This document is a teacher's lesson plan for teaching students how to solve one-step equations. It includes learning objectives, examples of solving equations step-by-step with explanations, think-pair-share activities where students solve equations individually and then discuss with partners, and homework assignments of word problems requiring students to set up and solve equations. The lesson emphasizes adding or subtracting values from both sides of an equation to isolate the variable.
Day 11 one step equations with fractions add and subtErik Tjersland
1) The document provides step-by-step worked examples of solving one-step equations involving fractions. Examples include adding, subtracting, and isolating variables.
2) Key concepts covered are keeping equations balanced and using inverse operations to isolate variables.
3) Students are provided multiple practice problems to solve similar one-step fraction equations.
This document is a teacher's notes for a lesson on writing and solving two-step equations from word problems. It includes sample math problems, permission slips due for a math competition, and word problems to write as two-step equations with boxes to fill in for the variable. The lesson covers reviewing mistakes, practicing sample equations, and an upcoming homework assignment and exam.
The document discusses solving systems of equations using substitution. It begins with an essential question about how to solve systems using substitution. It then provides examples of solving single equations for a variable and substituting that expression into the other equation. Readers are instructed to choose an equation to solve for one variable, substitute that expression into the other equation, solve for the remaining variable, and substitute back to find the values that satisfy both original equations. An example problem demonstrates solving a system of two equations using these substitution steps and checking the solution.
1) The document lists homework assignments and notes for Lesson 61, including setting 61 odds problems due on Monday and signing up for extra credit on Test #8. It also requests baby pictures between 6 months and 2 years old to be turned in by February 7th.
2) The warm-up includes exercises to simplify expressions, write fractions as decimals and percentages, solve an equation, and graph a function.
3) The lesson notes define arithmetic and geometric sequences, and provides examples to identify sequence types and values of terms.
This document contains an assignment with three questions for a student named Atiqa Ijaz Khan. Question 1 has 10 parts asking the student to write the output of various MATLAB statements. Question 2 has 10 parts asking the student to compare the output of related MATLAB functions and explain any differences. Question 3 asks the student to evaluate 5 mathematical expressions. The assignment is providing practice with MATLAB syntax and functions.
This document outlines the substitution method for solving systems of linear equations. It lists the steps as isolating a variable in one equation, substituting that equation into the other to eliminate the variable, then solving the resulting equation for the remaining variable and substituting back to find the original variable. It then provides 6 example systems of equations to solve using this substitution method.
This document contains 4 math problems involving addition and subtraction of variables raised to various powers. Specifically, it asks to solve (a + b) to the power of 8, (a + b) to the power of 10, (a - b) to the power of 7, and (a - b) to the power of 6.
The document outlines a plan for students to prepare for a cumulative exam the following day. It assigns review problems from their textbook and offers bonus points for completing problems within a set time frame with few or no reminders. It emphasizes communicating only about the assigned work and includes checkpoints to ensure students have a plan to prepare that evening before leaving class.
Day 11 one step equations with fractions add and subtErik Tjersland
1) The document provides step-by-step worked examples of solving one-step equations involving fractions. Examples include adding, subtracting, and isolating variables.
2) Key concepts covered are keeping equations balanced and using inverse operations to isolate variables.
3) Students are provided multiple practice problems to solve similar one-step fraction equations.
This document is a teacher's notes for a lesson on writing and solving two-step equations from word problems. It includes sample math problems, permission slips due for a math competition, and word problems to write as two-step equations with boxes to fill in for the variable. The lesson covers reviewing mistakes, practicing sample equations, and an upcoming homework assignment and exam.
The document discusses solving systems of equations using substitution. It begins with an essential question about how to solve systems using substitution. It then provides examples of solving single equations for a variable and substituting that expression into the other equation. Readers are instructed to choose an equation to solve for one variable, substitute that expression into the other equation, solve for the remaining variable, and substitute back to find the values that satisfy both original equations. An example problem demonstrates solving a system of two equations using these substitution steps and checking the solution.
