a. Do you think the function is linear or non-linear? Explain using what you know about powers of variables.
|
|
- Rosamond Campbell
- 5 years ago
- Views:
Transcription
1 8.5.8 Lesson Date: Graphs of Non-Linear Functions Student Objectives I can examine the average rate of change for non-linear functions and learn that they do not have a constant rate of change. I can determine whether an equation is linear or non-linear by examining the rate of change. Classwork Exercises. A function has the rule so that each input of x is assigned an output of x. a. Do you think the function is linear or non-linear? Explain using what you know about powers of variables. b. Develop a list of inputs and outputs for this function. Organize your work using the table below. Then, answer the questions that follow. Input (x) Output (x ) c. Graph the inputs and outputs as points on the coordinate plane where the output is the y-coordinate. d. What shape does the graph of the points appear to take?
2 e. Find the rate of change using rows and from the table above. f. Find the rate of change using rows and from the above table. g. Find the rate of change using any two other rows from the above table. h. Return to your initial claim about the function. Is it linear or non-linear? Justify your answer using new pieces of evidence.. A function has the rule so that each input of x is assigned an output of x. a. Do you think the function is linear or non-linear? Explain using what you know about powers of variables. b. Develop a list of inputs and outputs for this function. Organize your work using the table below. Then, answer the questions that follow. Input (x) Output (x ) c. Graph the inputs and outputs as points on the coordinate plane where the output is the y-coordinate. d. What shape does the graph of the points appear to take?
3 e. Return to your initial claim about the function. Is it linear or non-linear? Justify your answer using new pieces of evidence.. A function has the rule so that each input of x is assigned an output of for values of x >. x a. Do you think the function is linear or non-linear? Explain using what you know about powers of variables. b. Develop a list of inputs and outputs for this function. Organize your work using the table below. Then, answer the questions that follow. Input (x) Output ( ) x c. Graph the inputs and outputs as points on the coordinate plane where the output is the y-coordinate. d. What shape does the graph of the points appear to take? e. Return to your initial claim about the function. Is it linear or non-linear? Justify your answer using new pieces of evidence.
4 In Exercises 4 the rule that describes a function is given. If necessary, use a table to organize pairs of inputs and outputs, and then graph each on a coordinate plane to help answer the questions. What shape do you expect the graph of each function to take? Is it a linear or non-linear function? 4. y = x 8. x = y 5. y = x x 6. x + 7y = x = y 7. y = 4x. x + y = 6 Lesson Summary One way to determine if a function is linear or non-linear is by inspecting the rate of change using a table of values. Another is by examining its graph. Functions described by non-linear equations do not have a constant rate of change. Because some functions can be described by equations, an examination of the equation allows you to determine if the function is linear or non-linear. Just like with equations, when the exponent of the variable x is not equal to, then the equation is non-linear and will graph as some kind of curve, not a line.
5 Advanced Math 7 Period Name: Homework Set Date: Homework Homework Homework Homework Homework. A function has the rule so that each input of x is assigned an output of x 4. a. Do you think the function is linear or non-linear? Explain. b. What shape do you expect the graph of the function to be? c. Complete the table for with outputs for this function. Graph the input and outputs as points on the coordinate plane where the output is the y-coordinate. Input (x) Output (x 4) d. Was your prediction correct?
6 . A function has the rule so that each input of x is assigned an output of a. Is the function linear or non-linear? Explain. b. What shape do you expect the graph of the function to take? x+. Input (x) Output ( x+ ) c. Given the inputs in the table below, use the rule of the function to determine the corresponding outputs. Graph the inputs and outputs as points on the coordinate plane where the output is the ycoordinate. d. Was your prediction correct?. Is the function that is represented by this graph linear or non-linear? Explain. Find the rate of change between at least different pairs of points to support your claim.
