The document provides a study guide for a test on simplifying radicals, instructing the student to review yesterday's work, complete class work from earlier in the week, and providing an example radical equation to solve.
The document contains examples and practice problems for evaluating expressions with integers. It includes:
1) Worked examples of evaluating expressions when given values for variables, such as finding 11 + 4(3) = 34 and 6(17)(3) = 5.
2) Practice problems for students to solve, such as evaluating expressions when k = -36, m = 6, and n = 3.
3) Exercises for students to try on their own, following the order of operations with integers.
The document shows the step-by-step work to solve the equation |-9+3|. It first solves the equation inside the absolute value bars as -9+3=-6. It then rewrites this as |-6|. Finally, it solves the absolute value of -6 as 6, which is the final answer.
The document provides steps to solve the absolute value equation |-9+3|. It first solves the equation inside the absolute value bars as -9+3=-6. It then rewrites this as |-6|. Finally, it solves the absolute value of -6 as 6, which is the final answer.
Ute proceso de construccion del plan nacional para el buen vivirevelyn17carolina
El Plan Nacional para el Buen Vivir 2009-2013 tiene como objetivos principales erradicar la desnutrición crónica, el analfabetismo y sacar de la pobreza a 150 mil beneficiarios del bono de desarrollo humano. Cuenta con 12 estrategias nacionales y 12 objetivos nacionales. Fue presentado en versiones kichwa, shuar y kichwa en diferentes provincias del Ecuador.
Este documento explica la necesidad de ajustar el Plan de Desarrollo debido a cambios en el contexto político y financiero. Se debe actualizar para incorporar los lineamientos del nuevo mandatario, los recursos de regalías, y una mejor trazabilidad entre el programa de gobierno y el plan. El documento también presenta un análisis del contexto socioeconómico de Caldas y propone cinco líneas estratégicas del plan ajustado: desarrollo social e igualdad, mejor economía, mejor infraestructura, buen gobierno
El Plan Nacional de Desarrollo es el instrumento legal que establece los objetivos del gobierno colombiano y permite evaluar sus resultados. Se compone de una parte estratégica con metas a largo plazo y una parte de inversiones. El presidente elabora el PND con el apoyo del Departamento Nacional de Planeación y somete el proyecto a la aprobación del Congreso.
El Plan Nacional de Desarrollo tiene como objetivo principal buscar el desarrollo humano sustentable para mejorar la calidad de vida de todos los mexicanos sin comprometer los recursos de las futuras generaciones. El plan establece los objetivos y estrategias del gobierno para los próximos seis años en áreas como economía, seguridad, igualdad de oportunidades y sustentabilidad ambiental. El presidente y su equipo son los responsables de elaborar el plan en los primeros seis meses de gobierno.
The document provides classwork and practice problems related to algebraic expressions and one-step equations. New vocabulary terms introduced are coefficient and like terms. Examples are given of adding and subtracting like terms. There are also practice problems for translating expressions, solving one-step equations, and word problems involving algebraic relationships between variables.
The document contains examples and practice problems for evaluating expressions with integers. It includes:
1) Worked examples of evaluating expressions when given values for variables, such as finding 11 + 4(3) = 34 and 6(17)(3) = 5.
2) Practice problems for students to solve, such as evaluating expressions when k = -36, m = 6, and n = 3.
3) Exercises for students to try on their own, following the order of operations with integers.
The document shows the step-by-step work to solve the equation |-9+3|. It first solves the equation inside the absolute value bars as -9+3=-6. It then rewrites this as |-6|. Finally, it solves the absolute value of -6 as 6, which is the final answer.
The document provides steps to solve the absolute value equation |-9+3|. It first solves the equation inside the absolute value bars as -9+3=-6. It then rewrites this as |-6|. Finally, it solves the absolute value of -6 as 6, which is the final answer.