1) The document lists homework assignments and notes for Lesson 61, including setting 61 odds problems due on Monday and signing up for extra credit on Test #8. It also requests baby pictures between 6 months and 2 years old to be turned in by February 7th.
2) The warm-up includes exercises to simplify expressions, write fractions as decimals and percentages, solve an equation, and graph a function.
3) The lesson notes define arithmetic and geometric sequences, and provides examples to identify sequence types and values of terms.
This document contains an assignment with three questions for a student named Atiqa Ijaz Khan. Question 1 has 10 parts asking the student to write the output of various MATLAB statements. Question 2 has 10 parts asking the student to compare the output of related MATLAB functions and explain any differences. Question 3 asks the student to evaluate 5 mathematical expressions. The assignment is providing practice with MATLAB syntax and functions.
This document outlines the substitution method for solving systems of linear equations. It lists the steps as isolating a variable in one equation, substituting that equation into the other to eliminate the variable, then solving the resulting equation for the remaining variable and substituting back to find the original variable. It then provides 6 example systems of equations to solve using this substitution method.
This document contains 4 math problems involving addition and subtraction of variables raised to various powers. Specifically, it asks to solve (a + b) to the power of 8, (a + b) to the power of 10, (a - b) to the power of 7, and (a - b) to the power of 6.
The document outlines a plan for students to prepare for a cumulative exam the following day. It assigns review problems from their textbook and offers bonus points for completing problems within a set time frame with few or no reminders. It emphasizes communicating only about the assigned work and includes checkpoints to ensure students have a plan to prepare that evening before leaving class.
This document appears to be notes from a math class lesson on calculating the volumes of prisms and cylinders. It includes examples of volume calculations for different shapes, as well as questions asking students to find the volumes of specific prisms and cylinders. The document also mentions reviewing volumes of cones and calculating the volume of a juice can and gift box. It concludes with a question about how volume applies to swimming pool manufacturers and assigns homework on volume calculations.
This document discusses sample spaces for different probability experiments involving coins, dice, and other objects. It includes examples of sample spaces for flipping two coins, rolling a die and flipping a coin, flipping three coins, and rolling two dice. The document contains notes from several dates showing the progression of lessons and examples worked through to determine various sample spaces.
The document outlines a station review lesson plan. It includes sections for a do now, criteria for bonus points, a review of stations 4-6 focusing on properties, and assigning homework to prepare for an exam. Groups will review homework and stations will be evaluated on students demonstrating the same problem-solving approach and only communicating about the stations.
This document provides a lesson on solving one-step inequalities involving multiplication and division. It begins with examples of multiplying and dividing inequalities by negative numbers. Students are asked to determine if the inequality sign changes when multiplying or dividing by a negative number. The lesson then works through examples of solving various one-step inequalities involving multiplication and division. Real-world word problems are also presented and students are asked to write and solve the inequalities to find maximum or minimum values.
This document discusses percent change and percent increase/decrease problems. It includes examples of calculating percent increases and decreases in gas prices, population, and polio cases. Students are given practice problems calculating percent decreases in weight and price increases/decreases. They are asked to create their own word problems with partners to solve.
This document discusses rates and unit rates. It provides examples of calculating rates and unit rates for distances traveled and amounts of substances used. It examines fuel efficiency rates for different vehicles. Students are asked questions to determine the most and least fuel efficient cars and factors impacting efficiency. Examples demonstrate calculating distances or amounts using a known rate over different time periods or amounts. The document prepares students for a quiz on rates and unit rates.
This document contains notes from a math lesson on identifying proportional and non-proportional relationships in tables. The lesson notes include examples of determining whether relationships shown in tables are proportional or not based on whether the y-values can be determined by multiplying the x-values by a constant. Students worked through examples in pairs and completed an exit ticket to assess their understanding before leaving the lesson.
