Day 11 variables on both sides day 2
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This document provides instructions and examples for solving multi-step equations with variables on both sides. It begins with the learning objective of isolating a variable to find its value. Four rules are outlined: 1) keep the equation balanced, 2) simplify each side by combining like terms, 3) use the distributive property, and 4) use inverse operations to move the variable to one side. The document then works through 10 examples applying these rules to solve equations. It concludes by asking how a student would explain today's lesson on solving equations with variables on both sides to another student who was absent.
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Day 10 variables on both sides
This document provides instructions on how to solve equations with variables on both sides by using inverse operations to isolate the variable. It explains that you must keep the equation balanced, simplify each side by combining like terms, and use inverse operations such as addition, subtraction, multiplication, and division to remove the variable from one side of the equation. It then provides examples of equations and the steps to solve them by isolating the variable.
Day 12 multi step equations
This document provides instructions and examples for solving multi-step equations. It begins with an anticipatory set asking students to list the steps to isolate the variable. It then lists the steps as distributing terms if needed, combining like terms if needed, moving variables to one side using inverse operations, and using inverse operations to isolate the variable. The document provides examples of applying these steps to equations such as -16 = 6a + 8 - 2a and -2(2x + 4) = 3(2x - 6). It concludes with assigning homework to practice these skills.
Day 13 multi step equations
This document provides instructions and examples for solving multi-step equations. It outlines the objective of isolating the variable to find its value and lists the rules as keeping the equation balanced, simplifying each side by combining like terms, and moving the variable to one side using inverse operations. It then provides 6 examples of equations to solve showing the steps to isolate the variable.
D ay 8 combining like terms fractions
The document discusses solving fractional equations by combining like terms. It begins with an anticipatory set asking students to describe how to combine like terms in a sample equation. It then reviews the rules for isolating a variable by keeping equations balanced, combining like terms, using the distributive property, and inverse operations. Several examples are worked through step-by-step demonstrating how to apply these rules to solve equations algebraically for an isolated variable. The document concludes with a word problem asking students to write and solve an equation to find the cost of drinks.
Day 5 fraction two step
This document provides examples and instructions for solving two-step equations involving fractions. It begins with a warm-up involving finding the greatest common factor and least common multiple of various numbers. The main content then shows the steps and rules for isolating a variable in an equation: 1) keep the equation balanced, 2) simplify each side, 3) move the variable to one side using inverse operations, and 4) use inverse operations. Several examples are worked through demonstrating this process. The document concludes with a word problem involving fractions that students are instructed to solve.
Day 5 fraction two step
This document provides instruction and examples for solving two-step equations involving fractions. It begins with examples of finding the greatest common factor and least common multiple of various numbers. The remainder of the document provides worked examples of solving single-variable equations using inverse operations, including equations with fractions. Students are asked to find and explain mistakes, trade word problems involving fractions with classmates, and complete a homework assignment.
Day 4 fraction two step
The document provides steps and examples for solving two-step equations involving fractions. It begins with an anticipatory set asking students to consider how fractions may impact solving two-step equations. It then outlines four rules for solving such equations: 1) keep the equation balanced, 2) simplify each side by combining like terms, 3) move the variable to one side using inverse operations, and 4) use inverse operations. The document provides worked examples demonstrating applying these rules to equations with fractions. It concludes with assigning homework to finish the class notes.
Day 4 fraction two step
This document provides instructions for solving two-step equations involving fractions and decimals. It outlines the key rules: 1) keep the equation balanced, 2) simplify each side by combining like terms, 3) move the variable to one side using inverse operations, and 4) use inverse operations. It then works through several examples of solving two-step equations with fractions and decimals, applying the outlined rules. The objective is to isolate the variable to find its value.
