■ Identify the terms of an expression and use the correct order of operations
Factors and Terms when evaluating expressions.
Lesson 59
■ Understand the concept of equivalent equations and know that equals added to
Simplifying
Expressions equals are equal, and equals multiplied by equals are equal.
Lesson 60 ■ Solve simple equations by multiplying both sides by the same factor.
Equivalent Equations
Lesson 61
Inverse Property of
Multiplication
Are You Ready?
1. What is 45% of 81?
9
2. Write __5 using percent notation.
3. Apply the distributive property then evaluate the expression. Write the
value in decimal notation.
7
__ 7
6 × 11 + __
6 × 4
Solve the following equation.
4. 7.72 + d = 9.01
5. If a vehicle travels at a constant rate of 6 meters per second, how long will
it take to drive 530.16 meters?
Equivalent Expressions and Equivalent Equations | 549

chapter 11 ��
Lesson 56 Dividing Using Equivalent
Expressions
Objectives
Vocabulary
■ Divide by decimal divisors.
complex fraction
■ Form equivalent expressions using the multiplicative property of 1.
equivalent
expression
Concepts and Skills
equivalent fraction RO.15 Divide whole numbers and decimals by decimal divisors by first
rewriting the division as an equivalent expression with a whole number
divisor (e.g., rewriting __ 7
0.4 __
70
as 4 ).
EE.9 Determine if two expressions are equivalent.
Remember from Before

■ What are equivalent fractions?
■ What are complex fractions?
■ How do fractions represent division of whole numbers?
Get Your Brain in Gear

1. Find an equivalent fraction with a denominator of 8.
9 3 70
a. __4 b. __6 c. __
80
2. Express the division as multiplication by the inverted fraction. Use mental math
to evaluate the expression.
12
a. 7 ÷ __
5
b. __23 ÷ __
4
13
c. 8 ÷ __
550 | Chapter 11 Equivalent Expressions and Equivalent Equations

Lesson 56 Dividing Using
Equivalent Expressions
Concepts and Skills: RO.15, EE.9 In the previous couple of lessons we discussed how long division works when
decimals are involved. We now can divide a decimal by a whole number and divide
whole numbers to get a decimal result. However, we still haven’t discussed what to
do when the divisor is a decimal. We’ll address that situation here.
Dividing Let’s use the number line to review the meaning of dividing by a whole number.
by Whole Here is a simple division expression:
Numbers 3÷5
The value of this expression tells us how big the jumps need to be in order to travel
to the number 3 using 5 equal jumps:
Here the size of each jump is 3 ÷ 5. As we’ve seen in the past couple of lessons, we
can calculate the value of 3 ÷ 5 using long division:
From this we see that 3 ÷ 5 equals 0.6, and this means the size of each jump must
be 0.6 in order to travel to 3 using 5 equal jumps:
Dividing by That is what it means to divide by a whole number. Let’s now examine what it
Decimals means to divide by a decimal. We’ll divide 3 by the decimal 0.5:
3 ÷ 0.5
If we apply the same reasoning as above, then 3 ÷ 0.5 should tell us how big the
jumps need to be in order to travel to number 3 in 0.5 equal jumps. But what does
“0.5 equal jumps” mean?
Lesson 56 Dividing

�� Using Equivalent Expressions | 551
��
From earlier lessons we know that 0.5 is another name for _12 . As a result, 3 ÷ 0.5
must tell us how to get to 3 using half of a jump. If we visualize this we see that if
we make a jump of +6 , half of that jump will get us to the number 3:
From this we see that in order to get to number 3 using half of a jump, the jump
must be +6. Therefore 3 ÷ 0.5 equals 6:
3 ÷ 0.5 = 6
Using this same reasoning, let’s see how big the jump must be to get to number
4 in half a jump:
As we can see, in order to travel to the number 4 using 0.5 jumps, the jump must
be +8. This means:
4 ÷ 0.5 = 8
Check for 1. Find the value of each expression:

Understanding
a. 5 ÷ 0.5 b. 7 ÷ 0.5 c. 9 ÷ 0.5
Equivalent Because it’s difficult to work with parts and pieces of jumps on the number line, let’s
Expressions develop a better way to divide by a decimal. Here’s the decimal division problem
we discussed earlier:
3 ÷ 0.5
Let’s write this division using fraction notation:

___3
0.5
We should notice that this is a complex fraction because the denominator is not
a whole number. Later we’ll learn that we can work with complex fractions in
the same ways that we work with regular fractions. For example, we can form
an equivalent expression by multiplying by _ nn , just like we create equivalent
fractions. We can do this because multiplying by _nn is the same as multiplying by
1, which doesn’t change the value of an expression.
552 | Chapter 11 ��

Equivalent Expressions and Equivalent Equations
In this case, let’s multiply by __
10
10 so that the denominator becomes a whole
number:
Now we have the equivalent fraction __

30
5 which we can express using division like
this:
30 ÷ 5
We now have a new expression that is equivalent to our original one. In other
words, the following two expressions are equal:
3 ÷ 0.5 = 30 ÷ 5
The expression 30 ÷ 5 involves division by a whole number, which we are very

good at doing. We know that 30 ÷ 5 equals 6.
30 ÷ 5 = 6
From this we conclude that 3 ÷ 0.5 is also equal to 6:
3 ÷ 0.5 = 6
This is the same result that we got earlier, but now we have a much better way of
carrying out the decimal division.
Let’s review what we just did by looking at another example:
7 ÷ 0.4
Here we are dividing by a decimal again. As we did before, we can create an

equivalent expression that has the same value but is easier to work with:
If we write __
70
4 as division we get:
70 ÷ 4
Since this is an equivalent expression, it has the same value as 7 ÷ 0.4, but it’s
easier to work with. It’s easier because we can use our knowledge of dividing by
whole numbers to find the value.
Let’s find the value of 70 ÷ 4 using long division:
Lesson 56 Dividing

��
This shows that 70 ÷ 4 equals 17.5, which means that 7 ÷ 0.4 is also equal to
17.5:
7 ÷ 0.4 = 17.5
Check for 2. Find the value of each expression.

Understanding
a. 9 ÷ 0.2 b. 3 ÷ 0.8 c. 56 ÷ 0.7 d. 19 ÷ 0.4
Equivalent Earlier we made division problems easier to calculate by finding equivalent

Complex expressions. For example, we found that the complex fraction __ 7
0.4 is equivalent to
__
70 __
10
Fractions the fraction 4 after multiplying by 10 . Let’s discuss this further.
Here is a complex fraction:
93.5
____
0.02
What equivalent expression do we get when we multiply this by __

10
10 ?
Let’s find the value of the numerator first:
93.5 × 10
If we expand 93.5 using place value, the above expression becomes:

5
(90 + 3 + __
10 ) × 10
Using the distributive property, we get the following:

5
90 × 10 + 3 × 10 + __
10 × 10
Now let’s perform each multiplication:
This is the expanded form of the following whole number:
935
What this shows is that multiplying by 10 increased the power of ten for each digit.
Using this same reasoning, it follows that 0.02 × 10 becomes 0.2, which gives us our
equivalent expression:
554 | Chapter 11 ��

This is an equivalent expression, but we are still dividing by a decimal. In order to
make it so we are dividing by a whole number, let’s multiply by __ 10
10 one more time:
Now we have an equivalent expression where we can divide by a whole number.

In general, if we shift the power of ten of each digit in the numerator, and each digit
in the denominator, we can create an equivalent expression. We can do this place
value shifting as many times as we want. For example, the following expressions
all have the same value:
Check for 3. Write an equivalent expression where the divisor is a whole number, then
Understanding divide.
7.2 97
a. ____
0.06 b. _____

0.002 c. 0.39 ÷ 0.4 d. 8.35 ÷ 0.1
Long Division We just discussed a powerful way to turn difficult division into equivalent expressions
Notation that are easier to solve. Let’s use this method to solve the following problem:
Here we are dividing 15 by 0.06, which we can write using fraction notation as:
15
____
0.06
By multiplying by __
10 __
10
10 then 10 again, we will get an equivalent expression with a
whole number in the denominator:
In long division notation, this is:
6
1500
All we did is create an equivalent expression by shifting each digit in the numerator
and denominator by 2 powers of 10. We can represent this in a shorthand notation
like this:
Lesson 56 Dividing

��
Now that we are dividing by a whole number we can easily evaluate the
expression:
This means 15 ÷ 0.06 is also equal to 250.
Check for 4. Write an equivalent expression where the divisor is a whole number, then
Understanding divide.
Simplifying We can also use this method to simplify division even though we are already
Whole Number dividing by a whole number. For example, let’s divide 135 by 20:
Division
Here we are dividing by a larger whole number than we have to. We can make the
division easier by finding an equivalent expression like this:
Here we shifted each digit to smaller powers of ten. This gives us 13.5 divided by
2, which is easier to calculate:

Check for 5. Divide.
Understanding 24
a. __
40 b. 30.0 ÷ 500 c. 14,238 ÷ 1,000
d. 18 ÷ 90 e. 18 ÷ 0.9 f. 0.18 ÷ 0.09
556 | Chapter 11 ��

6. One teaspoon is about 0.005 liters. How many teaspoons are there in a
0.355 liter can of beverage?
7. There are 60 seconds in a minute. The average song on a music CD is

211.2 seconds. How many minutes is 211.2 seconds?
Problem Set Find the value of each expression.
1. 0.6 × 10 2. 0.007 × 10 3. 0.03 × 10

0.6 × 100 0.007 × 100 0.03 × 100
0.6 × 1,000 0.007 × 1,000 0.03 × 1,000
4. 3.6 × 10 5. 4.02 × 10 6. 621.03 × 10

3.6 × 100 4.02 × 100 621.03 × 100
3.6 × 1,000 4.02 × 1,000 621.03 × 1,000
Generate equivalent expressions.
2.1 210 2100 82.15 ? 8215 ? ?

