Module 1 lesson 4
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This document contains notes from a math lesson on proportional and non-proportional relationships. It includes examples of proportional relationships in tables and a word problem about two race teams where students are asked to determine which team's distance is proportional to time. The document provides guidance for students to complete an activity identifying proportional relationships, determine the winning team for different race lengths, and consider how proportional relationships can be used to solve problems.
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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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Module 4.5 lesson 3 computing actual lengths from scale drawings
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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Module 1 lesson 4
- 1. Module 1 Lesson 4.notebook 1 September 16, 2013 Homework: Lesson 4 Problem Set and CRS + J #1 Sept. 16th Aim: Identifying Proportional and Non-proportional relationships in Tables Module 1, Lesson 4 DO NOW: Check HW Answers 1.) Yes, Proportional 2.) Not Proportional 3.) Yes Proportional 4.) Yes Proportional 5.) Yes Proportional 6.) Yes Proportional 7.) Not Proportional 8.) Not Proportional 9.) Answers will vary QUIZ 1 FRIDAY
- 6. Module 1 Lesson 4.notebook 6 September 16, 2013 Complete the following class work independently. Which Team Will Win The Race?? • You have decided to run in a long distance race. There are two teams that you can join. • Team A runs at a constant rate of 2.5 miles per hour. • Team B runs 4 miles the first hour and then 2 miles per hour after that. Task: Create a table for each team showing the distances that would be run for times of 1, 2, 3, 4, ,5 and 6 hours.
- 8. Module 1 Lesson 4.notebook 8 September 16, 2013 a. For which team is distance proportional to time? Explain your reasoning. b. Explain how you know distance for the other team is not proportional to time.
- 9. Module 1 Lesson 4.notebook 9 September 16, 2013 c. If the race were 2.5 miles long, which team would win? Explain. If the race were 3.5 miles long, which team would win? Explain. If the race were 4.5 miles long, which team would win? Explain.
- 10. Module 1 Lesson 4.notebook 10 September 16, 2013 d. For what length race would it be better to be on Team B than Team A? Explain e. Using this relationship, if the members on the team ran for 10 hours, how far would each member run on each team?
- 11. Module 1 Lesson 4.notebook 11 September 16, 2013 f. Will there always be a winning team, no matter what the length of the course? Why or why not? g. If the race is 12 miles long, which team should you choose to be on if you wish to win? Why would you choose this team? h. How much sooner would you finish on that team compared to the other team?
- 12. Module 1 Lesson 4.notebook 12 September 16, 2013 Closing How does knowing two quantities are proportional help answer questions about the quantities? For example, if we know 1 cup = 8 oz, what does that allow us to do?
- 13. Module 1 Lesson 4.notebook 13 September 16, 2013 EXIT TICKET Complete the table. If Gabby wants to make an octagon with a side length of 20 inches using wire, how much wire does she need? Justify your reasoning with an explanation of whether perimeter is proportional to the side length. The table below shows the relationship between the side lengths of a regular octagon and its perimeter.