This document contains instructions for students to complete various math exercises on their TI-Nspire calculators. It asks students to match expressions to steps, write an expression for the area of a rectangle, simplify an algebraic expression, evaluate expressions for different variable values, and complete an activity on their calculators worth daily work points. Students are told to work with partners but can ask other group members for help if needed and to raise their hand once finished.
Lesson 3.2 compute with multi digit decimalsAmna Abunamous
6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation
Objective: find add and subtraction multi-digit decimals when the number of decimal places are not the same.
Objective: find multiply and divide multi-digit decimals when the number of decimal places are not the same.
Lesson 3.2 compute with multi digit decimalsAmna Abunamous
6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation
Objective: find add and subtraction multi-digit decimals when the number of decimal places are not the same.
Objective: find multiply and divide multi-digit decimals when the number of decimal places are not the same.
Pre-Calculus Quarter 4 Exam
Name: _________________________
Score: ______ / ______
1.
Find the indicated sum. Show your work.
2.
Locate the foci of the ellipse. Show your work.
3.
Solve the system by the substitution method. Show your work.
2y - x = 5
x2 + y2 - 25 = 0
4.
Graph the function. Then use your graph to find the indicated limit. You do not have to provide the graph
f(x) = 5x - 3, f(x)
5.
Use Gaussian elimination to find the complete solution to the system of equations, or state that none exists. Show your work.
4x - y + 3z = 12
x + 4y + 6z = -32
5x + 3y + 9z = 20
6.
Solve the system of equations using matrices. Use Gaussian elimination with back-substitution.
x + y + z = -5
x - y + 3z = -1
4x + y + z = -2
7. A woman works out by running and swimming. When she runs, she burns 7 calories per minute. When she swims, she burns 8 calories per minute. She wants to burn at least 336 calories in her workout. Write an inequality that describes the situation. Let x represent the number of minutes running and y the number of minutes swimming. Because x and y must be positive, limit the boarders to quadrant I only.
Short Answer Questions: Type your answer below each question. Show your work.
8.
A statement Sn about the positive integers is given. Write statements S1, S2, and S3, and show that each of these statements is true. Show your work.
Sn: 12 + 42 + 72 + . . . + (3n - 2)2 =
9.
A statement Sn about the positive integers is given. Write statements Sk and Sk+1, simplifying Sk+1 completely. Show your work.
Sn: 1 ∙ 2 + 2 ∙ 3 + 3 ∙ 4 + . . . + n(n + 1) = [n(n + 1)(n + 2)]/3
10.
Joely's Tea Shop, a store that specializes in tea blends, has available 45 pounds of A grade tea and 70 pounds of B grade tea. These will be blended into 1 pound packages as follows: A breakfast blend that contains one third of a pound of A grade tea and two thirds of a pound of B grade tea and an afternoon tea that contains one half pound of A grade tea and one half pound of B grade tea. If Joely makes a profit of $1.50 on each pound of the breakfast blend and $2.00 profit on each pound of the afternoon blend, how many pounds of each blend should she make to maximize profits? What is the maximum profit?
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Your computer supply store sells two types of laser printers. The first type, A, has a cost of $86 and you make a $45 profit on each one. The second type, B, has a cost of $130 and you make a $35 profit on each one. You expect to sell at least 100 laser printers this month and you need to make at least $3850 profit on them. How many of what type of printer should you order if you want to minimize your cost?
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A statement Sn about the positive integers is given. Write statements S1, S2, and S3, and show that each of these statements is true. Show your work.
Sn: 2 + 5 + .
1. Opener: Please also put your Nspire (with Nspire faceplate on) on my
desk. If you need to put your name on it, there are Sharpie
markers on my desk.
Please put up your
defined variable and 1. Match each expression to a set of steps.
expression to one of I. ‐3(x ‐ 4) II. ‐3x ‐ 4 III. 4(x ‐ 3)
the Modeling
A. Choose any number. Subtract 3. Multiply by 4.
Worksheet questions
B. Choose any number. Subtract 4. Multiply by ‐3.
you feel good about C. Choose any number. Multiply by ‐3. Subtract 4.
AFTER you finish the
opener. 2. Write an expression for the area of a rectangle with
length 10 and width w.
3. Simplify: ‐2 + 4[3 ‐2(5+5)] ‐ 10
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4. Section 2.3: Evaluating Expressions
Last class period, we learned how to write expressions to
model situations.
To evaluate an expression, we replace the variable with a
value.
Example 1: If you drop an object, its speed after t seconds is
given by the expression 32t. How fast is the object travelling
at the times listed in the table below?
Time, t, in secs Speed, 32t, in ft/sec
1
2
3
10
x+2
Example 2: Write an expression for the following number
trick.
Choose a number. Add 6. Multiply by 3. Subtract 10.
Once you have the expression written, what will Spiro's
ending number be if he chooses ‐2 as his starting number?
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5. More Evaluating Sometimes you will be asked to evaluate an expression
Expressions: that doesn't come from a real situation.
Example 3: Evaluate the expression 2 ‐ 3(x + 5) for the
following values. (Show work for all problems.)
A. x = 1 B. x = ‐3
C. x = 9 d. x = ‐7
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6. Nspire Activity: You need your calculator with the Nspire faceplate
attached to complete the activity today. This activity will
be worth 10 daily work points. You will turn it in before
you leave today.
You are working with your partner, but use the other
two people in your group if you and your partner get
stuck and I am helping someone else.
When you finish, raise your hand for your next task.
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