Maryland Math 7.AT.B.6
The Standard
Rewrite an expression in different forms to shed light on the represented context and how the quantities in it are related. For example, a + 0.05 · a = 1.05a means that an "increase by 5%" is the same as "multiply by 1.05."
Maryland College and Career Ready Standards for Mathematics (2025) · LOOK FOR AND MAKE USE OF STRUCTURE TO REWRITE EXPRESSIONS IN EQUIVALENT FORMS AND REASON ABOUT THEIR PROPERTIES.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students rewrite an expression without changing its value. They use each form to explain something about a situation, such as why adding 5% to a price means multiplying it by 1.05.
What Mastery Looks Like
- A student can rewrite p + 0.05p as 1.05p and explain that 1.05 includes the original price and the increase. They can check that both forms give the same total for a price of $20.
Common Misconceptions
- Students may use 0.05p as the new price instead of the amount added. They may also write p + 0.05p as 0.05p, dropping the original price.
How to Assess It
- Exit ticket: A $40 item has a 15% markup. Rewrite 40 + 0.15(40) as a multiplication expression, find the new price, and explain what the multiplier means.
Lesson moves
Ways to Teach It
Give students a $20 paper price tag and play money; have them add 10% tax, then label the total as 20 + 0.10(20) and 1.10(20).
Ask, “Why do 3(x + 4) and 3x + 12 both describe three tickets with a $4 fee on each ticket?”
Make matching cards for p + 0.08p, 1.08p, and “price after 8% tax”; have pairs find each trio.
Show a “10% off” sign for a $30 shirt; have students write 30 - 0.10(30) = 0.90(30) and find the sale price.
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Related Standards
- 6.AT.B.6.c
Evaluate expressions given specific values of their variables in context. Include expressions that involve arithmetic operations and whole number exponents.
- 4.AT.A.1
Interpret a multiplication situation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Repre...
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