Day 17 angle pairs day 3 (variables on both sides)Erik Tjersland
This document contains notes from a math class on solving equations with variables on both sides and finding complementary, vertical, and supplementary angles based on a diagram. The notes include examples of solving various equations by isolating the variable and finding corresponding angle measures. Homework assigned is to complete the class notes.
This document discusses measures of central tendency including the mean, median, and mode. It provides examples of calculating these values for different data sets. It also discusses using the mean to balance a seesaw with blocks and the concept of deviations from the mean. The homework is to finish the class notes on these topics.
This document discusses independent and dependent events through examples. It begins with an aim and do now question about plastic usage. Students then discuss how to determine if events are independent or dependent. Multiple choice questions follow about probabilities of various events, such as selecting girl representatives from a group or rolling certain numbers on dice rolls. The document ends with assigning homework and recapping the aim of the lesson.
This document outlines a lesson plan on combining like terms and using the distributive property. It includes examples of combining like terms and using the distributive property for students to work through at different stations. It also provides anticipatory questions to introduce the topics and a final question to help students understand the difference between combining like terms and using the distributive property. The goal is for students to practice and simplify algebraic expressions using these important algebraic skills.
This document appears to be notes from the first day of a 7th grade math class. It outlines materials needed, class responsibilities, assessments including exams and quizzes, different types of homework, grading policies, resources like an online class blog and homework website, and an "All About Me" assignment that is due with a parent signature. The teacher provides details on expectations and policies to welcome students to the new school year and math class.
Day 25 solving two step inequalities day 2Erik Tjersland
This document provides examples of solving two-step inequalities, including writing equations to represent word problems, solving the equations, and graphing the solution sets on a number line. Students are given sample word problems about saving money to purchase items like an iPad or spending money at a carnival or movies. They are guided through setting up and solving inequalities for each problem to determine constraints like the maximum number of rides or friends that can be accommodated within a given budget.
This document appears to be notes from a math lesson on representing proportional relationships with equations. It includes examples of finding the constant of proportionality from data sets and using it to write equations relating variables. Students are asked to determine constants of proportionality, write proportional equations, and solve problems algebraically and arithmetically using the equations. The document emphasizes that the constant of proportionality is the unit rate and can be used to write an equation relating proportional variables.
The document appears to be notes from a math lesson that covers the following topics:
1) Converting feet to inches and finding the area of rectangles.
2) Working through an example of determining if there is enough budget to tile a bathroom floor by calculating the area, cost per tile, and total cost.
3) Discussing questions that arise from the example such as why area not volume is used and representations of measurements.
The document is about scale drawings and includes examples of how to solve problems involving scale. It provides information on what a scale is, how it relates measurements in a scale drawing to actual measurements, and explains that scale drawing problems are solved using proportional reasoning. Several multi-part examples are worked through step-by-step, including finding lengths and areas of objects based on given scales. The document emphasizes that scale drawings allow representation of objects that are smaller or larger than actual size.
This document discusses theoretical probability. It begins with an example about weekly sales at a hair salon. Students are asked to identify the equation that represents the total weekly sales. The document then discusses finding the theoretical probabilities of sums when rolling two dice. Students are asked to calculate the number of possible outcomes for rolling two six-sided dice and identify the most frequent sum based on theoretical probabilities. Examples are provided for finding probabilities of rolling certain numbers on a die and drawing certain cards. Students are also asked to define a fair spinner and draw examples of unbiased and biased spinners.
This document provides instruction and examples for solving one-step equations. It begins with examples of evaluating expressions, then provides homework problems and examples of solving equations using addition or subtraction. Students are guided through think-pair-share activities to solve equations step-by-step and check their work. More examples demonstrate using multiplication or division to solve equations. The document concludes with word problems that require writing and solving equations.
This document provides instruction and examples for solving one-step equations. It begins with examples of evaluating expressions, then provides homework problems and examples of solving equations using addition or subtraction. Students are guided through think-pair-share activities to solve equations step-by-step and check their work. More examples demonstrate using multiplication or division to solve equations. The document concludes with word problems that require writing and solving equations, and provides additional practice problems.