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Day 10 variables on both sides
This document provides instructions on how to solve equations with variables on both sides by using inverse operations to isolate the variable. It explains that you must keep the equation balanced, simplify each side by combining like terms, and use inverse operations such as addition, subtraction, multiplication, and division to remove the variable from one side of the equation. It then provides examples of equations and the steps to solve them by isolating the variable.
Day 12 multi step equations
This document provides instructions and examples for solving multi-step equations. It begins with an anticipatory set asking students to list the steps to isolate the variable. It then lists the steps as distributing terms if needed, combining like terms if needed, moving variables to one side using inverse operations, and using inverse operations to isolate the variable. The document provides examples of applying these steps to equations such as -16 = 6a + 8 - 2a and -2(2x + 4) = 3(2x - 6). It concludes with assigning homework to practice these skills.
Day 13 multi step equations
This document provides instructions and examples for solving multi-step equations. It outlines the objective of isolating the variable to find its value and lists the rules as keeping the equation balanced, simplifying each side by combining like terms, and moving the variable to one side using inverse operations. It then provides 6 examples of equations to solve showing the steps to isolate the variable.
D ay 8 combining like terms fractions
The document discusses solving fractional equations by combining like terms. It begins with an anticipatory set asking students to describe how to combine like terms in a sample equation. It then reviews the rules for isolating a variable by keeping equations balanced, combining like terms, using the distributive property, and inverse operations. Several examples are worked through step-by-step demonstrating how to apply these rules to solve equations algebraically for an isolated variable. The document concludes with a word problem asking students to write and solve an equation to find the cost of drinks.
Day 5 fraction two step
This document provides examples and instructions for solving two-step equations involving fractions. It begins with a warm-up involving finding the greatest common factor and least common multiple of various numbers. The main content then shows the steps and rules for isolating a variable in an equation: 1) keep the equation balanced, 2) simplify each side, 3) move the variable to one side using inverse operations, and 4) use inverse operations. Several examples are worked through demonstrating this process. The document concludes with a word problem involving fractions that students are instructed to solve.
Day 5 fraction two step
This document provides instruction and examples for solving two-step equations involving fractions. It begins with examples of finding the greatest common factor and least common multiple of various numbers. The remainder of the document provides worked examples of solving single-variable equations using inverse operations, including equations with fractions. Students are asked to find and explain mistakes, trade word problems involving fractions with classmates, and complete a homework assignment.
Day 4 fraction two step
The document provides steps and examples for solving two-step equations involving fractions. It begins with an anticipatory set asking students to consider how fractions may impact solving two-step equations. It then outlines four rules for solving such equations: 1) keep the equation balanced, 2) simplify each side by combining like terms, 3) move the variable to one side using inverse operations, and 4) use inverse operations. The document provides worked examples demonstrating applying these rules to equations with fractions. It concludes with assigning homework to finish the class notes.
Day 4 fraction two step
This document provides instructions for solving two-step equations involving fractions and decimals. It outlines the key rules: 1) keep the equation balanced, 2) simplify each side by combining like terms, 3) move the variable to one side using inverse operations, and 4) use inverse operations. It then works through several examples of solving two-step equations with fractions and decimals, applying the outlined rules. The objective is to isolate the variable to find its value.
Day 4 formulas
This document provides examples for using formulas to solve problems. It includes the formulas for area of a rectangle, distance, speed, and density. Students are given practice problems using these formulas, such as calculating the area of a rectangle with dimensions of 4 by 8, distance traveled at a rate of 4 feet per second for 138 seconds, and the density of an object with a mass of 64 grams and volume of 4 cm3. The document concludes with reminding students that their Castle Homework #10 is due the next day.
Day 6 money
The document provides instructions on how to convert amounts of money between different world currencies using current exchange rates. It lists several major currencies like the US Dollar, Euro, British Pound, and their exchange rates. Examples are given of how to calculate the equivalent amount for a given currency conversion, such as converting US Dollars to Mexican Pesos or British Pounds to US Dollars.