Lesson 8: Classwork. Exercises S.53
: Classwork Exercises. A function has the rule so that each input of x is assigned an output of x. a. Do you think the function is linear or nonlinear? Explain. b. Develop a list of inputs and outputs
More informationLesson 8: Graphs of Simple Non Linear Functions
Student Outcomes Students examine the average rate of change for non linear functions and learn that, unlike linear functions, non linear functions do not have a constant rate of change. Students determine
More informationLesson 5: The Graph of the Equation y = f(x)
Lesson 5: The Graph of the Equation y = f(x) Learning targets: I can identify when a function is increasing, decreasing, positive and negative and use interval notation to describe intervals where the
More informationThe WhatPower Function à An Introduction to Logarithms
Classwork Work with your partner or group to solve each of the following equations for x. a. 2 # = 2 % b. 2 # = 2 c. 2 # = 6 d. 2 # 64 = 0 e. 2 # = 0 f. 2 %# = 64 Exploring the WhatPower Function with
More informationLesson 28: Another Computational Method of Solving a Linear System
Lesson 28: Another Computational Method of Solving a Linear System Student Outcomes Students learn the elimination method for solving a system of linear equations. Students use properties of rational numbers
More informationLesson 23: The Defining Equation of a Line
Student Outcomes Students know that two equations in the form of and graph as the same line when and at least one of or is nonzero. Students know that the graph of a linear equation, where,, and are constants
More informationHow can you use inductive reasoning to observe patterns and write general rules involving properties of exponents?
0. Product of Powers Property How can you use inductive reasoning to observe patterns and write general rules involving properties of exponents? ACTIVITY: Finding Products of Powers Work with a partner.
More informationRULE: Add integers with the same sign by adding the absolute values and using the common sign.
7.2.4 Lesson Date Efficiently Adding Integers Student Objectives I understand the rules for adding integers: Add integers with the same sign by adding the absolute values and using the common sign. Add
More informationZero and Negative Exponents
0.4 Zero and Negative Exponents How can you evaluate a nonzero number with an exponent of zero? How can you evaluate a nonzero number with a negative integer exponent? ACTIVITY: Using the Quotient of Powers
More informationSolving Systems of Linear and Quadratic Equations
9.5 Solving Systems of Linear and Quadratic Equations How can you solve a system of two equations when one is linear and the other is quadratic? ACTIVITY: Solving a System of Equations Work with a partner.
More informationGraphing to Solve Systems of Equations
LESSN 19 Graphing to Solve Systems of Equations LEARNING BJECTIVES Today I am: writing systems of equations. So that I can: model real-life situations. I ll know I have it when I can: determine which system
More informationC. Graph the solution to possibilities for Sharmara s number and give the solution in interval notation.
Homework Problem Set Sample Solutions S.77 Homework Problem Set 1. Shamara is thinking of a number. A. Could Shamara be thinking of 8? Explain. No, if Shamara thought of 8, the answer would equal 2. B.
More informationLesson 9: Introduction to Inequalities
Opening Exercise - [adapted from MARS Evaluating Statements About Number Operations] 1. Abigail is thinking of a number. A. Could Abigail be thinking of 8? Explain your answer. B. What numbers could she
More informationUnit 1 Lesson 6: Seeing Structure in Expressions
Unit 1 Lesson 6: Seeing Structure in Expressions Objective: Students will be able to use inductive reasoning to try to solve problems that are puzzle like in nature. CCSS: A.SSE.1.b, A.SSE.2 Example Problems
More informationName Period. Date: have an. Essential Question: Does the function ( ) inverse function? Explain your answer.
Name Period Date: Topic: 10-3 Composition and Inverses of Functions Essential Question: Does the function inverse function? Explain your answer. have an Standard: F-BF.1c Objective: Compose functions.
More informationStudy Guide and Intervention
Study Guide and Intervention Extending the pattern below shows that = or. 2 0 This suggests the following definition. a n = a n, for a 0 and any integer n. Example a. 3 b. y 2 3 3 y 2 y 2 We can evaluate
More informationDividing Polynomials
5.3 TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 2A.7.C Dividing Polynomials Essential Question How can you use the factors of a cubic polynomial to solve a division problem involving the polynomial? Dividing
More informationLesson 7A: Solve for Unknown Angles Transversals
Lesson 7A: Solve for Unknown Angles Transversals Warmup Directions: Solve any two out of three equations Check your answer: 1. 4(x 2) = 8(x 3) 12 2. 39 8n = 8(3 + 4n) + 3n 3. 7 6a + 5a = 3a 5a Challenge
More informationEquations Involving a Variable Expression in the Denominator
Equations Involving a Variable Expression in the Denominator Classwork Opening Exercise Nolan says that he checks the answer to a division problem by performing multiplication. For example, he says that
More informationACTIVITY: Finding Quotients of Powers. Quotient Repeated Multiplication Form Power
10. the same base? How can you divide two powers that have 1 ACTIVITY: Finding Quotients of Powers Work with a partner. a. Copy and complete the table. Quotient Repeated Multiplication Form Power 4 ( 4)
More informationAlgebra Summer Review Packet
Name: Algebra Summer Review Packet About Algebra 1: Algebra 1 teaches students to think, reason, and communicate mathematically. Students use variables to determine solutions to real world problems. Skills