This document provides instruction on solving two-step equations from word problems. It begins with examples of solving basic two-step equations. Next, it presents word problems that can be modeled with two-step equations, such as choosing the better rental car deal based on price per day and initial fee. Students are guided through setting up and solving the equations. The document concludes with assigning a two-step equation homework problem and notifying of an upcoming assignment due date.
This document provides instructions and examples for solving two-step inequalities. It begins with a do now section asking students to solve and graph basic inequalities like 7 < x + 3. It then provides an anticipatory set with questions to activate prior knowledge on solving inequalities. The main body walks through solving seven sample inequalities step-by-step. It concludes by reminding students that inequalities have solution sets and asking them to explain why in a sentence. For homework, it assigns practice problems from the textbook.
The document is a mathematics lecture on integers. It discusses the four integer operations of addition, subtraction, multiplication, and division. It provides examples of how to perform each operation on integers and the rules for determining if the result is positive or negative. Addition and subtraction are explained using rules about combining positive and negative integers. Multiplication and division are covered together, as their rules are the same - the result is positive if the signs are the same and negative if the signs are different.
This document appears to be notes from a math class lesson on calculating the volumes of prisms and cylinders. It includes examples of volume calculations for different shapes, as well as questions asking students to find the volumes of specific prisms and cylinders. The document also mentions reviewing volumes of cones and calculating the volume of a juice can and gift box. It concludes with a question about how volume applies to swimming pool manufacturers and assigns homework on volume calculations.
This document discusses sample spaces for different probability experiments involving coins, dice, and other objects. It includes examples of sample spaces for flipping two coins, rolling a die and flipping a coin, flipping three coins, and rolling two dice. The document contains notes from several dates showing the progression of lessons and examples worked through to determine various sample spaces.
The document outlines a station review lesson plan. It includes sections for a do now, criteria for bonus points, a review of stations 4-6 focusing on properties, and assigning homework to prepare for an exam. Groups will review homework and stations will be evaluated on students demonstrating the same problem-solving approach and only communicating about the stations.
This document provides a lesson on solving one-step inequalities involving multiplication and division. It begins with examples of multiplying and dividing inequalities by negative numbers. Students are asked to determine if the inequality sign changes when multiplying or dividing by a negative number. The lesson then works through examples of solving various one-step inequalities involving multiplication and division. Real-world word problems are also presented and students are asked to write and solve the inequalities to find maximum or minimum values.
This document discusses percent change and percent increase/decrease problems. It includes examples of calculating percent increases and decreases in gas prices, population, and polio cases. Students are given practice problems calculating percent decreases in weight and price increases/decreases. They are asked to create their own word problems with partners to solve.
This document discusses rates and unit rates. It provides examples of calculating rates and unit rates for distances traveled and amounts of substances used. It examines fuel efficiency rates for different vehicles. Students are asked questions to determine the most and least fuel efficient cars and factors impacting efficiency. Examples demonstrate calculating distances or amounts using a known rate over different time periods or amounts. The document prepares students for a quiz on rates and unit rates.
This document contains notes from a math lesson on identifying proportional and non-proportional relationships in tables. The lesson notes include examples of determining whether relationships shown in tables are proportional or not based on whether the y-values can be determined by multiplying the x-values by a constant. Students worked through examples in pairs and completed an exit ticket to assess their understanding before leaving the lesson.
Day 17 angle pairs day 3 (variables on both sides)Erik Tjersland
This document contains notes from a math class on solving equations with variables on both sides and finding complementary, vertical, and supplementary angles based on a diagram. The notes include examples of solving various equations by isolating the variable and finding corresponding angle measures. Homework assigned is to complete the class notes.
This document discusses measures of central tendency including the mean, median, and mode. It provides examples of calculating these values for different data sets. It also discusses using the mean to balance a seesaw with blocks and the concept of deviations from the mean. The homework is to finish the class notes on these topics.