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This document contains a math lesson on percent equations. It includes examples of percent word problems to solve, such as finding percentages of numbers and calculating commission amounts. It also describes an activity for students to trade math problems with one another and check each other's work. The homework assignment is to complete selected problems from pages 318-319 of their textbook.
Day 11 percent equations
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Day 12 variables on both sides fractions
The document provides guidance on solving equations with variables on both sides. It begins with an example problem showing how to isolate the variable by keeping the equation balanced, simplifying like terms, and using inverse operations to move the variable to one side. The document then lists the key rules for solving these types of equations. Finally, it works through several more example problems demonstrating how to apply the rules to isolate variables on both sides of equations with fractions or decimals.
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This document provides instruction on using indirect measurement to find the height of objects like a flagpole or traffic light. It discusses setting up proportions between corresponding sides of similar triangles using shadows of different lengths cast by the object and another item of known height. Students are guided through example problems of writing and solving proportions to find unknown heights. The last page prompts students to outline the steps, materials, and initial information needed to indirectly measure the height of a school flagpole.
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This document outlines the policies and procedures for Mr. Tjersland's Math 7 class. It details rules for using the SMARTBOARD, class materials and organization, different types of assessments including exams, projects, quizzes, and homework. It provides the grading breakdown and explains resources like the class website, teacher blog, and online gradebook for parents. Students are expected to complete an "All About Me" form with parent email for access to grades.
Day 9 combining like terms
This document provides examples and steps for solving fractional equations by combining like terms. It begins with an example of writing and solving an equation to determine what score is needed on a third exam for the mean score to be 90, given scores of 93 and 80 on the first two exams. It then presents the objective of isolating the variable and lists the rules for solving equations, which include keeping the equation balanced, combining like terms, using inverse operations to move variables to one side. Several worked examples demonstrating these steps are shown. It concludes with a homework assignment to finish the class notes.
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This document provides instructions on how to solve equations with variables on both sides by using inverse operations to isolate the variable. It explains that you must keep the equation balanced, simplify each side by combining like terms, and use inverse operations such as addition, subtraction, multiplication, and division to remove the variable from one side of the equation. Several examples of solving equations with variables on both sides are shown step-by-step.
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This document provides steps for solving one-step equations involving fractions. It begins with examples of fractional equations and outlines the key rules for solving such equations: 1) keep the equation balanced, 2) simplify each side by combining like terms, 3) move the variable to one side using inverse operations, and 4) use inverse operations to solve for the variable. The document works through examples applying these rules and concludes with a reminder of the objective and homework assignment.
Day 3 one step all
This document provides steps for solving one-step equations involving fractions. It begins with examples of fractional equations and notes the procedure is different than for whole number equations. It then lists the rules for solving one-step equations which include keeping the equation balanced, simplifying each side, moving the variable to one side using inverse operations, and using inverse operations to solve for the variable. The document works through examples applying these steps and concludes with a summary of explaining the lesson to an absent student and providing homework.
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Day 6 money
The document provides instructions on how to convert amounts of money between different world currencies using current exchange rates. It lists several major currencies like the US Dollar, Euro, British Pound, and their exchange rates. Examples are given of how to calculate the equivalent amount for a given currency conversion, such as converting US Dollars to Mexican Pesos or British Pounds to US Dollars.
Day 10 percent equations
This document contains a math lesson on percent equations. It includes examples of percent word problems to solve, such as finding percentages of numbers and calculating commission amounts. It also describes an activity for students to trade math problems with one another and check each other's work. The homework assignment is to complete selected problems from pages 318-319 of their textbook.
Day 11 percent equations
This document provides instructions and examples for writing and solving percent equations. It begins with an anticipatory set asking students to write and solve an equation to find the gratuity on a $72 bill if an 18% gratuity is left. The document then provides examples for students to practice writing and solving percent equations. These include finding percentages of numbers, percentages as parts of wholes, and solving for the whole given a percentage. It concludes by assigning related homework problems.