7. ____ 21
__ ___ ____
0.07 = ? = ? = ?
8. _____
0.003
____
= 0.03 = ____
? __ __
= 3 = 30
8.001 800.1 ? ? 0.182 ? 18.2 ?

9. _____ = _____
0.18 ? ___
= 180 = ___
1.8 10. _____
0.0009
__ ____
= 9 = ?
_____
= 0.009

1.6 160 ? ?
11. _____
0.008 = ___
? = __
80 = __
8
Generate an equivalent expression so that the divisor is a whole number. Then

divide. Use bar notation for repeating decimals.
12. 32.87 ÷ 0.3 13. 0.287 ÷ 0.004 14. 186 ÷ 0.2
15. 7.003 ÷ 0.06 16. 28.376 ÷ 0.0007
Generate an equivalent expression so that the divisor is a whole number. Then

divide. Use bar notation for repeating decimals.
17. 0.2
8.64 18. 0.004
127.3 19. 0.08
23
20. 0.009
87 21. 0.6
5.32
Generate an equivalent expression where the divisor is a single digit. Then

divide.
22. 30
72 23. 40
9.6 24. 800
24.8
25. 600
632 26. 800
2.348
Lesson 56 Dividing

��
Write an equation to describe the situation. Solve the equation to answer the
question.
27. When astronauts landed on the Moon, they placed mirrors on the Moon’s
surface. Scientists on the Earth can shine lasers at these mirrors to get some
accurate measurements of the Moon’s position. It takes about 0.04 minutes for
light to travel from the Earth to the Moon and back to the Earth again. There
are 1,440 minutes in a day. How many times in a day can light travel back and
forth between the Earth and the Moon?
28. The weight of 2 pennies is 0.005 kilograms. How many pennies do you need
to weigh as much as a 7.2 kilogram bowling ball? How many dollars are all of
those pennies worth?
29. At an average speed of 60 miles per hour, how long will it take to drive 50.4
miles?
30. Going the same 50.4 miles as in the previous problem, how long will it take if
you go 70 miles per hour? What is the difference in the time it takes to get there
going the different speeds?
Challenge Problems
1. The race car engine averages 8,000 revolutions per minute. How many seconds
does each revolution of the engine take?
2. You have a two foot high stack of flat plastic bags made from 2 mil, or 0.002
inches, thick plastic material. How many bags are in that pile? (Hint: each
complete bag is two layers of plastic thick.).
3. Sales tax consisted of $0.05 for the state and $0.02 for the county on every dollar
spent. If the sales tax totaled $1.12 on a purchase, how big was the purchase?
Multiple Choice Practice

1. Estimate the location of 2 ÷ 0.5 on the number line.
2. Which expression is an equivalent expression to 0.7 

56 ?
7 
0.56 7 
5.6
7 
56 7 
560
558 | Chapter 11 ��

Math Journal Questions
1. Some people claim that when you divide you always get a smaller result. Give a
clear and logical argument that will show that this claim is wrong.
2. What is an equivalent expression? Explain how we can use equivalent expressions
to make it easier to divide by decimals.
Find the Errors A student made 3 mistakes below. Find and correct each mistake.
1. 2.
3. 4.
looking back
Vocabulary: complex fraction, equivalent expression, equivalent
fraction
Student Self Assessment: Do I get it?
1. How does multiplying by powers of 10 change a decimal number?
2. How do I create equivalent expressions that are easier to calculate?
3. How do I divide with decimal divisors?
Lesson 56 Dividing

��
Lesson 57 Generating Equivalent
Expressions
Objectives
Vocabulary
■ Know and understand the properties of rational numbers.
additive property
of 0 ■ Understand the concept of equivalent expressions.
commutative ■ Apply properties to simplifying numerical expressions.

property of addition
commutative Concepts and Skills
distributive property EE.7 Use the correct order of operations to evaluate expressions.
of multiplication EE.8 Write and evaluate expressions with parentheses.
over addition
EE.9 Determine if two expressions are equivalent.
equivalent
expression PR.9 Simplify expressions, generate equivalent expressions and equations and
solve equations using the following properties of rational numbers: the
multiplicative commutative and associative properties of addition and multiplication,
property of 1 the distributive property, and the special properties of 0 and 1.
simplify PR.10 Understand that multiplication and division are inverse operations.
Use the inverse relationship of multiplication and division to generate
equivalent expressions, evaluate expressions, verify the results of
computations, and solve equations.

■ What does it mean to simplify an expression?
■ What are some of the properties of rational numbers that we have learned?

1. Use mental math to find the value of each expression.
a. 32 ÷ 0.8 b. 32 ÷ 80
c. 25 ÷ 0.5 d. 25 ÷ 500
2. Use mental math to solve each equation.
a. 12 ÷ a = 3 b. 12 ÷ b = 30
c. 15 ÷ c = 500
Lesson 57 Generating Equivalent Expressions | 551

Lesson 57 Generating Equivalent
Expressions
Concepts and Skills: EE.7, EE.8, The previous lesson demonstrated a powerful technique in mathematics. When an
EE.9, PR.9, PR.10 expression is difficult, we can often find an equivalent expression that is easier to
work with. We used this technique to turn division by decimals into division by
whole numbers. In this lesson we’ll discuss the basic mathematical properties that
allow us to generate equivalent expressions.
Multiplicative Throughout this book we’ve learned about many different mathematical properties.
Property of 1 We usually represent such properties as an identity. For example, the property we
used in the previous lesson is called the multiplicative property of 1, and we
describe it with the following identity:
b = b ×1
What makes this equation an identity is that “b” and “b × 1” are always equal
no matter what the value of b is. Since “b” and “b × 1” are always equal to each
other, we call them equivalent expressions. The mathematical properties, such
as the multiplicative property of 1, provide the rules for generating equivalent
expressions.
The above property tells us that multiplying by 1 doesn’t change the value of an
expression. When using this property, we often multiply by _ nn , which is simply
another name for 1. For example, in the previous lesson, we multiplied by __ 10
10 like
this:
This new expression has the same value as the old one, but it’s easier to solve. It’s
easier because we’re dividing by a whole number instead of by a decimal.
In our everyday lives we use this property without even knowing it. Whenever we
cut a pizza into slices, we are using the multiplicative property of 1. For example,
here is a pizza:
If we multiply this pizza by _ 66 , we’ll cut the pizza into 6 equal slices and keep all
6 slices:
Generating Equivalent Expressions | 561

Lesson 57 ��
We still have the same amount of pizza as before, but now it’s easier for people
to eat. This is just one way in which equivalent expressions can make our lives
easier.
Whenever we turn 4 quarters into a dollar, we are using this property in the other
direction. For example, here we are turning 3 groups of 4 quarters into 3 dollars:
These two expressions are equivalent because they have the same value. We can
write this in symbols with the following equation (in units of dollars):
3 × _44 = 3
This uses the multiplicative property of 1 in the other direction:
b ×1 = b
In general, all the properties we are going to talk about can be used in both directions
to generate useful equivalent expressions.
Check for 1. The following examples show the generation of equivalent expressions.
Understanding They all make use of the multiplicative property of 1. Explain how this
property is being used, and how the result might be useful.
2. Write equations for each of the above examples.
Additive We just discussed how multiplying by 1 doesn’t change the value of an expression.
Property of 0 Similarly, adding 0 doesn’t change the value of an expression either. This is called
the additive property of 0:
b+0 = b
It doesn’t seem like we make use of this property very often, but in fact, we use it
all the time to simplify how we write numbers. Let’s see how this works.
The place value notation that we use is an abbreviation of the expanded form. For
562 | chapter 11 ��

example, 023 is an abbreviation for:
0 × 100 + 2 × 10 + 3 × 1
Since 0 × 100 equals 0, we can apply the additive property of 0 like this:
2 × 10 + 3 × 1
Now we can write the number in a simpler way:
We use this property in the other direction when dealing with money. For example,
the following means 3 and a half dollars in decimal notation:
$3.5
Here is the value in expanded form (in units of dollars):

5
3 × 1 + __
10
It’s customary to write money amounts with two places after the decimal point.
According to the additive property of 0, we can add on ___0
100 of a dollar without

changing the value of the expression:
5 0
3 × 1 + __
10 + ___
100
Now we can write the $3.5 in a more standard way:
Any time we hide or show the 0 digits of a number, we are making use of the
additive property of 0.
Check for 3. The following are some examples that use the additive property of 0 to
Understanding generate equivalent expressions. For each example, explain how the
property is being used, and how it could be helpful.
4. Use equations to describe each of the above examples.

Lesson 57 ��
Inverse The following identity is actually the result of other more basic properties, but it’s
Relationship of useful to discuss in this form. The following is true as long as b and c are not equal
to zero:
Multiplication
and Division
This shows that dividing by a fraction is equivalent to multiplying by the inverted

fraction. This is a result of the inverse relationship between multiplication and
division.
Let’s apply the above identity to the following expression:
a÷b
Since b is the same as the fraction _b1 , we can turn the above division into multiplication
by the inverted fraction like this:
Check for 5. Explain how each of the following examples is an application of the inverse
Understanding relationship between multiplication and division:
Commutative According to the commutative property of addition, we can change the order in
Properties which things are added without changing the value of the expression. Here is an
identity that illustrates this property:
a+b = b+a
We see the effects of this property every day. A quarter plus a dollar is equal in value
to a dollar plus a quarter:
Both expressions have a value of $1.25 and are therefore equivalent due to the
commutative property of addition.
564 | chapter 11 ��

Addition isn’t the only operation that is commutative. We can also change the order
in which things are multiplied without changing the value of an expression:
a×b = b×a
Because of the commutative property of multiplication, 10 fives is equal to

5 tens:
In symbols, we can describe this as follows:
10 × 5 dollars = 5 × 10 dollars
Both of these expressions are equal to $50.
Check for . 7. The following examples show the generation of equivalent expressions.
Understanding Which of them are due to the commutative property of addition, and which
are due to the commutative property of multiplication? Explain your
reasoning.
Distributive The distributive property of multiplication over addition is extremely useful.