This document discusses independent and dependent events through examples. It begins with an aim and do now question about plastic usage. Students then discuss how to determine if events are independent or dependent. Multiple choice questions follow about probabilities of various events, such as selecting girl representatives from a group or rolling certain numbers on dice rolls. The document ends with assigning homework and recapping the aim of the lesson.
This document outlines a lesson plan on combining like terms and using the distributive property. It includes examples of combining like terms and using the distributive property for students to work through at different stations. It also provides anticipatory questions to introduce the topics and a final question to help students understand the difference between combining like terms and using the distributive property. The goal is for students to practice and simplify algebraic expressions using these important algebraic skills.
This document appears to be notes from the first day of a 7th grade math class. It outlines materials needed, class responsibilities, assessments including exams and quizzes, different types of homework, grading policies, resources like an online class blog and homework website, and an "All About Me" assignment that is due with a parent signature. The teacher provides details on expectations and policies to welcome students to the new school year and math class.
Day 25 solving two step inequalities day 2Erik Tjersland
This document provides examples of solving two-step inequalities, including writing equations to represent word problems, solving the equations, and graphing the solution sets on a number line. Students are given sample word problems about saving money to purchase items like an iPad or spending money at a carnival or movies. They are guided through setting up and solving inequalities for each problem to determine constraints like the maximum number of rides or friends that can be accommodated within a given budget.
This document appears to be notes from a math lesson on representing proportional relationships with equations. It includes examples of finding the constant of proportionality from data sets and using it to write equations relating variables. Students are asked to determine constants of proportionality, write proportional equations, and solve problems algebraically and arithmetically using the equations. The document emphasizes that the constant of proportionality is the unit rate and can be used to write an equation relating proportional variables.
The document appears to be notes from a math lesson that covers the following topics:
1) Converting feet to inches and finding the area of rectangles.
2) Working through an example of determining if there is enough budget to tile a bathroom floor by calculating the area, cost per tile, and total cost.
3) Discussing questions that arise from the example such as why area not volume is used and representations of measurements.
The document is about scale drawings and includes examples of how to solve problems involving scale. It provides information on what a scale is, how it relates measurements in a scale drawing to actual measurements, and explains that scale drawing problems are solved using proportional reasoning. Several multi-part examples are worked through step-by-step, including finding lengths and areas of objects based on given scales. The document emphasizes that scale drawings allow representation of objects that are smaller or larger than actual size.
This document discusses theoretical probability. It begins with an example about weekly sales at a hair salon. Students are asked to identify the equation that represents the total weekly sales. The document then discusses finding the theoretical probabilities of sums when rolling two dice. Students are asked to calculate the number of possible outcomes for rolling two six-sided dice and identify the most frequent sum based on theoretical probabilities. Examples are provided for finding probabilities of rolling certain numbers on a die and drawing certain cards. Students are also asked to define a fair spinner and draw examples of unbiased and biased spinners.
This document provides instruction and examples for solving one-step equations. It begins with examples of evaluating expressions, then provides homework problems and examples of solving equations using addition or subtraction. Students are guided through think-pair-share activities to solve equations step-by-step and check their work. More examples demonstrate using multiplication or division to solve equations. The document concludes with word problems that require writing and solving equations.
This document provides instruction and examples for solving one-step equations. It begins with examples of evaluating expressions, then provides homework problems and examples of solving equations using addition or subtraction. Students are guided through think-pair-share activities to solve equations step-by-step and check their work. More examples demonstrate using multiplication or division to solve equations. The document concludes with word problems that require writing and solving equations, and provides additional practice problems.
This document provides instruction on solving two-step equations from word problems. It begins with examples of solving basic two-step equations. Next, it presents word problems that can be modeled with two-step equations, such as choosing the better rental car deal based on price per day and initial fee. Students are guided through setting up and solving the equations. The document concludes with assigning a two-step equation homework problem and notifying of an upcoming assignment due date.