Day 1 customary
The document provides instructions on how to convert between customary units of measurement using proportions. It gives examples of converting ounces to pounds, quarts to gallons, inches to yards, ounces to pounds, and fluid ounces to pints. Students are asked to create their own word problems involving customary unit conversions and to identify the appropriate customary unit to measure the length of a pen, a person's weight, and the amount of water in a pool.
Day 7 area and circumference
This document provides examples for calculating the circumference and area of circles. It begins with a basic skills quiz, then provides homework assignments. An anticipatory set asks students to compare circumference and area in a Venn diagram. The remainder of the document provides word problems to calculate radius, diameter, circumference and area when given any one of those values. It concludes by asking how a student would explain the lesson on circles to an absent classmate.
Day 5 read line bar
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Day 18 translating inequalities
This document provides examples and practice problems for writing and solving inequalities. It begins with a basic skills quiz, then provides homework assignments and examples of writing inequalities to model word problems. Students are asked to find and correct mistakes in sample inequalities. Practice problems include writing inequalities to represent scenarios about carrying capacity for hikers, money spent at a carnival, and the number of employees an office can hold. The document concludes with asking students to generate their own word problem that could be modeled with an inequality.
Day 11 factoring trinomials2
This document provides instructions on how to factor trinomials. It explains that to factor an expression of the form x^2 + bx + c, you need to find two numbers whose product is c and sum is b. It then provides examples of factoring various trinomial expressions like x^2 + 5x + 6 = (x + 2)(x + 3). At the end, it directs students to factor additional trinomials for homework.
Day 3a subtracting integers day 2
This document provides instruction on subtracting integers. It includes examples to evaluate, such as finding the temperature difference between the record high and low in North Carolina. The document also provides homework assignments from pages 148-149 involving adding, subtracting, and evaluating integers. It concludes by asking how a student would explain the lesson on subtracting integers to an absent student.
Day 1 experimental probability
This document discusses experimental probability. It defines experimental probability as the number of times an event occurs divided by the number of trials. It provides examples of calculating experimental probabilities and discusses how experimental probabilities are estimates rather than exact predictions due to random variation in outcomes.
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This document provides instruction on scientific notation. It includes examples of converting numbers between standard form and scientific notation. Students are given practice problems converting numbers like 4,340,000 and 3,000,000,000 between the two forms. The document also has students find mistakes in the teacher's worked examples and write the correct answers.
Day 7 Area And Circumference
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Day 13 station review
This document outlines the procedures for a station review activity. Students will rotate through different stations to complete math problems and receive feedback on their work. Bonus points will be awarded based on completing problems quickly and accurately. Teachers will provide reminders to students to focus their communication only on the station tasks and not disrupt other students. An attachment includes a student handout with more details.
Day 12 variables on both sides fractions
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Day 3 similar figures
This document provides instruction on using indirect measurement to find the height of objects like a flagpole or traffic light. It discusses setting up proportions between corresponding sides of similar triangles using shadows of different lengths cast by the object and another item of known height. Students are guided through example problems of writing and solving proportions to find unknown heights. The last page prompts students to outline the steps, materials, and initial information needed to indirectly measure the height of a school flagpole.
Day 1 adding integers
This document provides instruction on adding integers. It begins with examples of adding integers with integer chips. Rules are then developed for adding integers with the same sign and integers with different signs without using chips. These rules are applied to evaluate expressions. Extra practice examples are also provided, along with homework assigned from Castle Learning.
First day
This document outlines the policies and procedures for Mr. Tjersland's Math 7 class. It details rules for using the SMARTBOARD, class materials and organization, different types of assessments including exams, projects, quizzes, and homework. It provides the grading breakdown and explains resources like the class website, teacher blog, and online gradebook for parents. Students are expected to complete an "All About Me" form with parent email for access to grades.