More informationLesson 12: Solving Equations
Exploratory Exercises 1. Alonzo was correct when he said the following equations had the same solution set. Discuss with your partner why Alonzo was correct. (xx 1)(xx + 3) = 17 + xx (xx 1)(xx + 3) = xx
More informationSolving and Graphing Inequalities Joined by And or Or
Solving and Graphing Inequalities Joined by And or Or Classwork 1. Zara solved the inequality 18 < 3x 9 as shown below. Was she correct? 18 < 3x 9 27 < 3x 9 < x or x> 9 2. Consider the compound inequality
More informationAdding and Subtracting Polynomials
7.2 Adding and Subtracting Polynomials subtract polynomials? How can you add polynomials? How can you 1 EXAMPLE: Adding Polynomials Using Algebra Tiles Work with a partner. Six different algebra tiles
More informationAlgebra II Chapter 5: Polynomials and Polynomial Functions Part 1
Algebra II Chapter 5: Polynomials and Polynomial Functions Part 1 Chapter 5 Lesson 1 Use Properties of Exponents Vocabulary Learn these! Love these! Know these! 1 Example 1: Evaluate Numerical Expressions
More informationLesson 3: Understanding Addition of Integers
Classwork Exercise 1: Addition Using the Integer Game Play the Integer Game with your group without using a number line. Example 1: Counting On to Express the Sum as Absolute Value on a Number Line Model
More informationExponential Functions
Exponential Functions MATH 160, Precalculus J. Robert Buchanan Department of Mathematics Fall 2011 Objectives In this lesson we will learn to: recognize and evaluate exponential functions with base a,
More informationLesson 3: Advanced Factoring Strategies for Quadratic Expressions
Advanced Factoring Strategies for Quadratic Expressions Student Outcomes Students develop strategies for factoring quadratic expressions that are not easily factorable, making use of the structure of the
More informationACTIVITY: Simplifying Algebraic Expressions
. Algebraic Expressions How can you simplify an algebraic expression? ACTIVITY: Simplifying Algebraic Expressions Work with a partner. a. Evaluate each algebraic expression when x = 0 and when x =. Use
More information6.2 Deeper Properties of Continuous Functions
6.2. DEEPER PROPERTIES OF CONTINUOUS FUNCTIONS 69 6.2 Deeper Properties of Continuous Functions 6.2. Intermediate Value Theorem and Consequences When one studies a function, one is usually interested in
More informationName Period. Date: Topic: 9-2 Circles. Standard: G-GPE.1. Objective:
Name Period Date: Topic: 9-2 Circles Essential Question: If the coefficients of the x 2 and y 2 terms in the equation for a circle were different, how would that change the shape of the graph of the equation?
More informationw + 5 = 20 11x + 10 = 76
Course: 8 th Grade Math DETAIL LESSON PLAN Lesson 5..2 Additional Practice TSW solve equations with fractions and decimals. Big Idea How can I eliminate fractions and decimals in equations? Objective 8.EE.7b
More informationStudent Outcomes. Lesson Notes. Classwork. Opening Exercises 1 3 (5 minutes)
Student Outcomes Students calculate the decimal expansion of using basic properties of area. Students estimate the value of expressions such as. Lesson Notes For this lesson, students will need grid paper
More informationPart 1: You are given the following system of two equations: x + 2y = 16 3x 4y = 2
Solving Systems of Equations Algebraically Teacher Notes Comment: As students solve equations throughout this task, have them continue to explain each step using properties of operations or properties
More informationSolving Systems of Linear Equations by Substitution
5.2 Solving Systems of Linear Equations by Substitution a system of linear equations? How can you use substitution to solve 1 ACTIVITY: Using Substitution to Solve a System Work with a partner. Solve each
More informationLogarithmic and Exponential Equations and Change-of-Base
Logarithmic and Exponential Equations and Change-of-Base MATH 101 College Algebra J. Robert Buchanan Department of Mathematics Summer 2012 Objectives In this lesson we will learn to solve exponential equations
More informationLesson 12. Student Outcomes. Classwork. Opening Exercise (4 minutes) Discussion (4 minutes)
Student Outcomes Students are introduced to the formal process of solving an equation: starting from the assumption that the original equation has a solution. Students explain each step as following from
More informationLesson 11: Using the Zero Product Property to Find Horizontal Intercepts
: Using the Zero Product Property to Find Horizontal Intercepts Opening Discussion 1. A. Jenna said the product of two numbers is 20. Would the factors have to be 4 and 5? Why? B. Julie said the product
More informationLesson 14: Solving Inequalities
Student Outcomes Students learn if-then moves using the addition and multiplication properties of inequality to solve inequalities and graph the solution sets on the number line. Classwork Exercise 1 (5
More information5.5 Deeper Properties of Continuous Functions
5.5. DEEPER PROPERTIES OF CONTINUOUS FUNCTIONS 195 5.5 Deeper Properties of Continuous Functions 5.5.1 Intermediate Value Theorem and Consequences When one studies a function, one is usually interested
More informationGeometry/Trig Name: Date: Lesson 1-11 Writing the Equation of a Perpendicular Bisector
Name: Date: Lesson 1-11 Writing the Equation of a Perpendicular Bisector Learning Goals: #14: How do I write the equation of a perpendicular bisector? Warm-up What is the equation of a line that passes
More informationBefore this course is over we will see the need to split up a fraction in a couple of ways, one using multiplication and the other using addition.