This document provides instructions and examples for solving two-step inequalities. It begins with a do now section asking students to solve and graph basic inequalities like 7 < x + 3. It then provides an anticipatory set with questions to activate prior knowledge on solving inequalities. The main body walks through solving seven sample inequalities step-by-step. It concludes by reminding students that inequalities have solution sets and asking them to explain why in a sentence. For homework, it assigns practice problems from the textbook.
The document is a mathematics lecture on integers. It discusses the four integer operations of addition, subtraction, multiplication, and division. It provides examples of how to perform each operation on integers and the rules for determining if the result is positive or negative. Addition and subtraction are explained using rules about combining positive and negative integers. Multiplication and division are covered together, as their rules are the same - the result is positive if the signs are the same and negative if the signs are different.
This document contains notes from a math class covering topics like solving systems of equations graphically and algebraically. It includes examples of different types of systems, how to determine the number of solutions, and how the solution must satisfy all equations. Homework problems are assigned from pages 373, 388, 395, and 396 of the textbook. The document is divided into sections with headings announcing the topics and examples provided.
The document contains notes from a math lesson on solving systems of linear equations and inequalities. It includes examples of solving systems by graphing the lines on a coordinate plane to determine the number of solutions. Systems can have one solution, no solution, or infinitely many solutions depending on whether the lines intersect at a point, are parallel, or are the same line. The lesson examples graph systems of equations and identify the number of solutions each system has.
This document provides lesson materials for algebra topics including the distributive property. It includes examples of using the distributive property to evaluate expressions like 12(-10 + -2) and 8(-3 - 6). The homework assigned for the week is also listed, covering topics like the distributive property, solving equations, and vocabulary terms.
Linear equations lesson 8 day 2 graphing linear equationsErik Tjersland
The document is from a pre-algebra lesson on graphing linear equations. It discusses re-arranging equations into slope-intercept form (y=mx+b) and explains the procedure for graphing a line when given an equation in this format. Specifically, it describes using the slope (m) to rise/run and the y-intercept (b) to locate the point where the line crosses the y-axis. The document provides examples and questions to reinforce understanding of graphing linear equations from their slope-intercept form.
Linear equations lesson 8 day 1 graphing linear equationsErik Tjersland
The document is notes from a pre-algebra lesson on graphing linear equations using the y=mx+b format. It includes instructions to complete problems 9 and 10 on page 48, as well as examples of graphing different linear equations by plotting points from the equation and connecting them with a line. The closing question asks students to explain the procedure for graphing a line when given an equation in y=mx+b format.
This document appears to be notes from a pre-algebra lesson on calculating slope. It includes examples of slope calculations for lines on pages 42, 43, 47, and 48. The closing question asks students to explain the procedure for finding the slope of a line.
This document contains notes from a math lesson on solving area problems using scale drawings. The lesson outlines the do now activity and upcoming homework assignments. It then discusses scale drawings and scale factors on pages 3 through 11, explaining how to use scale drawings to find the actual area of real-world objects.
Module 4.5 lesson 9 computing actual lengthsErik Tjersland
This document outlines a math lesson on computing actual lengths from a scale drawing. It includes notes on converting scaled measurements to actual lengths using scale factors. For homework, students are asked to complete problem set #4 which involves calculating actual distances based on scale drawings. A quiz on this content is scheduled for February 28.
This document contains notes from a pre-algebra lesson on slope. It includes examples of finding the slope of a line from its graph and equation. There is a quiz scheduled on linear equations for Wednesday February 15th for B day students and Thursday February 16th for A day students. The lesson discusses different types of slopes including positive, negative, zero, and undefined slopes.
Module 4.5 lesson 7 scale factor as a percentErik Tjersland
This document contains notes from a math lesson on scale factor as a percent. It includes homework assignments and pages from the textbook covering topics such as calculating scale factor as a percentage and creating scale drawings with different horizontal and vertical scale factors. The closing question asks whether a scale drawing can have different horizontal and vertical scale factors and how to create one with different factors.