Property We can describe it with the following identity:
a × b + a × c = a × (b + c)

Lesson 57 ��
The distributive property has helped us out many times throughout this book. One
aspect of it that we haven’t pointed out explicitly is that the distributive property also
works with division over addition. For example, the following is also an identity (as
long as we don’t divide by zero):
b ÷ a + c ÷ a = (b + c) ÷ a
To see why this is true, let’s write each division in fraction notation:
Recognize this? This is simply the definition of fraction addition which we are very
familiar with. It is the distributive property that allows us to add fractions with a
common denominator.
It’s important to realize that the distributive property of division is a direct result
of the distributive property of multiplication. To see why, take the identity we just
discussed, and rewrite each division as multiplication by the inverted fraction:
b × __1a + c × __
1a = (b + c) × __
1a
Check for 9. Explain how the distributive property is being used in each of these
Understanding situations:
10. Describe each of the above examples with an equation.
Simplifying One of the reasons we generate equivalent expressions is to make problems simpler.
Expressions However, to make a problem really simple, it often takes a sequence of steps and
applications of more than one property. For example, the following simplification
process takes 7 steps. See if you can identify the property used to generate the
equivalent expression at each step:
566 | chapter 11 ��

The first step uses the commutative property of multiplication to express
b × _ 34 as _34 × b.
The next step applies the commutative property of addition to swap the order of
4.0 and _ 34 × b.
The third step applies the distributive property to rewrite _12 × b + _ 43 × b as
( )
_1 _3 ×
2 + 4 b.
The fourth step used the multiplicative property of 1 to form a common

denominator. We multiplied by _22 to turn _ 12 into the equivalent expression _24 .
The fifth step used the distributive property again, this time to add the fractions.
The final step applies the additive property of 0 to write 4.0 more simply as 4.
Here is a summary of the properties used at each step:

Lesson 57 ��

Check for 11. Identify the properties used to generate each equivalent expression:
Understanding
a. 2 × m + 5 × m + 13 (2 + 5) × m + 13
b. g × 7 + 9.4 + g g × 7 + g + 9.4
c. 7.14 + 32 × h + 0 + 14.7 × h 7.14 + 32 × h + 14.7 × h
12. All of the expressions below are equivalent. Identify the property used to
create the equivalent expression at each step:
7 × d + 16 + d
7 × d + d + 16
7 × d + 1 × d + 16
(7 + 1) × d + 16
8 × d + 16
13. All of the expressions below are equivalent. Identify the property used to
create the equivalent expression at each step:
23 × (z + 1) + z × 3 + 0 × z
23 × (z + 1) + z × 3 + 0
23 × (z + 1) + z × 3
23 × z + 23 × 1 + z × 3
23 × z + 23 + z × 3
23 × z + z × 3 + 23
23 × z + 3 × z + 23
(23 + 3) × z + 23
26 × z + 23
Problem Set Simplify each fraction.
9 15 50
1. __
12 2. __
54 3. ___
350
Find the value of each expression.
4. 0.3
8.76 5. 80
32.4
568 | chapter 11 ��

6. Explain how you used the multiplicative property of 1 when answering questions
1 through 5 above.
Find the value of the following expressions. Look closely! Some are addition
problems and some are difference problems.
7. 8.
9. 10.
11. Explain where the additive property of 0 is used when calculating the above
expressions.
Find the value of the following expressions.
12. 6 × 7.94 13. 4.5 × 6.2
14. 0.23 × 8.7 15. 5 × (200 + 60 + 1)
16. Explain how you used the distributive property of multiplication over addition
when performing the above calculations.
Use the inverse relationship between multiplication and division to find the
values of the following expressions.
7
14
17. 16 ÷ __ 18. 24 ÷ 0.3 19. __45 ÷ __
2 15
20. 160 × __
Solve for the variable in each equation. Name the property you used.
21. 2 × 53 × g = 2 × 53 22. 9 × 4 + 9 × 2 = 9 × k
23 = 14 × m
23. 14 ÷ __ 24. 8 × b = 4 × 8
25. 30 + 8 + m = 38 26. 32 × w = 0
27. What property is demonstrated by the equation on the following number

line?
28. Apply the distributive property to the following equation, then evaluate
the expression.
7
__ 7
8 × 9 + __
8 × 7

Lesson 57 ��
29. The following shows the steps in simplifying an expression. Identify the
property that generated the equivalent expression at each step.
__
23 × 5 + __
23
__
23 × 5 + __
23 × 1
__
23 × (5 + 1)
__
23 × 6
30. Here is another example of simplifying an expression. Determine the

property used at each step to generate the equivalent expression.
h + h + 3 × (1 + h) + 0
h + h + 3 × (1 + h)
h + h + 3×1 + 3×h
h + h + 3 + 3×h
h + h + 3×h + 3
1×h + 1×h + 3×h + 3
(1 + 1 + 3) × h + 3
5×h + 3
Challenge Problems
As we did in problems 29 and 30 of the problem set, use properties to simplify the
following expressions. Show each step, and name what property you used.
27 + 3 × __
1. 5 × __ 27 + __27 × 6 2. p + 0 × p + 4 × (2 + 1 × p)

1. Which property is represented by the following equation?
4 __15 = __
15 + 4
The commutative property of addition.
The commutative property of multiplication.
The additive property of zero.
The multiplicative property of one.
570 | chapter 11 ��

2. Which property is illustrated by the following equation?
5 3 15
__4 × __
3 = __
12
3. Which property is illustrated by the equation on the following number line?

1. Addition is commutative and multiplication is commutative. How would you
prove to someone that division is NOT commutative?
2. What is an equivalent expression? Explain how the mathematical properties

allow us to generate equivalent expressions.
3. Explain how the following equation demonstrates the distributive property of
multiplication over addition.
15 + 18 = 3 × 11
4. Explain what property is demonstrated by each situation.
a. I have 5 bags and I put 4 oranges in each bag. My friend has 4 bags and put 5
oranges in each bag. My friend and I have the same number of oranges.
b. I have 1 bag. I first put 4 oranges in the bag, then I put 5 oranges in the bag.
My friend also has 1 bag, but put 5 oranges in first then put 4 oranges in the
bag. My friend and I have the same number of oranges.
c. I have 5 bags and my friend has 5 bags. I have 4 oranges in each bag, but my
friend has 3 oranges in each bag. When we combined the oranges together
we had 5 bags, with 7 oranges in each bag.

Lesson 57 ��
1. 2.
3. 4.
looking back
Vocabulary: additive property of 0, commutative property of addition,
commutative property of multiplication, distributive property,
equivalent expression, multiplicative property of 1, simplify
1. How do I generate equivalent equations?
2. What is the multiplicative property of 1?
3. What is the additive property of 0?
4. What operations are commutative?
5. How does the distributive property of multiplication over addition
work?
572 | chapter 11 ��

Lesson 58 Factors and Terms
Objectives
Vocabulary
■ Know and understand the associative properties.
associative
property of ■ Use parentheses to indicate the part of an expression that gets evaluated first.
addition ■ Understand and apply the order of operations when evaluating expressions.
associative ■ Apply properties of rational numbers to more sophisticated expressions.
property of
multiplication
Concepts and Skills
simplify
PR.1 Understand and identify the associative property of addition.
term
PR.2 Understand and identify the commutative property of addition.
PR.3 Understand and identify the associative property of multiplication.
PR.4 Understand and identify the commutative property of multiplication.
PR.9 Simplify expressions, generate equivalent expressions and equations and
commutative and associative properties of addition and multiplication,
the distributive property, and the special properties of 0 and 1.

■ What do parentheses mean in an expression?
■ What are equivalent expressions?

1. Use mental math to find the value of the expression.
a. 5 × 13 b. 37 + 18 c. 92 ÷ 4
2. Use mental math to solve each equation.
a. 4 × a = 12 b. 7 × b + 3 = 59
c. (3 + c) × 2 = 8 d. 5 × d + 4 × d = 54
Lesson 58 Factors and Terms | 573

Lesson 58 Factors and Terms
Concepts and Skills: PR.1, PR.2, As we begin to deal with more and more sophisticated expressions it becomes
PR.3, PR.4, PR.9 important to have ways of describing these expressions. In this lesson we’ll learn
how to describe the structure of an expression.
Adding Terms When we form an expression by adding things together, the things are called terms.
For example, the following expression adds together four terms:
5 + (b + 3) + 7 × k + 2 × (4 + n)
Let’s discuss each of the above terms briefly.

