2.2 add integers ws day1
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The document provides examples and rules for adding integers. It explains that to add numbers with the same sign, you add the numbers and keep the sign, while to add numbers with opposite signs you subtract the numbers and keep the sign of the number with the larger absolute value. It then gives practice problems for students to apply these rules for adding integers.
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The document provides explanations and examples for adding, subtracting, multiplying, and dividing integers.
It begins by explaining the rules for adding integers with the same sign and integers with different signs, providing examples such as -6 + -2 = -8. It then explains that subtracting integers uses the rule of "adding the opposite" and provides examples like 7 - (-6) = 13.
The document also covers multiplying and dividing integers, noting that an even number of negatives yields a positive result and an odd number yields a negative result. It provides examples such as -2(-2)(-2)= 16 and 2 (-5)= -10.
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Wednesdayweek2
Okay, let's break this down step-by-step:
* The population is dropping at a rate of 255 people per year
* We want to know how long it will take for the change in population to be 2,040 people
* So we set up an equation: Rate x Time = Change
* Rate is -255 people/year
* Change is -2,040 people
* So the equation is: -255x = -2,040
* Solve for x: x = 2,040/-255 = 8 years
Therefore, it will take 8 years for the change in population to be 2,040 people.
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This document provides instructions for an activity where students will write their name vertically, assign numbers to each letter, perform mathematical operations on those numbers, plot the results on a graph, and connect the points to reveal the shape of their name. Students are asked to bring art supplies to class and will work through the steps, checking their work with a partner before plotting and connecting the points on their graph and decorating it.
FM HS Girls Summer Schedule
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.
FM Girls BBall Summer Schedule - June
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.
FM Youth Girls Basketball - Summer 2017
This document provides the schedule for the FM Youth Girls Basketball program for June and July 2017. It includes times for shooting camps, skills camps, and open gym sessions for girls in grades 2nd through 8th. The schedule runs from Mondays to Fridays and includes a mix of single grade and multi-grade sessions focused on skills development and playing time.
June BBall Schedule
The summer schedule provides basketball activities for girls in elementary, middle, and high school from July 5th through July 30th, including shooting camps, skills camps, open gym times for various age groups, and a 3 on 3 camp during the last week. Shooting camps are offered daily for high school, elementary/middle school, and a skills camp for 2nd and 3rd graders. Open gym times allow for pick-up games for 7th/8th graders and high schoolers, as well as all 5th through 12th graders.
Central shooting academy flyer
The document is a waiver and registration form for a shooting academy at Fremont Mills High School in June 2017. It states that by signing, the student waives any claims against the shooting academy or high school for injuries during the program in June. It also notes the organizers are not responsible for lost, damaged, or stolen property. The bottom portion requests contact information and asks for payment to be submitted to the high school athletic office or coach.
4r statistics and probability relearning
This document provides questions to help review key concepts of statistics and probability including:
1. Reading scatter plots and determining the type of correlation based on the direction of the graph.
2. Creating scatter plots, drawing lines of best fit, and determining the slope and y-intercept to make conclusions about trends in data.
3. Constructing and interpreting two-way tables of data including finding marginal frequencies and percentages.
5r linear systems relearning
This document contains questions about linear systems and how to solve them. It asks about determining the number of solutions based on whether the slopes and y-intercepts are the same or different. It also asks how to graph systems, write solutions, and use substitution to solve algebraic equations for systems.
3r linear equations relearning
This document provides instruction on graphing and writing linear equations. It covers determining the slope and y-intercept from an equation in slope-intercept form, comparing slopes from different representations, finding the slope and y-intercept from a graph to write an equation, using slope triangles to show a constant rate of change, and writing equations given a table, slope and point, or two points.
Linear equations review
This document reviews linear equations by having the reader graph sample equations, determine their slopes and y-intercepts, compare slopes to determine which equation is steeper, and write equations based on given information. It also asks the reader to find and compare slopes of additional equations.
Slope Stuff
This document discusses completing two graphic organizers to help remember the four types of slope: positive, negative, zero, and undefined. It introduces "Slope Guy" and "Slope Tree" organizers that will be filled in to categorize the different slope types.
The role of your coaches
The coach's role is to create a positive team culture focused on sportsmanship, work ethic and teamwork. The coach works hard to make the team successful through practice, scouting, clinics and film. They teach basketball skills positively while correcting mistakes and encouraging good play, and set a good example in behavior. The coach pushes athletes to their highest potential in basketball and academics, communicates with players and parents, and decides playing time based on which players will help the team succeed most.
Player's Role
Players should work hard to create a positive basketball culture by accepting their role and improving themselves. They must show good sportsmanship, communicate well with teammates and coaches, and understand that team success is more important than any individual. Players should always follow the program's rules by playing hard, smart, and together while accepting coaching and helping each other improve.
Culture
Playing time is earned based on how hard a player works in practice, their communication and attitude, and how they help the team win by executing the offensive and defensive systems and accepting their role. Players are expected to always play hard by hustling on and off the floor, competing during games and practice, and fighting through adversity with toughness. They must also always play smart by accepting coaching, avoiding turnovers, knowing their role, and improving individually. Most importantly, players must always play together by making others better, sharing the ball, being positive and encouraging teammates, and helping each other.
November 2016 BBall Calendar
This document is a printable November 2016 calendar with no notes or events filled in. It displays a basic grid layout with the days of the week and dates for the month. Additional information at the bottom provides links to download a calendar creator software that allows for customization of layouts, colors and inclusion of holidays on created calendars, as well as importing calendar data from other services.
Functions Study Guided
This document provides a study guide for determining whether a table, set of ordered pairs, or graph represent a function. It includes 12 multiple choice questions asking how to identify if something is a function or linear, and whether specific examples shown are functions or linear. It then has 6 additional questions asking the learner to determine if examples provided are functions or linear, and explain their reasoning. The study guide is intended to help the learner practice identifying functions and linear relationships from different representations.
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.
More from bweldon (20)
2.2 add integers ws day1
- 3. Addition of Integers Section 2.2 P. 63
- 7. 5 + 3 = 8 Up 5 , then up 3 more If you have $5 in your pocket and are given $3 more, how much do you have? -5 + (-3) = -8 Down 5 then down 3 more If you owe $5 and then borrow $3 more, how much do you have?
- 10. EXAMPLE 1 Adding Integers Using a Number Line Use a number line to find the sum. a. 5 + ( 8) – Start at 0 . Move 5 units to the right. Then move 8 units to the left.
- 11. EXAMPLE 1 Adding Integers Using a Number Line Use a number line to find the sum. a. 5 + ( 8) – Start at 0 . Move 5 units to the right. Then move 8 units to the left. Answer The final position is –3 . So, 5 + (–8) = –3 .
- 12. EXAMPLE 1 Adding Integers Using a Number Line Use a number line to find the sum. b. – 6 + 10 Start at 0 . Move 6 units to the right. Then move 10 units to the left.
- 13. EXAMPLE 1 Adding Integers Using a Number Line Use a number line to find the sum. b. – 6 + 10 Start at 0 . Move 6 units to the right. Then move 10 units to the left. Answer The final position is 4 . So, –6 + 10 = 4 .