Ute proceso de construccion del plan nacional para el buen vivirevelyn17carolina
El Plan Nacional para el Buen Vivir 2009-2013 tiene como objetivos principales erradicar la desnutrición crónica, el analfabetismo y sacar de la pobreza a 150 mil beneficiarios del bono de desarrollo humano. Cuenta con 12 estrategias nacionales y 12 objetivos nacionales. Fue presentado en versiones kichwa, shuar y kichwa en diferentes provincias del Ecuador.
Este documento explica la necesidad de ajustar el Plan de Desarrollo debido a cambios en el contexto político y financiero. Se debe actualizar para incorporar los lineamientos del nuevo mandatario, los recursos de regalías, y una mejor trazabilidad entre el programa de gobierno y el plan. El documento también presenta un análisis del contexto socioeconómico de Caldas y propone cinco líneas estratégicas del plan ajustado: desarrollo social e igualdad, mejor economía, mejor infraestructura, buen gobierno
El Plan Nacional de Desarrollo es el instrumento legal que establece los objetivos del gobierno colombiano y permite evaluar sus resultados. Se compone de una parte estratégica con metas a largo plazo y una parte de inversiones. El presidente elabora el PND con el apoyo del Departamento Nacional de Planeación y somete el proyecto a la aprobación del Congreso.
El Plan Nacional de Desarrollo tiene como objetivo principal buscar el desarrollo humano sustentable para mejorar la calidad de vida de todos los mexicanos sin comprometer los recursos de las futuras generaciones. El plan establece los objetivos y estrategias del gobierno para los próximos seis años en áreas como economía, seguridad, igualdad de oportunidades y sustentabilidad ambiental. El presidente y su equipo son los responsables de elaborar el plan en los primeros seis meses de gobierno.
The document provides classwork and practice problems related to algebraic expressions and one-step equations. New vocabulary terms introduced are coefficient and like terms. Examples are given of adding and subtracting like terms. There are also practice problems for translating expressions, solving one-step equations, and word problems involving algebraic relationships between variables.
This document provides instructions and examples for students on organizing their math notebooks. It includes examples of how to categorize different math concepts like properties, formulas, and vocabulary in the resource section. It also provides warm-up problems covering large and small numbers. Students are instructed to complete homework assignment 1.1 by the due date of August 23, 2016. They are also given examples of translating expressions and equations.
This document contains a math lesson on large and small numbers, number relationships, and problem solving. It includes warm-up questions about numbers greater than or less than a trillion, billions, and millions. It also has questions about the width of a human hair, distance from Earth to the Sun, and how fast a hummingbird flaps its wings. The document provides answers to the warm-up questions and has an end of week review on number operations and translating word problems into algebraic equations. It concludes with an example of solving a multi-step word problem algebraically to find the individual weights of Mike, Bob, and Don.
This document contains reminders for school supplies needed by Monday, an overview of the 5 essential understandings of algebra, and 5 fraction practice questions. The 5 essential understandings are: 1) Algebra is a method for solving math problems, not the problems themselves. 2) Mathematics uses symbols as shortcuts. 3) Algebra rules come from natural number rules. 4) Algebra examines patterns and relationships between numbers. 5) Look for equality and use it to your advantage when solving problems. Mastering multiplication tables is also emphasized.
The document outlines the daily routine and learning process for a math class. It includes:
1. A warm-up with 4-5 review or new problems to introduce topics for the day. Class work is to be completed during class time and any unfinished work should be done outside of class.
2. New concepts are introduced through demonstration by the teacher, then practiced together through examples before students work independently.
3. Additional learning resources like online math sites are provided to support studying outside of class, since class time is limited to 60 minutes per day.
4. A short practice test is included covering translating expressions, order of operations, and fractions to gauge readiness.
i) The document discusses various methods for solving systems of linear equations, including graphing, substitution, elimination, and cross-multiplication.
ii) It also addresses solving systems that can be reduced to linear equations, such as transforming non-linear equations using substitution.
iii) Examples are provided to illustrate each method for deriving the solution of a system of equations.