The first term is simply the number 5. That’s easy enough.
The second term is (b + 3). This term is actually a group of two terms. We’ll talk
more about groups of terms shortly.
The third term is 7 × k. This term is a product of 7 and k. Due to the agreed-upon
order of operations, we multiply before we add. This is why 7 × k is treated as a
single term.
The fourth term is 2 × (4 + n). This term is the product of 2 and (4 + n).
This is what the word term means when describing an expression. It’s important
to know that the word “term” has different meanings when used in other contexts.
For example, a “term” sometimes means a period of time. To visualize how this
meaning is related to what we just discussed, let’s examine a timeline showing
when the first three presidents of the United States held office:
Washington Washington Adams Jefferson Jefferson
1789 1793 1797 1801 1805 1809
When elected, a president holds the position for a “term” of 4 years. The first
president, George Washington, held 2 terms starting in the year 1789. Next came
John Adams who only served as president for 1 term. After that, Thomas Jefferson
became president for 2 terms ending in year 1809. We can describe the first 20 years
of the U.S. presidency from 1789 to 1809 by adding up all of 5 terms:
Washington + Washington + Adams + Jefferson + Jefferson
From this we can see that the different meanings of the word “term” are related.
574 | Chapter 11 ��

Check for 1. Put parentheses around each term of the expression.
Understanding
Example: 7 × w + 19 + h × 12 × 3
Solution: (7 × w) + (19) + (h × 12 × 3)
3
a. 13.7 + m × 67 + __
4 + 128,200 × 9
b. n + 632 × n + 100 × d × 2 × 45 + 22.8
c. 152,234 × 21 × 8.2 + 998 × t + t + 12 + 4 × y
d. 938.5 × 16 × p × 4 × 22.3 × b
2. Put brackets [ ] around each term of the expression.
Example: 7 + 2 × (15 + m) + 29 × s
Solution: [7] + [2 × (15 + m)] + [29 × s]
a. 99.1 × a + (12 + 3 + z) × w + 3 × w
b. 14 × (a + b) + 186.70 + 5 × c + 4 + 3 × 12 × (15 + 0.1) × g
c. 18.7 + 4 × (1 + 2 + 3) × w + (89.3 + 23 + q) × (22.5 + 3.14) + 2.7 × (8 + v)
Grouping Let’s discuss how grouping terms works. Here is an expression with three terms:
Terms Together
3+4+2
We can visualize this expression using unit squares as follows:
To calculate how many unit squares this is, we find the value of 3 + 4 + 2. Which
addition do we perform first?
The standard convention is to perform addition from left to right. This means we
find the value of 3 + 4 first, and then add 2. To show that we perform 3 + 4 first,
we put parentheses around it like this:
(3 + 4) + 2
What we are doing here is grouping the terms 3 and 4 together as a single term:
Lesson 58 Factors

�� | 575
and Terms
Since 3 + 4 equals 7, we get:
7+2
Now we add 7 + 2, which equals 9. From this we conclude that there are 9 unit
squares in the above picture.
Even though it is conventional to add things from left to right, we don’t have to do
it that way. For example, to calculate 3 + 4 + 2, we could add 4 + 2 together first,
and then add that result to 3:
3 + (4 + 2)
In this case, we are first grouping the terms 4 and 2 together as a single term:
It’s obvious that this is going to give us the same answer:
The value of the expression is 9, which is the same result that we got last time. This
means that (3+4) + 2 and 3 + (4 + 2) are equivalent expressions.
In general, we can group the terms of an expression together in any order that we
want and get the same value. This is called the associative property of addition.
The word “associate” simply means to group things together.
We can describe the associative property of addition with the following identity:
(a + b) + c = a + (b + c)
Check for 3. In lesson 5 we illustrated the associative property of addition on the number
Understanding line. Draw a picture of what that looks like.
Properties of In the previous lesson we learned about several mathematical properties that allow
Addition us to generate equivalent expressions. It’s important to realize that the properties
of addition apply to the terms of an expression. For example, let’s go back to the
expression we used at the beginning of this lesson:
5 + (b + 3) + 7 × k + 2 × (4 + n)
Let’s apply the commutative property of addition around the following addition
operation:
576 | Chapter 11 ��

The commutative property of addition says that we can change the order in which
we add two terms. Here are the two terms on either side of the addition operation:
After commuting these two terms, we get the following equivalent expression:
We can also apply the commutative property to terms within a group of terms. For
example, let’s apply the commutative property around this addition operation:
We are now working inside a group of terms. Here are the two terms on either side
of this operation:
After applying the commutative property of addition, we get the following

Check for 4. Apply the commutative property of addition at the indicated operation.
Understanding
Grouping So far in this lesson we’ve concentrated on addition. Let’s now shift our focus to
Factors multiplication. When things are multiplied together, we can call the things factors.
For example, the following expression is a product of three factors:
Together
3×2×4
To calculate the value of this expression, the convention is to multiply from left to
right. This means we multiply 3 × 2 first, and then multiply the 4. We indicate that
we multiply 3 × 2 first by putting parentheses around it:
(3 × 2) × 4
Lesson 58 Factors

�� | 577
and Terms
If we use this expression to describe a rectangle, it will be 3 × 2 units wide and 4
units tall:
We are treating the group of factors (3 × 2) as a single value. Since 3 × 2 equals 6,

we can describe the above rectangle as 6 × 4 unit squares:
This is a total of 24 unit squares.

As with addition, multiplication is also associative. This means we could have
calculated the expression 3 × 2 × 4 by multiplying 2 × 4 first, and then multiplying by 3:
3 × (2 × 4)
Using unit squares to visualize this, we get a rectangle that is 3 units wide and 2 × 4
units tall:
This time we are treating (2 × 4) as a single value. Since 2 × 4 equals 8, we can

describe the above rectangle as 3 × 8 unit squares:
Again, this is a total of 24 unit squares.

It’s easy to visualize why these two different rectangles have the same area. By
rearranging the columns, we can turn the first rectangle into the second rectangle:
578 | Chapter 11 ��

This means the following two expressions are equivalent:
(3 × 2) × 4 = 3 × (2 × 4)
In general, the way we group factors doesn’t change the value of the expression. As
a result, the following is an identity:
(a × b) × c = a × (b × c)
This is called the associative property of multiplication.
Check for 5. Verify that the associative property of multiplication holds by evaluating
Understanding each side of this equation:
(5 × 10) × __12 = 5 × (10 × __

1
)
2
Properties of We can apply the properties of multiplication that we discussed in the previous lesson
Multiplication to the factors of an expression. For example, consider the following expression:
(k + 8) × m
Let’s apply the commutative property of multiplication to this expression.

Here are the two factors on either side of the multiplication operation:
After applying the commutative property of multiplication, we get the following

m × (k + 8)
We can also apply the properties of multiplication to the factors within a term. For
example, the following expression has 3 terms:
a + 7×b + 4
Let’s apply the commutative property of multiplication to the following operation:
This multiplication operation is inside of the second term. Here are the factors on
either side of the multiplication sign:
After applying the commutative property of multiplication, we get the following

Lesson 58 Factors

�� | 579
and Terms
Check for 6. Apply the commutative property of multiplication at the indicated
Understanding operation.
Evaluating Let’s discuss how to evaluate relatively complicated expressions that have addition,
Expressions multiplication and parentheses. The way we do this is we first evaluate what is
grouped by parentheses. Then we multiply together the factors inside each term.
Finally, we add the terms together.
Let’s practice this by evaluating the following expression:
Oops. Notice that there is a division operation:
We haven’t discussed what to do with division, but we know how to turn division
into multiplication by the inverse. Let’s turn the division by 2 into multiplication
by _ 12 to get the following equivalent expression:
Now we just have multiplication and addition operations, so we can evaluate the
expression as we just discussed.
First we evaluate what is inside the parentheses. Here (1 + 6) equals 7, so we get:
Now we multiply the factors within each term. Here we have 3 terms. Let’s separate
the terms out so we can see them better:
The second term has 3 factors. We know that 3 × 6 equals 18, so we get:
Now 18 × _ 12 equals 9, which gives us:
580 | Chapter 11 ��

The last term is 4 × 7 which is 28:
The final step is to add all the terms together. The first two terms are 2 + 9 which
equals 11:
Finally we add 11 + 28:
From this we conclude that the value of our original expression is 39:
Check for 7. Evaluate each expression.

Understanding
a. (1 + 2) × (3 + 4)
b. 6.1 + 7 × (8 + 2) + 3 ÷ 10 + 9 × 100
c. 4 × (1 + 2 × 2) + 4 × 15 ÷ 3 + 20
Problem Set Describe the properties represented by each situation.
1. To get to school I walk 6 blocks on B Street, then 3 blocks on Holt. To get home
I walk 3 blocks on Holt, then 6 blocks on B street. I walk the same distance
going to school as I do going home.
2. The following change was on the table.
I added it up this way: (10 + 10 + 5) + (10 + 10 + 5)

My friend added it up like this: (10 + 10 + 10 + 10) + (5 + 5)
We both concluded that it equaled 50 cents.
3. We wanted to find the area of the following rectangle.
Lesson 58 Factors

�� | 581
and Terms
I calculated it this way: (3 × 5) × 4
My friend calculated it this way: 3 × (5 × 4)
We both calculated the area to be 60.
Put parentheses ( ) around each term of the expression.
7
4. 8.3 + g × 13 + __8
5. w + 42.8 × w + 30 × b × 2 × 9 + 22.8
6. 538.2 × 21 × 9.3 + 100 + h + h + 15 × d
7. 19 × 16 × 99.9 × p
Put brackets [ ] around each term of the expression.
8. 64 × n + (8 + k) × 14 + 7 × 4
9. 2 × (5 + 3 + 15) + 7 × (2 + p) + 3.4 × (h + 8) × 4
Match the equivalent expressions. Name what properties relate the equivalent
expressions.
10. 3 × k + 5 × k a. 3 × 5 + k × 5 + k
11. 3 × (k + 5) × k b. 3 + (k + k) + 5
12. (3 + k) × 5 + k c. 3 × k × (k + 5)
13. (3 + k) + (k + 5) d. k × (3 + 5)
Apply the commutative property of addition to the operation indicated by the

arrow .
14. 15.
16. 17.
Apply the commutative property of multiplication to the operation indicated

by the arrow .
18. 19.
582 | Chapter 11 ��

20. 21.
Find the area of the rectangle.
22. 23.
Evaluate the expression. First rewrite any division as multiplication by the

inverted fraction. Next calculate what is in the parentheses. Then multiply the
factors within each term. Finally, add the terms together.
24. (4 + 6) × (7 + 8) 25. 8 × 2 + (2 + 5) × (3 + 4)
26. 5 + 8 ÷ 2 + 3 × (5 + 2)
Evaluate each expression when b = 5, h = 7, k = 10, and m = 2.
27. k + b × h 28. h + m × (3 + b)
29. (b + m) × (h + 3 + k) 30. b + h + (k + 1) ÷ m + 100.8
Challenge Problems
1. The following expressions are all equivalent. Identify what property was used to
generate each equivalent expression.
3 × (m + 5) + 7 × (8 + m)
3 × (m + 5) + 7 × (m + 8)
3 × m + 3 × 5 + 7 × (m + 8)
3×m + 3×5 + 7×m + 7×8
3×m + 7×m + 3×5 + 7×8
3 × m + 7 × m + (15 + 56)
3 × m + 7 × m + 71
(3 + 7) × m + 71
10 × m + 71

1. Find the equivalent expression to: k + m × 9
m + k × 9 9 × k + m × 9 k + 9 × m (k + m) × 9
Lesson 58 Factors

�� | 583
and Terms
2. Find the expression equivalent to: k × 8 + k
k × k + 8 k × (8 + k) (k + 1) × 8 k × (8 + 1)

1. Write an expression that has four terms. Make one of the terms a product of two
factors.
2. The word “term” means “has a boundary”. In this lesson, we discussed terms
where the boundary is an addition operation. Explain what this means.
3. Is division associative? In other words, are the following two expressions
equivalent?
(a ÷ b) ÷ c a ÷ (b ÷ c)
If you say they are equivalent, show why they are equivalent for ALL values
of a, b and c. If you say they are NOT equivalent, you only need to give one
example of values a, b and c that shows that the two equations are not equal.
4. Describe the steps used when evaluating complicated expressions like those in
problems 24 - 30 of the problem set.