Day 9 combining like terms
This document provides examples and steps for solving fractional equations by combining like terms. It begins with an example of writing and solving an equation to determine what score is needed on a third exam for the mean score to be 90, given scores of 93 and 80 on the first two exams. It then presents the objective of isolating the variable and lists the rules for solving equations, which include keeping the equation balanced, combining like terms, using inverse operations to move variables to one side. Several worked examples demonstrating these steps are shown. It concludes with a homework assignment to finish the class notes.
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Day 5 combining like terms equations
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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 percent
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.
Module 4.5 lesson 6 scale map
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 lines
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.
Module 4.5 lesson 4 scale area problems
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 drawings
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 factor
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 equations
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.
Module 4.5 lesson 1 scale drawings
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.
Review for module 4 exam
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 integers
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 answers
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.
Module 4 lesson 13
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.
Module 4 lesson 12 relative error
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 problems
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.
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Linear equations lesson 8 day 2 graphing linear equations
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Day 11 variables on both sides day 2
- 1. 1 Do Now AIM: Solving Multi-Step Equations with Variables on Both Sides
- 2. 2 Homework: Pages 570-571 #4, 5, 8-12 all, 20, 35-39 all
- 3. 3 Anticipatory Set Find, correct, and explain the mistake made in the following example. Explanation of Mistake: 4x - 10 = -2x + 8
- 4. 4 ALGEBRA The Search for Unknowns Objective: Isolate the variable to find its value RULES 4.) Use inverse operations 1.) Keep the equation balanced 2.) Simplify each side by combining like terms and using the distributive property. 3.) Move variable to one side using inverse operations. j = 20 - 4j 1 -
- 5. 5 ALGEBRA The Search for Unknowns Objective: Isolate the variable to find its value RULES 4.) Use inverse operations 1.) Keep the equation balanced 2.) Simplify each side by combining like terms and using the distributive property. 3.) Move variable to one side using inverse operations. 32 - 5x = 3x + 8 2
- 6. 6 ALGEBRA The Search for Unknowns Objective: Isolate the variable to find its value RULES 4.) Use inverse operations 1.) Keep the equation balanced 2.) Simplify each side by combining like terms and using the distributive property. 3.) Move variable to one side using inverse operations. 15d = 17 + 8d - 24 3
- 7. 7 ALGEBRA The Search for Unknowns Objective: Isolate the variable to find its value RULES 4.) Use inverse operations 1.) Keep the equation balanced 2.) Simplify each side by combining like terms and using the distributive property. 3.) Move variable to one side using inverse operations. -6x - 32 = 2x 4
- 8. 8 ALGEBRA The Search for Unknowns Objective: Isolate the variable to find its value RULES 4.) Use inverse operations 1.) Keep the equation balanced 2.) Simplify each side by combining like terms and using the distributive property. 3.) Move variable to one side using inverse operations. 6x - x = 27 - 4x 5
- 9. 9 ALGEBRA The Search for Unknowns Objective: Isolate the variable to find its value RULES 4.) Use inverse operations 1.) Keep the equation balanced 2.) Simplify each side by combining like terms and using the distributive property. 3.) Move variable to one side using inverse operations. 18r - 2 - 12r = -6r - 26 6
- 10. 10 ALGEBRA The Search for Unknowns Objective: Isolate the variable to find its value RULES 4.) Use inverse operations 1.) Keep the equation balanced 2.) Simplify each side by combining like terms and using the distributive property. 3.) Move variable to one side using inverse operations. -6x - 4 = -4x + 16 7
- 11. 11 BEFORE YOU LEAVE How would you explain today's lesson to a student who was absent today? OBJECTIVE: How do we solve equations with variables on both sides?
- 12. 12 Homework: Pages 570-571 #14, 15, 19, 21, 23, 25, 27, 32, 40-43all Mr. Tjersland's Math 7
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- 14. 14 32 - 5x = 3x + 8 CHECK
- 15. 15 18r - 2 - 12r = -6r - 26