1.3 writing expressions part 1
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This document provides examples and explanations for writing algebraic expressions from verbal phrases. It introduces key vocabulary like expressions, variables, rates, and unit rates. Examples show how to translate phrases involving addition, subtraction, multiplication, division, and word problems into algebraic expressions. Guidance is given to use specific cases, diagrams, verbal models, and unit analysis to determine the appropriate expression. Practice problems are assigned for additional independent practice in translating verbal phrases into algebraic expressions.
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![1.Evaluate 2[54 (42 + 2)]. 6 ANSWER 5x x + 2 2.Evaluate whenx = 3. 3 ANSWER Lesson 1.3, For use with pages 14-20](https://image.slidesharecdn.com/1-3writingexpressionspart1-110721064602-phpapp01/85/1-3-writing-expressions-part-1-1-320.jpg)
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(8) Lesson 2.1 - Solve Equations with Rational Coefficients
(8) Lesson 2.1 - Solve Equations with Rational Coefficients
(7) Lesson 5.1 - Solve Equations with Rational Coefficients
(7) Lesson 5.1 - Solve Equations with Rational Coefficients
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This document outlines the schedule for the FM High School girls basketball program for June and July 2017. It includes times for high school shooting camps, basketball teams, and open gym sessions on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays. Some weeks include additional shooting camps for 4th through 8th graders. The schedule notes "No Girls BBall" or "Dead Week" for certain dates with no activities planned.
FM Girls BBall Summer Schedule
The document outlines the summer schedule for the FM Girls Basketball program, including open gym times for different age groups from Mondays through Fridays in July. Skills camps are also scheduled on Wednesdays for younger age groups, while high school basketball and 3 on 3 tournaments for middle schoolers take place on certain days.
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The document outlines the summer schedule for the FM Girls Basketball program. It includes shooting camps, skills camps, and open gym times for different age groups from Mondays through Fridays in July. Shooting camps are offered for high school, 4th-8th grade, and 2nd-3rd grade groups. Skills camps are for 2nd-3rd and 2nd-4th graders. Open gym times are provided for high school, 5th-12th graders, and 7th/8th graders and high schoolers.
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Culture
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Functions fill in the blank passage
A function is a mathematical rule that assigns each input exactly one output. Functions can be represented as ordered pairs, tables, graphs or equations. When represented as ordered pairs or tables, there cannot be repeats in the x-values, otherwise it is not a function. On a graph, if a vertical line intersects the graph more than once, it is not a function. Functions can be linear or non-linear. A linear function has a constant rate of change, while a non-linear function will have variables with exponents or multiplied together.
Functions fill in the blank passage
A function is a mathematical rule that assigns each input exactly one output. Functions can be represented as ordered pairs, tables, graphs or equations. When represented as ordered pairs or tables, there cannot be repeats in the x-values, otherwise it is not a function. On a graph, if a vertical line intersects the graph more than once, it is not a function. Functions can be linear or non-linear. A linear function has a constant rate of change, while a non-linear function does not have a straight line graph or variables with exponents or being multiplied.
Linear functions station 3
1. The function y = 7 + 3(x - 2) is linear because it can be written in the form y = mx + b, where m is the slope (3) and b is the y-intercept (7).
2. The data points (1, 12) (2,7) (3,4) (4, 3) (5, 4) define a non-linear relationship because as x increases, y does not increase or decrease at a consistent rate.
3. No information is provided to determine if a third function is linear or non-linear.
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1.3 writing expressions part 1
- 1. 1.Evaluate 2[54 (42 + 2)]. 6 ANSWER 5x x + 2 2.Evaluate whenx = 3. 3 ANSWER Lesson 1.3, For use with pages 14-20
- 2. Write Expressions Section 1.3 P. 15-20
- 3. In this section you will learn how to translate verbal phrases into algebraic expressions.
- 4. Vocabulary Describes a real-world situation using words as labels and using math symbols to relate the words. A rate is a fraction that compares two quantities of different units 5 pencils for $1.25 is a rate When the fraction’s denominator is one, it is a unit rate. (per) 25 cents per pencil 25/1 Verbal Model Rate Unit Rate
- 5. Verbal Phrase Addition: The ______ of 3 and a number n 3 + n The number x _______ 10 X + 10
- 6. Verbal Phrase Subtraction: The __________ of 7 and the number n. 7 – n Twelve ______ than a number x. X – 12 Order is very important when writing a subtraction expression. Why?
- 7. Verbal Phrase Multiplication: Five ______ a number y 5y The ________ of 2 and the number x 2x The number always comes BEFORE the variable when a product is indicated.
- 8. Verbal Phrase Division: The ________ of 6 and a number w 6 / w Eight ________ into a number y y / 8 Order is important when writing division expressions. Why?
- 9. EXAMPLE 1 Translate verbal phrases into expressions Expression Verbal Phrase a. 6n – 4 4less than the quantity6times a numbern 3(7 + y) b. 3 times the sum of 7 and a number y c. 22 – m2 The difference of 22 and the square of a number m
- 10. ANSWER 10 + x 1. Expression 2 for Example 1 GUIDED PRACTICE 1. Translate the phrase “the quotient when the quantity 10plus a number xis divided by 2” into an expression.
- 11. EXAMPLE 2 Write an expression Cutting A Ribbon A piece of ribbon lfeet long is cut from a ribbon 8 feet long. Write an expression for the length (in feet) of the remaining piece. SOLUTION Draw a diagram and use a specific case to help you write the expression. Suppose the piece cut is L feet long. Suppose the piece cut is 2 feet long. The remaining piece is (8 – 2) feet long. The remaining piece is (8 – l) feet long.
- 12. ANSWER The expression 8 – l represents the length (in feet) of the remaining piece. EXAMPLE 2 Write an expression
- 13. Amountin jar Numberof people EXAMPLE 3 Use a verbal model to write an expression Tips You work with 5 other people at an ice cream stand. All the workers put their tips into a jar and share the amount in the jar equally at the end of the day. Write an expression for each person’s share (in dollars) of the tips. SOLUTION STEP 1 Write a verbal model. STEP 2 Translate the verbal model into an algebraic expression. Let arepresent the amount (in dollars) in the jar. a 6
- 14. ANSWER An expression that represents each person’s share (in dollars) is a 6 EXAMPLE 3 Use a verbal model to write an expression
- 15. 55miles 110miles2 110miles = = 1hour 2hours2 2hours ANSWER The unit rate is 55 miles per hour, or 55 mi/h EXAMPLE 4 Find a unit rate A car travels 110 miles in 2 hours. Find the unit rate.
- 16. Your basic monthly charge for cell phone service is $30, which includes 300 free minutes. You pay a fee for each extra minute you use. One month you paid $3.75 for 15 extra minutes. Find your total bill if you use 22 extra minutes. 3.75 0.25 $.25 per minute = = 15 1 EXAMPLE 5 Solve a multi-step problem Cell Phones SOLUTION STEP1Calculate the unit rate.
- 17. 30 + 0.25 m dollars dollars+ minutes+dollars+dollars=dollars minute EXAMPLE 5 Solve a multi-step problem STEP2 Write a verbal model and then an expression. Let mbe the number of extra minutes. Use unit analysis to check that the expression 30 + 0.25mis reasonable. Because the units are dollars, the expression is reasonable.
- 18. ANSWER The total bill is$35.50. EXAMPLE 5 Solve a multi-step problem STEP3 Evaluate the expression when m=22. 30 + 0.25(22) = 35.5
- 19. Assignment: P. 18 1-28 Most answers today will be short answers, with little work