1. 2.
3. 4.
looking back
Vocabulary: associative property of addition, associative property of
multiplication, simplify, term
1. What is a term?
2. What does the associative property of addition mean? How do I
make an equivalent expression using this property?
3. What does the associative property of multiplication mean? How do
I make an equivalent expression using this property?
4. How do I use the order of operations to evaluate expressions?
584 | Chapter 11 ��

Lesson 59 Simplifying Expressions
Objectives
Vocabulary
■ Use symbols to express verbal information.
simplifying
expressions ■ Apply properties of rational numbers to simplifying expressions.
percent increase ■ Use symbols to express geometric relationships.

■ Solve problems involving percentages.
Concepts and Skills

WO.7 Represent the area of a rectangle using multiplication.
RO.16 Calculate percentages of numbers.
SN.2 Translate verbal descriptions into mathematical expressions.

■ How do you find the area of a rectangle?
■ What is the distributive property?
■ What is a percent?
■ How do you find a percent of a value?

1. Use mental math to find the value of the expression.
a. 0.1 × 5 b. 5 + 0.1 × 5
c. 20 + 20 × 0.1 d. 20 + 20 × 0.2
2. Express each value as a fraction.
a. 7% b. 70%
c. 25% d. 50%
Lesson 59 Simplifying Expressions | 585

Lesson 59 Simplifying Expressions
Concepts and Skills: WO.7, We spent the past couple of lessons discussing the rules for generating equivalent
RO.16, SN.2, PR.9 expressions. These rules are very useful because they give us ways to make difficult
problems easier. This is called simplifying expressions, and it’s the topic of the
current lesson.
Complicated We’ll start the lesson by finding the area of the following shape made up of 3
Areas identical pieces:
This is a more complicated shape than what we have worked with in the past,
but we can use our knowledge of equivalent expressions to describe the area in a
relatively simple way.
Since this shape is built from three pieces of equal area, let’s start with the top
piece:
This shape is actually two rectangles stuck together. Let’s break them apart:
The rectangle on the left is k wide and s tall, so we describe the area as k × s:
586 | Chapter 11 ��

The rectangle on the right is s wide and b tall, so it has an area of s × b:
If we add these together, we get the area of the top piece of our shape:
Here we have an expression with two terms. Notice that each term has s as a factor.
Let’s apply the commutative property of multiplication to the first term so that
the s is the first factor of both terms:
s×k + s×b
In the context of area, this means that we rotated the left rectangle like this:
Let’s now apply the distributive property to generate the following equivalent
expression:
s × (k + b)
In the context of area, this simply means that since both rectangles have the same
width, we can stack them on top of each other and create a single rectangle:
Simplifying Expressions | 587

Lesson 59 ��
We now have a simple expression to describe the area of the top piece of our
shape:
Since there are three of these pieces with equal areas, we need to multiply our
expression by 3 to get the area of the overall shape:
3 × (s × (k + b))
Here we have a factor of 3 multiplying a group of two factors s and (k + b).

According to the associative property of multiplication, we can change the way
we group these factors and generate an equivalent expression:
(3 × s) × (k + b)
This shows us that our overall shape has the same area as a rectangle that is (3 × s)
wide and (k + b) tall:
We just used equivalent expressions to turn a complicated shape into a simple

rectangle.
Check for 1. The following figure is made of two rectangles. Write an expression for the
Understanding total area. Simplify if possible.
588 | Chapter 11 ��

Check for 2. The figure below is made of a stack of 4 identical small rectangles on the
Understanding left and one tall rectangle on the right. The tall rectangle is as tall as the
stack. Write a simplified expression for the total area of all 5 rectangles.
Sales Tax The same expressions that describe the area of shapes are used in other situations as
well. A good example of this is sales tax.
If the price of a book is $6, what is the total cost including an 8% sales tax?
An 8% sales tax means that we have to pay the government 8% of the $6 when we
buy the book. Since 8% means ___
8
100 , we need to pay the following amount of tax:
___8
100 × 6
Let’s write the fraction ___

8
in decimal notation:
100
0.08 × 6
This is just the tax part. The tax gets added to the $6 that we pay the store. This
means we end up paying the following total amount:
6 + 0.08 × 6
Let’s simplify this. According to the multiplicative property of 1, we can rewrite

6 as 1 × 6 and generate the following equivalent expression:
1 × 6 + 0.08 × 6
In the context of area, this is two rectangles added together. The first rectangle is 1
unit wide and 6 units tall. The second is 0.08 units wide and 6 units tall:
The left rectangle is how much the store gets. The skinny rectangle on the right is
how much tax the government gets.
Since both rectangles have the same height, we can use the distributive property
to form a single rectangle:
(1 + 0.08) × 6

Lesson 59 ��
Since 1 + 0.08 equals 1.08, we can simplify this as:
1.08 × 6
Let’s multiply this to find how much money we need to give the cashier when we
buy the book:
From this we see that we need to give the cashier $6.48, which means the government
gets $0.48 in taxes when we buy a $6 book.
Check for 3. A ticket to the magic show was originally only $3.50, but once the show
Understanding became popular the ticket price got marked up by 40%. What is the new
price? Use the figure below to help you visualize this:
4. The bridge was originally 17 feet tall, but this was too short. To fix it they
made the bridge 40% taller. How tall is it now?
5. The regular granola bar weighs 59.5 grams. The super sized one is 20%
more! How much does the super size granola bar weigh?
Color Blindness Expressions like the ones we’ve been dealing with in this lesson come up often in
real world situations. Here is an example:
People who are colorblind usually have a hard time seeing the difference between
the color green and the color red. Colorblindness is much more common in men
than in women. About 7% of men have this problem, but only 0.4% of women
are colorblind. If a school has 520 male students and 530 female students, how
many of the students are likely to be colorblind?
590 | Chapter 11 ��

Since 7% is 0.07 in decimal notation, we can express the number of colorblind
male students as:
Colorblind male students: 0.07 × 520
Similarly, 0.4% is 0.004 in decimal notation. This gives us the following number
of colorblind female students:
Colorblind female students: 0.004 × 530
By adding these expressions together, we get the total number of students that are
likely to be colorblind:
0.07 × 520 + 0.004 × 530
This time, the terms don’t share a common factor, so we can’t simplify using the
distributive property. Real situations sometimes produce expressions that are hard
to simplify. To calculate this, we first find the value of each term.
Here is the number of male students that are likely to be colorblind:
And here is the number of female students that we might expect to be colorblind:
Now that we know the value of each term, we get the following equivalent
expression:
36.40 + 2.120
Finally, we add these two terms together to get the total number of colorblind
students:
From this we conclude that the value of our expression is 38.52:
0.07 × 520 + 0.004 × 530 = 38.52
This means we can expect the school to have somewhere around 38 or 39 students
that are colorblind.

Lesson 59 ��
Write an expression for each situation. Simplify the expression when
Check for possible.
Understanding
6. The turf company needed to buy artificial grass to cover the entire new
football field. The main field is 65 yards wide and 100 yards long, and in
addition there are two end zones the same width but 10 yards long. What
is the total area to be covered?
7. About 3% of all mothers giving birth deliver more than one newborn
baby: twins, triplets, or more. Last year at the local hospital, 613 mothers
gave birth. How many of those mothers likely gave birth to more than
one baby?
8. Using the information from problem 7, how many of those 613 mothers
likely gave birth to just one baby?
Problem Set Write an expression to represent the area of each shape. Simplify the expression
when possible.
1. A rectangle: 2. Four identical rectangles:

3. 4.
Write each percent in decimal notation.
5. 37% 6. 840% 7. 6% 8. 3.2%

3.7% 8.4% 0.6% 0.87%
0.37% 84% 60% 8.12%
370% 0.84% 600% 38.5%
0.06% 0.05%
Find the value of each expression.
9. 7 × 8% 10. 13 × 9% 11. 15.3 × 10%
12. 275 × 25% 13. 50 × 0.2%

592 | Chapter 11 ��
Here is an area of 2 unit squares:
Answer each question below by finding the area.
14. What is 30% of 2? 15. What is 2 increased by 30%?
16. What is 30% of 3.2? 17. What is 3.2 increased by 30%?
18. What is 50% of 2? 19. What is 2 increased by 50%?

20. What is 600% of 2?

Lesson 59 ��
21. What is 2 increased by 600%?
22. What is 2 increased by 100%? 23. What is 2 increased by 9%?

