3.2 solve two step equations - day 1
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This document discusses solving linear equations using two or more transformations. It explains that to solve these multi-step equations, you must undo the operations performed on the variable in reverse order, using the inverse operations. It provides an example of a two-step equation being solved by first combining like terms and then dividing both sides by the coefficient of the variable. Students are assigned practice problems from their textbook to solve multi-step equations, showing all steps and checking their work.
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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.
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3.2 solve two step equations - day 1
- 1. Solving Multi-Step Equations Section 3.2 P. 141
- 2. Today we will learn to solve linear equations using two or more transformations. Again – think about “undoing” what has been done to the variable – using inverse operations!
- 3. Learn to solve linear equations using two or more transformations Do these look familiar to you?
- 4. Learn to solve linear equations using two or more transformations Today our equations will look more like this: Why do you think these are called two-step equations?
- 5. Learn to solve linear equations using two or more transformations Let’s take a closer look at this equation. Focus on the variable and how the numbers are attached to the variable. Attached by “what operations?” If I “UNDO” this equation using inverse operations, what should I undo first? Why?
- 6. “Undo” Steps 1) Simplify both sides( may include the distributive property, combining like terms, change subtraction to “add the opposite) 2) Addition/Subtraction transformations 3) Simplify 4) Multiplication/Division transformations 5) Simplify
- 7. Learn to solve linear equations using two or more transformations -2x + 5 = - 9 -2x + 5 + (-5) = -9 + (-5) Addition -2x + 0 = - 14 Simplify -2x = -14 -2 -2 Division x = 7 go back and check mentally – does 7 work?
- 8. Learn to solve linear equations using two or more transformations 2x – 9x + 17 = -4 keep original equ. clean -7x + 17 = -4 (combine like terms) -7x + 17 + (-17) = -4 + (-17) addition -7x = -21 simplify -7x = -21 division -7 -7 x = 3 simplify check mentally!!!
- 9. Learn to solve linear equations using two or more transformations
- 10. Learn to solve linear equations using two or more transformations
- 11. Solve
- 12. Assignment: p. 144 (#6-14, 21) You must show all your steps. Just answers won’t get your problem correct. Don’t forget to “CHECK” each problem!