The document provides examples for solving systems of equations through various methods like elimination, substitution, and word problems. It demonstrates setting up systems as equations based on information provided, choosing an elimination method by adding or multiplying equations, isolating variables, substituting values, and checking solutions. Word problems are converted to systems of equations and then solved to find unknown variable values.
The document provides information about assignments and tests for today and upcoming dates. It includes notes about 4th quarter grade trackers, make-up tests during lunch, systems of equations lessons for some periods today and tomorrow, and distributing worksheets. The document also contains math content on solving systems of equations by graphing, substitution, and elimination.
The document discusses reviewing Khan Academy topics on systems of equations and solving 3x3 systems. It includes examples of solving systems of equations by elimination, addition, and substitution. Students will review methods, complete assignments, and take a five question quiz on solving systems of equations.
The document provides instructions for practicing Khan Academy topics on systems of equations word problems. It also reminds the student to make progress on homework 4.1-4.2 which is due on Friday for full credit. Examples are given for solving systems of equations by substitution and word problems involving jeans/shirts and movie tickets.
This document provides information about upcoming tests, review material, and math concepts to be covered in class. It includes:
- Details on making up remaining tests and reviewing for the final exam
- The 5 most missed questions from the last test
- Vocabulary and terms related to systems of equations to be covered
- Sample word problems and equations involving ratios, rates, percents, and lines to work on for the next class
The document provides examples and steps for solving systems of inequalities and linear equations. It discusses graphing a single inequality, the steps for graphing systems of inequalities, and provides an example of solving a two-variable linear system of inequalities. Sample problems include determining the number of hours until costs are the same for two plumbing companies and graphing the inequality y < 5x + 1.
This document contains a daily agenda and warm-up problems for math class including:
1) Solving systems of equations by graphing, substitution, and elimination. Example problems include solving for costs of flowers and costs of different internet providers over time.
2) Review of fractions, inequalities, and solving multi-step equations.
3) An example of solving a 3x3 system of equations by eliminating a variable and substituting values.
4) Warm-up questions ask students to write and solve systems of equations modeling real-world scenarios like costs of soccer equipment and costs of fitness clubs over time.
The document provides a review of topics related to solving systems of equations and inequalities including:
1) There are two methods for solving systems - elimination or substitution. An example problem is worked through using elimination.
2) When graphing systems of inequalities, each line must be drawn and labeled as above, below, or dashed before moving to the next line.
3) Word problems can be modeled with systems and solved, such as determining the number of chickens and pigs given the total number of legs.
This document contains examples of solving systems of equations word problems. It begins with a warm-up problem about a math test worth a total of 63 points made up of 2-point and 3-point problems. Then it provides steps for solving systems of equations, including labeling variables, writing equations, solving, and checking. Finally, it applies these steps to two word problems, one about movie tickets and one about flowers for Valentine's Day.
The document provides instruction on calculating and interpreting slope. It defines slope as the ratio of rise over run between two points on a line. It gives the formula for calculating slope as the change in y over the change in x between two points. Several examples are worked out step-by-step to demonstrate calculating slope from graphs and point pairs. Key concepts covered include identifying horizontal and vertical lines that have slopes of 0 and undefined respectively.
The document discusses various formulas used to represent lines in the coordinate plane, including:
- Slope-intercept form: y = mx + b, where m is the slope and b is the y-intercept.
- Point-slope form: y – y1 = m(x – x1), where (x1, y1) is a known point on the line and m is the slope.
- Standard form: Ax + By = C, where A, B, and C are constants and A and B cannot both be 0.
It provides examples of writing equations of lines in different forms given information like the slope, a point, or the graph of the line. Converting between
The document provides information about an upcoming test on coordinate planes and linear functions. It includes:
- A review of topics to be covered on the test like functions, ordered pairs, slope of a line, and standard form of a line.
- Examples of problems about domain and range, graphing lines, finding intercepts, and interpreting graphs.
- Instructions to have materials like graph paper and a calculator ready for working through sample problems.
- A reminder that attempting all problems is better than leaving them blank on the test.