Write an expression showing the value of each purchase. Find the value of the
expression.
SALE!
Batteries: pack of 8 AAA for $4.79
Cell phone charger for $18.95
CD-R data discs 50pk for $10.00
24. How much is a pack of batteries plus 7% tax?
25. How much for 3 packs of batteries plus 7% tax?
26. How much for a cell phone charger and a pack of CD-R discs plus 7% tax?
Represent each situation with an equation. Solve the equation to answer the
question.
27. Only 0.8% of the students won a trip in the limousine. If there are 625 students,
how many students got to go on the trip?
28. The restaurant increased all of their prices by 5%. If the salmon steak was
originally $18.40, how much is it now?
29. At the sale you buy 3 sweatshirts for $15 each, and 2 pairs of jeans for $24
each. If the tax rate is 7%, how much will the total charge equal?
30. The cell phone company charges $29.95 for 300 minutes. If you go over your
300 minutes, then they charge you $0.45 for each additional minute. How much
will they charge you if you use 412 minutes?
594 | Chapter 11 ��

Challenge Problems
1. The shape below is made up of 6 identical rectangles that touch perfectly at their
corners. Write an expression to describe the area of this shape.
2. The sale is 30% off all clearance merchandise, and 10% off all other items. If
you buy $33.50 of clearance items and $42.75 of regular items, how much will
your bill be before taxes?
3. If the tax rate is 8%, how much will your total bill be after taxes for your purchase
in the previous problem?

1. Find the expression that represents 17 increased by 6%.
17 + 0.06 17 + 0.6
17 + 0.06 × 17 17 + 6
2. Find the expression that represents 6 % of 17.
0.06 × 17 0.6 × 17
0.06 + 17 6 × 17

1. How is finding 5% of a value different from increasing a value by 5%. Give
examples and explain.
2. Here are some situations that all mean 8% of 5 added to 5. Explain why all
of these mean the same thing, and give situations where you would use each
wording.
a. 5 increased by 8%. b. $5 marked up by 8%.
c. $5 with an 8% tip. d. $5 plus 8% tax.
e. 8% more than 5. f. 5 with an extra 8%.
After all of that, what value is 5 increased by 8% anyway?
3. How would you illustrate $20.00 + 7% tax as the area of a rectangle?
4. Why is it that when we simplify an expression, the value of the expression
doesn’t change? Give a clear explanation.

Lesson 59 ��
Find the Errors A student made 3 mistakes below. Identify and correct each mistake.
1.
2.
3.
4.
looking back
Vocabulary: percent increase, simplify expressions

1. How do I find the area of composite shapes?
2. How can I simplify expressions?
3. How do I find the amount of tax on an item?
4. How do I find a percent of a value?
5. How do I increase a value by a percent?
6. How do I find the total price of an item including tax?
7. How do I translate situations into expressions and equations?
596 | Chapter 11 ��

Lesson 60 Equivalent Equations
Objectives
Vocabulary
■ Understand the concept of equivalent equations.
equivalent
equation ■ Generate equivalent equations by adding equal amounts to both sides.
solution ■ Generate equivalent equations by multiplying both sides by equal factors.

■ Solve simple equations using symbolic manipulation.
Concepts and Skills

EE.13 Determine if two equations are equivalent, i.e., have the same solution
set.
EE.14 Know that adding the same number to both sides of an equation results
in an equivalent equation.
EE.15 Know that multiplying or dividing both sides of an equation by the same
non-zero number results in an equivalent equation.
EE.16 Solve one-step and multi-step linear equations in one variable.

■ What is an equation?
■ What is the definition of a solution to an equation?

1. Use mental math and the correct order of operations to evaluate each
expression.
a. 3 + 5 × 7
b. 7 × 3 + 8
c. 4 × (2 + 3)
15
d. (7 + 8) × __
Lesson 60 Equivalent Equations | 597

Lesson 60 Equivalent Equations
Concepts and Skills: PR.9, EE.13, We spent the past several lessons discussing equivalent expressions. Here we will
EE.14, EE.15, EE.16 move on to the concept of an equivalent equation, which is one of the most powerful
ideas in algebra.
Equations and At the very beginning of this book we discussed equations and solutions to equations.
Solutions Let’s quickly review this material.
An equation is a statement claiming that two expressions are equal. In other words,
an equation tells us that two expressions describe the same point on the number
line. For example, here is an equation:
This equation says that 2 jumps of +j are equal to one jump of + 6 . We can write
this equation using symbols like this:
2×j = 6
The values of j that make these two expressions equal are called solutions to the
equation. In this case, there is only one solution. It’s clear that j must equal 3
because 2 × 3 equals 6:
Check for 1. Which two number lines below show equations that have n = 4 as the
Understanding solution?
Equivalent Let’s continue with our example equation:

Equations
2×j = 6
598 | Chapter 11 ��

We said that j = 3 is the solution to this equation. However, the above isn’t the only
equation that has j = 3 as the solution. For example, here is another equation with
the same solution:
A jump of +j in this equation is exactly the same size jump as it was in the earlier
equation. In this case 4 jumps of +j equals one jump of +12. We write this in
symbols as:
4 × j = 12
This equation has the same solution of j = 3 as the earlier equation. In this case
j = 3 is the solution because 4 × 3 equals 12. This means the following two equations
have the same solution:
2 × j = 6 4 × j = 12
Because they share the same solution, we call these equivalent equations.
Equivalent equations are equations that share the exact same set of solutions.
Next we will discuss some basic rules for generating equivalent equations.
Check for 2. Which number line below shows an equation that is equivalent to 4 + b = 9?
Understanding In other words, which equation has the same solution for b?
Adding the Let’s continue with our earlier example:

Same Term to 2×j = 6
Both Sides
This equation tells us that 2 × j and 6 describe the same point on the number line.
Both expressions describe the point 6:
Equivalent Equations | 599

Lesson 60 ��
As we discussed before, j = 3 is the solution to this equation.
If we add a jump of +1 to each expression, we’ll make two new expressions:
Now both expressions describe the point 7 on the number line. In symbols, we write
the above equation as:
2×j + 1 = 6+1
This is an equivalent equation because j= 3 is still the only solution.

As long as we add equal amounts to both sides, we’ll generate an equivalent
equation. Instead of adding 1, let’s add 4 to both sides:
Now both sides of the equation describe the point 10. In symbols we write the
above equation as:
2×j + 4 = 6 + 4
Again, this is still an equivalent equation because it has the same solution as
before.
We now have our first rule for generating equivalent equations:
Adding the same term to both sides of an equation generates an equivalent

equation.
Check for 3. Which equation below is equivalent to a + 4 = b?

Understanding
a. a + 4 + 5 = 7 + 5 b. a + 4 + 20 = b + 4
c. a + 4 + 9 = b + 9 d. a = b + 4
4. Which equation below is equivalent to k = 7 × p ?
a. k + 7 = p + 7 b. 5 + k = 5 + 7 × p
c. 1 + k = 8 + 7 × p d. k × 9 = 7 × p + 9
600 | Chapter 11 ��

Using Let’s examine another rule for generating equivalent equations. Here is the equation
Equivalent we just finished discussing:
Expressions 2×j + 4 = 6 + 4
We can generate an equivalent equation by replacing one of the sides with an

equivalent expression. For example, let’s apply the commutative property of
addition to the expression on the right:
Changing an expression for an equivalent one doesn’t change the solution, so we

end up with an equivalent equation. Here is what it looks like on the number
line:
Since 4+6 equals 10, we can replace the right side expression with the number 10:
This produces another equivalent equation:
2 × j + 4 = 10
We now have another rule for generating equivalent equations:
If we apply the rules for generating equivalent expressions to either side of

an equation, we will end up with an equivalent equation.
Check for 5. Consider the following equation:

Understanding
18 = 5 × 2 + 2 × a
Use each of the following properties to generate an equivalent equation.
a. Commutative property of multiplication
b. Commutative property of addition
c. Distributive property of multiplication over addition

Lesson 60 ��
Multiplying Another way to generate an equivalent equation is to multiply both sides by the
by the Same same factor. To see how this works, let’s return to our original example:
Factor 2×j = 6
If we multiply each side by 2, we get the following:
In symbols this is:
2 × (2 × j) = 2 × 6
Since we haven’t changed the value of j, we still have j= 3 as the only solution.
We can also multiply both sides by a fraction. Instead of multiplying by 2, let’s
multiply both sides by _ 12 . This will give us:
_1 × ×
2 (2 j ) = _ 12 × 6
Since _ 12 of 6 equals 3, we can replace the right side of the equation with the
number 3:
__
12 × (2 × j ) = 3
By applying the associative property of multiplication to the left expression we

get the following equivalent equation:
( _12 × 2) × j = 3
Since _ 12 × 2 equals 1, we can replace the left side of the equation with 1× j:
1× j = 3
By applying the multiplicative property of 1 to the left side, we get the following
equivalent equation:
j = 3
Here is this equation on the number line:
602 | Chapter 11 ��

This equation is great because it shows us instantly that j = 3 is the solution. It also
confirms that j = 3 is the solution to all of these equivalent equations:
2×j = 6
4 × j = 12
2×j + 1 = 6 + 1
2 × j + 4 = 10
2 × (2 × j) = 2 × 6
In the next lesson we’ll learn a powerful technique that involves turning complicated
equations like the ones above into equivalent equations that are much simpler. The
goal is to find a super simple equivalent equation like j = 3 that basically tells us the
solution to the more complicated ones.
Oops, we almost forgot to state the third rule for generating equivalent equations:
Multiplying both sides of an equation by the same factor generates an

equivalent equation.
The only exception to the above rule is that we can’t multiply both sides by 0. To
see why this is not allowed, let’s multiply both sides of the equation j = 3 by 0:
0×j = 0×3
Since multiplying by 0 always equals 0, this equation has all values as solutions.
However, there is only one solution to the equation j = 3:
In order for equations to be equivalent, they must have the exact same set of solutions.
In the equation on the left j can be any number and it will form a solution. As for
the equation on the right, the only solution is when j is 3. Since the above two
equations have different solution sets, they are not equivalent.
Check for 6. Which equation below is equivalent to a + 4 = b?

Understanding
a. 2 × a + 4 = 2 × b b. a + 4 × 7 = b + 7
c. 0 × (a + 4) = 0 × b d. 3 × a + 12 = 3 × b
7. Generate an equation that is equivalent to w = 12 by applying the following

sequence of steps:
Step 1: Add 8 to both sides of the equation.
Step 2: Multiply both sides of the equation by 3.

