Name:_______________________________________ Date:_____________ Period:________

 
Writing and Solving Equations
For each problem, complete the table by guessing an amount and then finding the other
value. Graph the data, write an equation and then use BOTH the graph and equation to
solve.

1. Ben’s dad says, “To find my bi-weekly income, subtract $600 from twice Mom’s bi-weekly
income.” Graph Mom’s Income vs. Total Income.

Mom’s Dad’s Income Total Income

Income (Mom plus Dad)

Equation: _________________

If his parents make $2,160, how much does his

mom make?
Show the answer on the graph and algebraically.

2. At the 7th Grade Picnic, there were 4 more girls than boys playing soccer. Graph Number
of Boys vs. Total Soccer Players.

Number of Number of Total Number of

Boys Playing Girls playing Players

Equation: _________________

If there are 18 kids playing soccer, how many boys are

playing?
Show the answer on the graph and algebraically.

IMP Activity: Writing and Solving Equations 1  

Name:_______________________________________ Date:_____________ Period:________
 

3. The length of a rectangle is 2 cm more than its width. Find the perimeter of the
rectangle. Graph Width vs. Perimeter.

Width Length Perimeter

Equation: _________________
If the perimeter of the rectangle is 68, what is the
width?
Show the answer on the graph and algebraically.

4. At the fair, it cost $5 to get in and ride tickets were $1.25 each. Show the total cost of
admission and ride tickets at the fair for several possible numbers of rides. Graph Number
of Tickets vs. Cost.

Number of Total cost

Ride
Tickets

Equation: _________________
If you spent $26.25, how many rides did you go on?
Show the answer on the graph and algebraically.

IMP Activity: Writing and Solving Equations 2  

Name:_______________________________________ Date:_____________ Period:________
 

5. Ramon and Ricky are calculating their total weight to see if they can go on a ride. Ramon
notices that he weighs 15 pounds more than Ricky. Graph Ricky’s Weight vs. Total Weight.

Ricky’s Ramon’s Total Weight

Weight Weight

Equation: _________________
If together they weight 205 pounds, how much does
Ricky weigh?
Show the answer on the graph and algebraically.

6. There is a triangle with sides A, B and C. The length of A is 3cm less than the length of
B. The length of C is twice the length of A. How long is each side of the triangle? Graph
Length Side A vs. Perimeter.

Length Length Length Perimeter

Side A Side Side C
B

Equation: _________________
If the perimeter is 31 cm, what is the length of
side A?
Show the answer on the graph and algebraically.

IMP Activity: Writing and Solving Equations 3  

 Teacher Directions
 

Objective
Students will use a version of a guess and check table along with a graph to write an
equation from a scenario that can be modeled with a linear equation. Students will solve
the equation using both the graph and algebraically to see that solving an equation is merely
finding the value of x that corresponds with a given value of y on a graph.

Materials
• Calculators
• Rulers
• Optional: Hint Cards

Activity Notes
Depending upon the level of your students, you can let them get right to work on this lesson
once you’ve reviewed the directions and the first problem together. Support students to
understand each word problem by providing language support but do NOT do the problems
for the students. For each problem, require 3 minutes of silent work time before students
discuss with others or use hint cards (see below)

You may choose to differentiate problems by difficulty level. You can either let students
choose (for example, choose 1 easy, 1 medium and 1 hard), or you can assign points to each
or you can assign problems based upon ability level.
Easier problems are #’s 2 and 4. Medium problems are #’s 3 and 5. Harder problems are #’s
1 and 6.

Once students understand the problem, they should complete two rows in the table,
choosing any number for their x value (the first column) and then calculating the remaining
columns. Encourage students to think about how to label each axis as well as how to scale
them. Once students graph the data, have them write the equation (if they don’t yet see it
from the table) and then use the graph to find the solution. Finally, have them solve the
equation to also find the solution.

Hint Cards (problems 2, 3, 4 & 5): Once students have thought about a problem on their
own for 3 minutes, you can allow them to work with a partner, continue alone or look at
hint cards. The goal is for students to persevere to problem solve, so give the level of
support each student needs (without doing the work for them).

Bring the class back together every 15-20 minutes to have students share some of their work
(but not all). For example, a student can share the equation they wrote and how they got
it, but then require other students to use this equation to solve. You can choose to do 1-2 of
these problems each day spread out over a longer period of time as well.

Closing Discussion
Close out the lesson by having students explain what it means to solve a linear equation.
Give them some think time before sharing with a partner and finally with the class. The big

IMP Activity: Writing and Solving Equations 4  

 Teacher Directions
 
idea is that they see it is both a point on the graph of the linear function as well as
something that can be found through algebraic manipulation.

Answers
Problem 𝑡 = 3𝑚 − 600 His mom makes $920.
1.
Problem 𝑡 = 2𝑏 + 4 There are 7 boys playing.
2.
Problem 𝑝 = 4𝑤 + 4 The width is 16 cm.
3.
Problem 𝑡 = 1.25𝑟 + 5 You went on 17 rides.
4.
Problem 𝑡 = 2𝑟 + 15 Ricky weighs 95 pounds.
5.
Problem 𝑝 = 4𝑎 + 3 The length of side a is 7 cm.
6.

IMP Activity: Writing and Solving Equations 5  

 Hint Cards # 2
 

Hint  Card  #3   Hint  Card  #2  

What  is  the  minimum  number  of  children   If  there  are  2  boys  playing  soccer,  how  many  girls  are  there?  
that  are  playing  soccer?  How  do  you  know?     How  many  children  in  total?    

Hint  Card  #1   Hint  Card  #4  

What  are  the  operations  involved  in  the   Your  graph  should  look  like  this…  
question?  What  are  the  key  words?  What  is  
the  question  asking?  Restate  it  in  your  own  
words.    
How  does  the  graph  give  us  a  hint?  

IMP Activity: Writing and Solving Equations 6  

 Hint Cards # 3
 
Hint  Card  #3   Hint  Card  #2  
What  is  the  minimum  length  of  the   If  the  width  of  the  rectangle  is  10  what  is  the  perimeter?      
rectangle?  How  do  you  know?  What  is  the  
perimeter?    

Hint  Card  #1   Hint  Card  #4  

Perimeter   Your  graph  should  look  like  this…  
 

length  

Width=  
Width=  
w  
w  

length  

IMP Activity: Writing and Solving Equations 7  

 Hint Cards # 4
 
Hint  Card  #3   Hint  Card  #2  
How  much  are  5  tickets?  What  does  that   If  you  buy  2  tickets,  how  much  do  you  spend  on  tickets?  How  
mean  about  the  number  of  tickets  you  will   much  do  you  spend  in  total?  
buy?      

Hint  Card  #1   Hint  Card  #4  

What  are  the  operations  involved  in  the   Your  graph  should  look  like  this…  
question?  What  are  the  key  words?  What  is  
the  question  asking?  Restate  it  in  your  own  
words.    
What  happens  with  the  $5?    

IMP Activity: Writing and Solving Equations 8  

 Hint Cards # 5
 
Hint  Card  #3   Hint  Card  #2  
Does  Ricky  weigh  more  or  less  than  100  pounds?   If  Ricky  weighs  pounds,  how  much  does  Ramon  weigh?  
How  do  you  know?       How  much  do  they  weigh  together?        

Hint  Card  #1   Hint  Card  #4  

Your  graph  should  look  like  this…  
Who  weighs  more,  Ricky  or  Ramon?  What  is  the    
question  asking?    

≈  
Ricky  

IMP Activity: Writing and Solving Equations 9