The document outlines an agenda for a math class that includes a warm-up on missed test questions, learning about functions and their domains and ranges, using the vertical line test to determine if a relation is a function, and interpreting graphs. It provides examples of mapping relations to check if they are functions and using the vertical line test. Students are given practice problems to determine if relations are functions and to graph relations and use the vertical line test.
This document provides instruction on determining the domain and range of functions, identifying functions using mapping and the vertical line test, and interpreting graphs. It includes examples of determining domain and range for various functions defined by equations. Warm-up questions are provided to have students plot points and draw lines from equations. Students are reminded that their class work CW 3.4 is due for full credit.
The document provides test results and topics for a Khan Academy session on February 14th. It includes the following information:
- Class averages on Test #3 for different periods ranging from 37-58%
- The 5 most missed questions on Test #2 and the percentages of students answering correctly
- A warm-up question about the direction of a bus
- Details and a question about populations and percentages for a hypothetical club
- Definitions of linear equations and coordinate plane quadrants
This document provides instructions and examples for students on organizing their math notebooks. It includes examples of how to categorize different math concepts like properties, formulas, and vocabulary in the resource section. It also provides warm-up problems covering large and small numbers. Students are instructed to complete homework assignment 1.1 by the due date of August 23, 2016. They are also given examples of translating expressions and equations.
This document contains a math lesson on large and small numbers, number relationships, and problem solving. It includes warm-up questions about numbers greater than or less than a trillion, billions, and millions. It also has questions about the width of a human hair, distance from Earth to the Sun, and how fast a hummingbird flaps its wings. The document provides answers to the warm-up questions and has an end of week review on number operations and translating word problems into algebraic equations. It concludes with an example of solving a multi-step word problem algebraically to find the individual weights of Mike, Bob, and Don.
This document contains reminders for school supplies needed by Monday, an overview of the 5 essential understandings of algebra, and 5 fraction practice questions. The 5 essential understandings are: 1) Algebra is a method for solving math problems, not the problems themselves. 2) Mathematics uses symbols as shortcuts. 3) Algebra rules come from natural number rules. 4) Algebra examines patterns and relationships between numbers. 5) Look for equality and use it to your advantage when solving problems. Mastering multiplication tables is also emphasized.
The document outlines the daily routine and learning process for a math class. It includes:
1. A warm-up with 4-5 review or new problems to introduce topics for the day. Class work is to be completed during class time and any unfinished work should be done outside of class.
2. New concepts are introduced through demonstration by the teacher, then practiced together through examples before students work independently.
3. Additional learning resources like online math sites are provided to support studying outside of class, since class time is limited to 60 minutes per day.
4. A short practice test is included covering translating expressions, order of operations, and fractions to gauge readiness.
i) The document discusses various methods for solving systems of linear equations, including graphing, substitution, elimination, and cross-multiplication.
ii) It also addresses solving systems that can be reduced to linear equations, such as transforming non-linear equations using substitution.
iii) Examples are provided to illustrate each method for deriving the solution of a system of equations.
The document provides examples for solving systems of equations through various methods like elimination, substitution, and word problems. It demonstrates setting up systems as equations based on information provided, choosing an elimination method by adding or multiplying equations, isolating variables, substituting values, and checking solutions. Word problems are converted to systems of equations and then solved to find unknown variable values.
The document provides information about assignments and tests for today and upcoming dates. It includes notes about 4th quarter grade trackers, make-up tests during lunch, systems of equations lessons for some periods today and tomorrow, and distributing worksheets. The document also contains math content on solving systems of equations by graphing, substitution, and elimination.
The document discusses reviewing Khan Academy topics on systems of equations and solving 3x3 systems. It includes examples of solving systems of equations by elimination, addition, and substitution. Students will review methods, complete assignments, and take a five question quiz on solving systems of equations.
The document provides instructions for practicing Khan Academy topics on systems of equations word problems. It also reminds the student to make progress on homework 4.1-4.2 which is due on Friday for full credit. Examples are given for solving systems of equations by substitution and word problems involving jeans/shirts and movie tickets.