Lesson 60 ��
Step 3: Apply the distributive property on the left side of the equation.
Step 4: Evaluate the right side of the equation.
You just made an equation more complicated. In the next several lessons
we are going to learn how to undo this and make complicated equations
into equivalent simple equations.
8. What sequence of steps turns the equation on the top into the equivalent
equation on the bottom?
a. c = 9 b. d = 5
2 × (c + 1) = 20 3 × d + 2 = 17
c. 8 × t = 56 d. m × 8 + m × 2 = 50
t = 7 m = 5
Problem Set Each equation below has 1 solution only. Find the solution.
n
1. 7 × j = 56 2. 47 = 7 + g 3. 36 = __
2
5
4. 46 + d = 85 5. __13 + k = __
6 6. 32 = 3 × p
Find four different solutions to each of the following equations. Organize the
solutions in a table.
7. a + b = 100 8. a × b = 100 9. __12 × p = k
Generate an equivalent equation as directed.
10. c = 5 Add 7 to both sides.
11. 7 = 2 × k + 5 Multiply both sides by 3.

12. 2 × k = 12 12 .
Multiply both sides by __
13. 3 × (d + 8) = 30 Use the commutative property of multiplication.
14. 3 × (w × 2) = 12 × 2 Use the associative property of multiplication.
15. 18 = d × 7 + d × 2 Use the distributive property.
What rule was used to turn the equation on the top into the equivalent equation
on the bottom?
16. 5 = k 17. 8 = 3 + k 18. 16 = 2 × (3 + k)
3 + 5 = 3 + k 2 × 8 = 2 × (3 + k) 16 = 2 × 3 + 2 × k
604 | Chapter 11 ��

19. 16 = 6 + 2 × k 20. 2 × m = 18 21. 1 × m = 9
4 + 16 = 4 + 6 + 2 × k __12 × 2 × m = __
12 × 18 m = 9
Generate an equivalent equation as directed.
22. p = 10
Step 1: Add 5 to both sides.
Step 3: Multiply both sides by 8.
23. 32 = h × 5 + h × 3
Step 1: Apply the distributive property to the right side.
Step 2: Evaluate what is in the parentheses on the right side.
18 .
Step 3: Multiply both sides by __
Step 4: Evaluate the left side.
24. 15 = m
25. 2 = b
26. 99 = 9 × (n +1)
Step 2: Apply the multiplicative property of 1 to the right side.
Step 3: Add 1 to both sides of the equation.
Step 4: Evaluate the left side of the equation.
What sequence of steps turns the equation on the top into the equivalent
equation on the bottom?
27. w = 4 28. w = 4
5 × w = 20 5 × w + 3 = 23

Lesson 60 ��
29. w = 4 30. w = 4
w + 3 = 7 5 × (w + 3) = 35
Challenge Problems
1. Find the solutions to the equations in problems 12 through 15.

1. When two equations are equivalent...
they equal the same value.

they share some of the same solutions.
they have the exact same set of solutions.
they look the same.
2. Which of the following is NOT a way to generate an equivalent equation?
Add the same term to both sides of the equation.

Multiply both sides by the same non-zero factor.
Replace one of the sides with an equivalent expression.
Move a number from one side to the other side.

1. Define the following concepts in your own words: equation, solution to an
equation, and equivalent equation.
2. What is the most complicated equation you can make (that will fit on one line of
your piece of paper) that is equivalent to the following:
m = 9
Show all of the steps that you used to create the complicated equation. How do
you know that this complicated equation is equivalent to m = 9?
3. Explain why we can’t multiply both sides of an equation by zero to create an
equivalent equation.
4. Are the following two equations equivalent? Explain your reasoning.
5 + k = g g = 5+k
Find the Errors A student made two mistakes generating equivalent equations. Identify and
correct both mistakes.
1. 2.
606 | Chapter 11 ��

looking back
Vocabulary: equivalent equation, solution

1. What does it mean when two equations are equivalent?
2. How can I generate equivalent equations? List the various ways and
give examples.
3. How do I solve simple equations.
4. Why can’t I multiply both sides of an equation by 0 and get an
equivalent equation?

Lesson 60 ��
Lesson 61 Inverse Property of Multiplication
Objectives
Vocabulary
■ Understand and apply the inverse property of multiplication to solve equations.
inverse property of
multiplication ■ Generate equivalent equations by multiplying both sides by equal factors, and
use this to solve equations.
multiplicative
inverse ■ Write and solve simple equations involving percentages.
Concepts and Skills

EE.15 Know that multiplying or dividing both sides of an equation by the same
non-zero number results in an equivalent equation.
EE.16 Solve one-step and multi-step linear equations in one variable.
SN.9 Solve word problems involving percents and word problems involving a
percentage increase or decrease.

■ What is the multiplicative property of 1?
■ What operation is the inverse of multiplication?

1. Use mental math to evaluate each expression.
a. __23 × __
45
3 5
b. __5 × __3
7
c. __5 × 20
3
d. 45 × __9
608 | Chapter 11 Equivalent Expressions and Equivalent Equations

Lesson 61 Inverse Property of Multiplication
Concepts and Skills: PR.9, EE.15, In the previous lesson we discussed some rules for generating equivalent equations.
EE.16, SN.9 These rules are useful for simplifying problems so that the solutions are easier to
find. We will see how this works here by focusing on the rule involving multiplying
both sides of an equation by the same factor.
Rectangles The following is a floor plan for a small rectangular apartment:

with Unknown
Sides
The plan says that the area of the apartment is 750 square feet. One of the sides is
shown as 20 feet, but the length of the longer side is not indicated. Instead of having
to call up the architect or go measure the apartment ourselves, we can simply use
mathematics to find the length of the other side. Let’s see how.
The following shows the rectangular shape of the apartment:
We have represented the unknown length with the variable u. We can represent the
area of the above rectangle with the following expression:
u × 20
The above expression describes the area of the apartment, but we already know that
the area of the apartment is 750. Since these two expressions equal the same area,
we have the following equation:
u × 20 = 750
We can find the value of u by using the techniques we learned in the previous
lesson. The goal is to create an equivalent equation that tells us the value of u. Let’s
start by multiplying both sides of the equation by __ 1
20 :
20
1
(u × 20) × __ __
20
1
= 750 ×
You will see why this is useful in a minute.
Inverse Property of Multiplication | 609

Lesson 61 ��
According to the associative property of multiplication, we can change how we
group the factors on the left side expression:
u × (20 × __1
20 __1
) = 750 ×
20
__
We know that 20 × __1
20 20
equals 20 :
20
u × ( __ 1
__
20 ) = 750 20
×
Since __
20
20 equals 1, we can use the multiplicative property of 1 to simplify the left
side of this equation:
u = 750 × __1
20
Let’s now express the right side as a fraction:
750
u = ___
20
We can simplify the fraction ___

750
20 like this:
This tells us that u equals __

75
2 :
75
u = __
2
Let’s write __

75
2 in decimal notation using long division:
From this we conclude that u = 37.5 is the solution to our equation:
u = 37.5
This means the length of the apartment is 37.5 feet. We can now fill in the missing
value on the floor plan:
610 | Chapter 11 ��

Verifying our Just to be sure that we didn’t make a mistake, let’s verify our result. We expressed
Solution the area of the apartment as:
u × 20
Now that we know the value of u, we can write this expression as:
37.5 × 20
Let’s multiply to verify that this expression equals 750 as it should:
We have just verified our solution. Since it is very easy to make a mistake, it is
important to check that the solution works in the original equation.
Check for 1. Solve for the missing side of each rectangle.
Understanding
Inverse Earlier we simplified an equation by multiplying both sides by the same factor. The
Property of way we simplify with multiplication is by finding a product that equals 1.
Multiplication Earlier we multiplied 20 by __

1
20 to produce 1:
20
1
20 × __ = 1
In general, we can multiply a fraction by the inverted fraction to equal 1. For

example, let’s find the value of _32 times _ 23 :
__ 3
23 × __
2
By simplifying the expression, we get:
This shows us that _ 23 × _ 32 equals 1.

Lesson 61 ��
This is called the inverse property of multiplication, and we can describe how it
works in general with the following identity:
It’s easy to visualize this property in the context of area. For example, here is a unit
square:
If we break the width into 3 equal parts we get:
If we now break the height into 2 equal parts, we get:
This is still 1 unit square, but we’ve sliced it up into 6 equal parts. Now we can
rearrange the parts like this:
We still have an area of 1 unit square, but now the shape is a rectangle that is _23 wide
and _ 32 tall. From this we can see that _23 × _ 32 equals 1.
Check for 2. Solve for the value that gives a product of 1.
Understanding 5 18
a. g × __
7 = 1 b. ___ × m = 1 c. 0.5 × h = 1
124
d. k × 15% = 1 e. 42 × r = 1 f. 19.2 × s = 1
612 | Chapter 11 ��

Finding the We can use the inverse property of multiplication to help us solve some interesting
Price from problems. For example consider the following situation:
the Tax My friend got me a video game for my birthday. He gave me the receipt so I
could return it if I wanted. My friend didn’t want me to know how much he
paid for the gift, so he crossed out the price on the receipt like this:
The only problem is that he didn’t cross out the sales tax. Using our knowledge
of equivalent equations and the inverse property of multiplication, we
can figure out the price of the video game from the tax. Let’s see how this
works.
We want to figure out the price of the video game, so let’s create a variable p to
represent this unknown price:
Price of video game: p
The receipt says the sales tax is 7%. This means the amount of sales tax paid is 7%
of the price of the video game. Since the price of the video game is p, we have the
following expression for the sales tax:
Sales tax: 7% × p
We know that 7% is just another way of writing ___

7
100 , so let’s rewrite the
expression as:
7
Sales tax: ___
× p
100
This expression tells us how much sales tax my friend paid. Since the receipt tells
us that the amount of sales tax is $0.91, we have the following equation:
___7
100 × p = 0.91
Both sides of this equation describe the amount of sales tax that was paid. We can
pose the above equation as a question: “ ___
7
100 of what value equals 0.91?”
Let’s use the inverse property of multiplication to solve for the unknown value
p. To do this, we multiply both sides by ___
100
7 :
100 7 ×
___ 100
7 × ___
100
___
p = 7 × 0.91

Lesson 61 ��
According to the inverse property of multiplication, we know that ___
100 ___7
7 100
×
equals 1, which gives us:
1 × p = ___
100
7 0.91
×
The multiplicative property of 1 lets us simplify the left expression:
100
p = ___
7 × 0.91
Since 100 × 0.91 equals 91, the above equation simplifies to:
91
p = __
7
We can express __

91
7 in decimal notation using long division:
From this we see that p equals 13:
p = 13
Since p represents the price of the video game, we just figured out that the video
game was $13.
Let’s check that this solution makes sense by going back to the original
equation:
7% × p = 0.91
7% of 13 should give us 0.91, as long as we performed the calculations correctly.