This document discusses using scale maps to determine actual distances. It provides examples of using scale factors and proportions to calculate distances between towns based on their representation on a map. The scale of the map in the examples is 0.75 inches equals 4 miles. Students are asked to use this scale to determine actual distances between various town pairs. They are also asked why distances calculated from a map may be less than the actual distance driven in a car.
Linear equations lesson 5 horizontal and vertical linesErik Tjersland
This document contains notes from a lesson on linear equations that focuses on horizontal and vertical lines. It includes examples of solving linear equations by choosing to fix either the x-value or y-value. Students are given a quiz on Thursday and Friday to assess their understanding of these concepts. The document provides instructions to complete example 5 on page 22 of the lesson materials.
The document is from a math lesson on computing actual areas from scale drawings. It provides examples of finding scale factors from drawings and using them to determine actual areas. It asks students to check if their area calculations match the examples. The lesson closes by asking students how to find an actual area given a scale drawing and a situation where this would be useful.
Module 4.5 lesson 3 computing actual lengths from scale drawingsErik Tjersland
This document provides examples and explanations for computing actual lengths from scale drawings. It begins with an example of a proposed half basketball court that needs to fit within a 25 foot by 75 foot lot. It then explains that the scale factor is the constant of proportionality that relates the actual length to the drawn length. Several other examples are worked through, applying the concept of using the scale factor and a proportion to determine actual lengths from a scaled drawing. The document concludes by restating that the scale factor expresses the relationship between the actual object and its scale drawing.
Module 4.5 lesson 2 unit rate as the scale factorErik Tjersland
This document contains notes from a math lesson on unit rate as a scale factor. It includes examples of using scale factors to determine measurements for scaled drawings. The key points are that scale factor is calculated as the ratio of actual to drawn measurements, scale factors greater than 1 enlarge a drawing while factors less than 1 reduce it, and scale factors can be used to find dimensions for scaled objects and maps using proportions. Homework includes problem set questions and creating a scaled drawing.
Linear equations lesson 4 graphing linear equationsErik Tjersland
This document outlines a lesson on graphing linear equations from tables of values. It provides instructions to complete example 2 on page 15, and schedules supplemental practice and a quiz for the following Thursday and Friday to reinforce the concepts taught in the lesson.
1) The document provides lesson materials on scale drawings, including examples of scale drawings that are reductions or enlargements of original images. It discusses using scale drawings of maps and geometric shapes.
2) Students are asked to identify corresponding points on scale drawings of maps and the coordinates of vertices for geometric shapes. They are also asked to determine if a constant of proportionality exists for scale drawings.
3) The lesson aims to help students understand how to relate scale drawings to ratios and rates by analyzing examples of scale drawings and their relationships to original images.
The document outlines a review for a Module 4 exam. It instructs students to prepare for the exam by doing homework and going over the previous night's work with a partner. The review includes mixed exercises on percentages to help students study for concepts involving percents that could appear on the exam.
Linear equations lesson 3 consecutive integersErik Tjersland
The document outlines a pre-algebra lesson on consecutive integers that includes:
- Writing let statements and equations to solve word problems involving consecutive integers
- Examples of consecutive integer word problems and their solutions
- A closing activity to explain the procedure for writing equations from word problems.
14 mixed review with percents with answersErik Tjersland
The document outlines a math class focusing on percentages that includes a do now, homework assignments, and an exam date. It provides notes for a mixed review of percentage problems, repeating the class objective of percentage calculations.
This document outlines notes from a science lesson on relative error. It includes instructions for students to complete homework problems and an experiment to measure density. The document provides examples to calculate relative error and asks students to consider how this concept could be applied to other labs.
This document contains notes from a math lesson on relative error. It includes the date of the lesson, topics to be covered which are finding the percent error of measurements and the purpose of finding percent error. The document provides examples of measurements and the corresponding percent errors. It also lists homework problems and the date of an upcoming exam.