This document provides information about upcoming tests, review material, and math concepts to be covered in class. It includes:
- Details on making up remaining tests and reviewing for the final exam
- The 5 most missed questions from the last test
- Vocabulary and terms related to systems of equations to be covered
- Sample word problems and equations involving ratios, rates, percents, and lines to work on for the next class
The document provides examples and steps for solving systems of inequalities and linear equations. It discusses graphing a single inequality, the steps for graphing systems of inequalities, and provides an example of solving a two-variable linear system of inequalities. Sample problems include determining the number of hours until costs are the same for two plumbing companies and graphing the inequality y < 5x + 1.
This document contains a daily agenda and warm-up problems for math class including:
1) Solving systems of equations by graphing, substitution, and elimination. Example problems include solving for costs of flowers and costs of different internet providers over time.
2) Review of fractions, inequalities, and solving multi-step equations.
3) An example of solving a 3x3 system of equations by eliminating a variable and substituting values.
4) Warm-up questions ask students to write and solve systems of equations modeling real-world scenarios like costs of soccer equipment and costs of fitness clubs over time.
The document provides a review of topics related to solving systems of equations and inequalities including:
1) There are two methods for solving systems - elimination or substitution. An example problem is worked through using elimination.
2) When graphing systems of inequalities, each line must be drawn and labeled as above, below, or dashed before moving to the next line.
3) Word problems can be modeled with systems and solved, such as determining the number of chickens and pigs given the total number of legs.
This document contains examples of solving systems of equations word problems. It begins with a warm-up problem about a math test worth a total of 63 points made up of 2-point and 3-point problems. Then it provides steps for solving systems of equations, including labeling variables, writing equations, solving, and checking. Finally, it applies these steps to two word problems, one about movie tickets and one about flowers for Valentine's Day.
The document provides instruction on calculating and interpreting slope. It defines slope as the ratio of rise over run between two points on a line. It gives the formula for calculating slope as the change in y over the change in x between two points. Several examples are worked out step-by-step to demonstrate calculating slope from graphs and point pairs. Key concepts covered include identifying horizontal and vertical lines that have slopes of 0 and undefined respectively.
The document discusses various formulas used to represent lines in the coordinate plane, including:
- Slope-intercept form: y = mx + b, where m is the slope and b is the y-intercept.
- Point-slope form: y – y1 = m(x – x1), where (x1, y1) is a known point on the line and m is the slope.
- Standard form: Ax + By = C, where A, B, and C are constants and A and B cannot both be 0.
It provides examples of writing equations of lines in different forms given information like the slope, a point, or the graph of the line. Converting between
The document provides information about an upcoming test on coordinate planes and linear functions. It includes:
- A review of topics to be covered on the test like functions, ordered pairs, slope of a line, and standard form of a line.
- Examples of problems about domain and range, graphing lines, finding intercepts, and interpreting graphs.
- Instructions to have materials like graph paper and a calculator ready for working through sample problems.
- A reminder that attempting all problems is better than leaving them blank on the test.
The document outlines an agenda for a math class that includes a warm-up on missed test questions, learning about functions and their domains and ranges, using the vertical line test to determine if a relation is a function, and interpreting graphs. It provides examples of mapping relations to check if they are functions and using the vertical line test. Students are given practice problems to determine if relations are functions and to graph relations and use the vertical line test.
This document provides instruction on determining the domain and range of functions, identifying functions using mapping and the vertical line test, and interpreting graphs. It includes examples of determining domain and range for various functions defined by equations. Warm-up questions are provided to have students plot points and draw lines from equations. Students are reminded that their class work CW 3.4 is due for full credit.
The document provides test results and topics for a Khan Academy session on February 14th. It includes the following information:
- Class averages on Test #3 for different periods ranging from 37-58%
- The 5 most missed questions on Test #2 and the percentages of students answering correctly
- A warm-up question about the direction of a bus
- Details and a question about populations and percentages for a hypothetical club
- Definitions of linear equations and coordinate plane quadrants