Since 7% equals 0.07 in decimal notation, we can multiply 0.07 × 13 very easily:
As expected, we get 0.91 as the answer. This verifies that $13 is the price of the
video game.
The total amount my friend must have paid is 13 + 0.91, which equals 13.91 dollars.
This lets us fill in all the missing parts of the receipt:
614 | Chapter 11 ��

Just in case my friend is reading this book, I should note that I really did like the
video game. Thanks Jim!
Check for 3. Write each question as an equation, then solve for the unknown to find the
Understanding answer.
a. 8% of what value equals 12?
b. __23 of what value equals (53 + 14)?
c. Nine times what value equals 130 plus 23?
d. A quarter of a number is 24. What is the number?
4. Some authors get 30% royalties on a book that they write. This means
they get 30% of the total profit from the book’s sales. If the author got
$750 in the first half of the year and $450 in the second half of the year,
how much was the total profit for the book that year?
5. A small elementary school has 5 classes with the same number of students
in each class. In all, there are 73 girls and 72 boys. How many students
are in each class?
Problem Set Find the value of the variable.

3
1. __2 × n = 1 2. __45 × m = 1 3. 1 = h × 17
14 = 1
4. k × __ 5. 1 = p × 9
Write the value as a fraction.
6. 0.8 7. 30% 8. 5.7

0.08 300% 0.57
0.008 3% 0.057
9. 0.25% 10. 0.0053 11. 19.7

2.5% 0.053 1.97
25% 0.53 0.197

Lesson 61 ��
Find the value of the variable. Write the value as a fraction.
12. 0.8 × k = 1 13. g × 30% = 1
14. 1 = p × 1.9% 15. w × 5.4 = 1
For each rectangle, write the equation in the form of width × height = area.
Solve the equation to find the value of the missing side.
16. Area = 28 17. Area = 97.4

18. Area = 48.5 19. Area = 82.35

Use the inverse property of multiplication to solve for the variable.
20. __23 × g = 84 21. 8 × m = 214.4
22. __19 × w = 0.324 23. h × 6% = 3.18
24. 0.07 × b = 0.2387
Define variables. Write an equation to represent the situation. Solve the

equation to answer the question.
25. Half of what number is 72.3?
26. Five times what number equals 39.8?
27. 4% of what value equals 173?
28. Eight-ninths of what number equals 5?
29. The tax on my purchase was $4.17. If the tax rate is 5%, what was the price of
my purchase?
30. Jose bought a CD player for 30% off the regular price. If he saved $12.75, what
was the regular price?
616 | Chapter 11 ��

Challenge Problems
Use rates to solve this problem.
1. The book club was having a sale on used books. They earned $4 for every 6
books they sold. If they earned $492, how many books did they sell?
Use the inverse property of multiplication to solve this problem:
2. __46 of what value equals 492?
3. What are the similarities with the ways you solved the previous two problems?

28 13
1. Estimate the location of __
13 × __
28 on the number line.
2. Solve for m in the following equation.
0.43 × m = 1
100
m = 0.77 m = ___
43
10 43
m = __
43 m = ___
100

1. Describe the inverse property of multiplication and how you can use it to simplify
and solve equations. Give an example.
2. What number is its own multiplicative inverse? Explain your reasoning.
3. Does zero have a multiplicative inverse? Explain.
1. 2.
3.

Lesson 61 ��
looking back
Vocabulary: inverse property of multiplication, multiplicative inverse

1. What is the inverse property of multiplication?
2. How do I use the inverse property of multiplication to generate
equivalent expressions?
3. How do I use the inverse property of multiplication to solve
equations?
618 | Chapter 11 ��

Summary and Review
Chapter 11: Equivalent Expres-

sions and Equivalent Equations

Chapter ■ We understand how to use properties to generate equivalent expressions and to
Accomplishments simplify expressions.
■ We know how to generate equivalent division expressions to make calculations
easier.
■ We know how to identify the terms of an expression and use the correct order
of operations when evaluating an expression.
■ We understand the concept of equivalent equations that share the same set of
solutions.
■ We know how to solve equations by multiplying both sides by the same factor.

Vocabulary from additive property of 0 equivalent expression percent increase
the Chapter commutative property of equivalent equation simplify
addition
equivalent fraction simplifying expressions
commutative property of
inverse property of percent increase
multiplication
multiplication
solution
complex fraction
multiplicative inverse
distributive property of
multiplicative property
multiplication over addition
of 1
Concepts and Apply the distributive property then evaluate the expression.
Skills Check
1. __23 × 7 + __
23 × 5
Find the value of each expression. Write the value in decimal notation.
2. 13 ÷ 0.5
3. 5 ÷ 80
Apply the associative property of multiplication then evaluate.
5 36
4. ( __9 × 7) × __
7
Evaluate the expression when k = 8.
5. 7 + k × 4 + 6
Equivalent Expressions and Equivalent Equations | 619

chapter 11 ��
Summary and Review
Solve the equation using inverse properties.
3
6. __4 × g = 9
Apply the distributive property then solve the equation.
7. 2 × h + 5 × h = 84
8. A fifth of what number equals 8?
9. 80% of what number equals 16?
10. 50 is two-thirds of what number?
What’s Next? Next we’ll learn how to use negative numbers to solve problems.
620 | chapter 11 ��


ST Math CH 11

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Chapter

Lessons Equivalent Expressions and

Solve the following equation.

4. 7.72 + d = 9.01

 Equivalent Expressions and Equivalent Equations | 549

EE.9 Determine if two expressions are equivalent.

Remember from Before

Get Your Brain in Gear

550 | Chapter 11 Equivalent Expressions and Equivalent Equations

 Lesson 56 Dividing

Check for 1. Find the value of each expression:

Let’s write this division using fraction notation:

552 | Chapter 11 �����������������������������������������������

Now we have the equivalent fraction ​ __

The expression 30 ÷ 5 involves division by a whole number, which we are very

From this we conclude that 3 ÷ 0.5 is also equal to 6:

Here we are dividing by a decimal again. As we did before, we can create an

 Lesson 56 Dividing

Check for 2. Find the value of each expression.

Equivalent Earlier we made division problems easier to calculate by finding equivalent

​What equivalent expression do we get when we multiply this by ​ __

Let’s find the value of the numerator first:

If we expand 93.5 using place value, the above expression becomes:

Using the distributive property, we get the following:

Now let’s perform each multiplication:

This is the expanded form of the following whole number:

554 | Chapter 11 �����������������������������������������������

Now we have an equivalent expression where we can divide by a whole number.

In long division notation, this is:

 Lesson 56 Dividing

This means 15 ÷ 0.06 is also equal to 250.

d. 18 ÷ 90 e. 18 ÷ 0.9 f. 0.18 ÷ 0.09

556 | Chapter 11 �����������������������������������������������

7. There are 60 seconds in a minute. The average song on a music CD is

Problem Set Find the value of each expression.

1. 0.6 × 10 2. 0.007 × 10 3. 0.03 × 10

4. 3.6 × 10 5. 4.02 × 10 6. 621.03 × 10

Generate equivalent expressions.

2.1 210 2100 82.15 ? 8215 ? ?

8.001 800.1 ? ? 0.182 ? 18.2 ?

Generate an equivalent expression so that the divisor is a whole number. Then

12. 32.87 ÷ 0.3 13. 0.287 ÷ 0.004 14. 186 ÷ 0.2

15. 7.003 ÷ 0.06 16. 28.376 ÷ 0.0007

Generate an equivalent expression so that the divisor is a whole number. Then

Generate an equivalent expression where the divisor is a single digit. Then

 Lesson 56 Dividing

Multiple Choice Practice

2. Which expression is an equivalent expression to ​0.7 

558 | Chapter 11 �����������������������������������������������

 Lesson 56 Dividing

commutative ■ Apply properties to simplifying numerical expressions.

Remember from Before

Get Your Brain in Gear

a. 32 ÷ 0.8 b. 32 ÷ 80

c. 25 ÷ 0.5 d. 25 ÷ 500

2. Use mental math to solve each equation.

 Lesson 57 Generating Equivalent Expressions | 551

 Generating Equivalent Expressions | 561

This uses the multiplicative property of 1 in the other direction:

2. Write equations for each of the above examples.

562 | chapter 11 �����������������������������������������������

Now we can write the number in a simpler way:

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Lesson 56 Dividing

552 | Chapter 11 ��

Now we have the equivalent fraction __

Lesson 56 Dividing

What equivalent expression do we get when we multiply this by __

554 | Chapter 11 ��

Lesson 56 Dividing

556 | Chapter 11 ��

Lesson 56 Dividing

2. Which expression is an equivalent expression to 0.7 

558 | Chapter 11 ��

Lesson 56 Dividing

Lesson 57 Generating Equivalent Expressions | 551

Generating Equivalent Expressions | 561

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Lesson 58 Factors and Terms | 573

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Lesson 58 Factors

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