Linear equations lesson 2 geometric word problemsErik Tjersland
This document outlines a lesson on solving geometric word problems algebraically. It provides instructions for students to complete problems 25-30 on page 4, which involve writing a "let statement" and equation for each word problem and solving to find the answer. The document includes pages of example problems and explains the procedure for writing an equation from a word problem. It concludes with a closing activity for students to explain their process.
3. Day 8 One Step Equations.notebook January 08, 2013
Anticipatory Set
Solve the following equation. SHOW YOUR CHECK!
-2(x + 6) - 12x -2 = -10
How do you solve equations?
3
4. Day 8 One Step Equations.notebook January 08, 2013
Anticipatory Set
1.) How would the scale change if I add another 5
gram mass to one side?
2.) Describe how to balance the scale again?
3.) How is this similar to solving equations?
4
6. Day 8 One Step Equations.notebook January 08, 2013
Think-Pair-Share Activity:
Use any method to solve the following equations.
A.) x + 13 = 5 CHECK B.) x - 17 = 50 CHECK
C.) Explain, in a complete sentence, how we solved those
equations.
6
7. Day 8 One Step Equations.notebook January 08, 2013
Think-Pair-Share Activity:
Use any method to solve the following equations.
A.) x + 13 = 5 CHECK B.) x - 17 = 50 CHECK
-13 -13
C.) Explain, in a complete sentence, how we solved those
equations.
7
8. Day 8 One Step Equations.notebook January 08, 2013
Think-Pair-Share Activity:
Use any method to solve the following equations.
A.) x + 13 = 5 CHECK B.) x - 17 = 50 CHECK
-13 -13
x = -8
C.) Explain, in a complete sentence, how we solved those
equations.
8
9. Day 8 One Step Equations.notebook January 08, 2013
Think-Pair-Share Activity:
Use any method to solve the following equations.
A.) x + 13 = 5 CHECK B.) x - 17 = 50 CHECK
-13 -13 + 17 +17
x = -8
C.) Explain, in a complete sentence, how we solved those
equations.
9
16. Day 8 One Step Equations.notebook January 08, 2013
Think-Pair-Square-Present Activity:
1.) Complete problem and check individually.
2.) Discuss with your partner until agreement.
3.) Discuss with your group until agreement.
4.) A partnership will be called at random to present the problem on the board.
A.) -5 = x + 16 CHECK
B.) -9x = -81 CHECK
16
20. Day 8 One Step Equations.notebook January 08, 2013
Write and solve equations for the following word problems.
I.) The temperature in Minnesota was -8°F one day. This was 12
degrees less than the temperature in Indiana on the same day.
What was the temperature in Indiana?
CHECK
J.) The temperature in Buffalo, New York, was -2°F one day. This
was 42 degrees warmer than the temperature in Nome, Alaska, on
the same day. What was the temperature in Nome?
CHECK
20
21. Day 8 One Step Equations.notebook January 08, 2013
Extra Practice
More Extra Practice
Even More Extra Practice
Past Even More Extra Practice
Way Past Even More Extra Practice
21
22. Day 8 One Step Equations.notebook January 08, 2013
Before You Leave
Last year you learned how to solve equations. What did you learn
today that goes past what you did last year?
What did I learn today
22
24. Day 8 One Step Equations.notebook January 08, 2013
AIM: Solving One-Step Equations
A.) -5 = x + 16 CHECK
B.) -9x = -81 CHECK
E.) -60 = x - 17 CHECK
x
F.) 10 = CHECK
-6
24
25. Day 8 One Step Equations.notebook January 08, 2013
Think-Pair-Share Activity:
Use any method to solve the following equations.
A.) x + 13 = 5 CHECK B.) x - 17 = 50 CHECK
-13 -13 + 17 +17
x = -8 x = 67
C.) Explain, in a complete sentence, how we solved those
equations.
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