CH 0 MORE FRACTIONS Introduction I n this chapter we tie up some loose ends. First, we split a single fraction into two fractions, followed by performing our standard math operations on positive and negative
More informationClasswork. Opening Exercises 1 2. Note: Figures not drawn to scale. 1. Determine the volume for each figure below.
Classwork Opening Exercises 1 2 Note: Figures not drawn to scale. 1. Determine the volume for each figure below. a. Write an expression that shows volume in terms of the area of the base,, and the height
More informationLesson 23: The Defining Equation of a Line
Classwork Exploratory Challenge/Exercises 1 3 1. Sketch the graph of the equation 9xx +3yy = 18 using intercepts. Then, answer parts (a) (f) that follow. a. Sketch the graph of the equation yy = 3xx +6
More informationWriting and Graphing Inequalities
4.1 Writing and Graphing Inequalities solutions of an inequality? How can you use a number line to represent 1 ACTIVITY: Understanding Inequality Statements Work with a partner. Read the statement. Circle
More informationNatural Numbers: Also called the counting numbers The set of natural numbers is represented by the symbol,.
Name Period Date: Topic: Real Numbers and Their Graphs Standard: 9-12.A.1.3 Objective: Essential Question: What is the significance of a point on a number line? Determine the relative position on the number
More informationLesson 12: Solving Equations
Student Outcomes Students are introduced to the formal process of solving an equation: starting from the assumption that the original equation has a solution. Students explain each step as following from
More informationLesson 4. Is it a proportion?
Learning Target Ratios and Proportional Relationships Lesson 4 Is it a proportion? Analyze proportional relationships and use them to solve real world and mathematical problems. CCSS.Math.Content.7.RP.A.2
More informationBefore this course is over we will see the need to split up a fraction in a couple of ways, one using multiplication and the other using addition.
CH MORE FRACTIONS Introduction I n this chapter we tie up some loose ends. First, we split a single fraction into two fractions, followed by performing our standard math operations on positive and negative
More informationRomberg Integration. MATH 375 Numerical Analysis. J. Robert Buchanan. Spring Department of Mathematics
Romberg Integration MATH 375 Numerical Analysis J. Robert Buchanan Department of Mathematics Spring 019 Objectives and Background In this lesson we will learn to obtain high accuracy approximations to
More informationWhy is the product of two negative rational numbers positive?
. Multiplying and Dividing Rational Numbers Why is the product of two negative rational numbers positive? In Section., you used a table to see that the product of two negative integers is a positive integer.
More informationLesson 7: Classification of Solutions
Student Outcomes Students know the conditions for which a linear equation will have a unique solution, no solution, or infinitely many solutions. Lesson Notes Part of the discussion on the second page
More informationFactoring. Expressions and Operations Factoring Polynomials. c) factor polynomials completely in one or two variables.
Factoring Strand: Topic: Primary SOL: Related SOL: Expressions and Operations Factoring Polynomials AII.1 The student will AII.8 c) factor polynomials completely in one or two variables. Materials Finding
More information3-1 Graphing and Writing Inequalities. Warm Up Lesson Presentation Lesson Quiz
3-1 Graphing and Writing Inequalities Warm Up Lesson Presentation Lesson Quiz Holt Holt Algebra Algebra 1 1 Bell Quiz 3-1 Compare. Write , or =. 2 pts 1. 3 2 2 pts 2. 6.5 6.3 1 pt for putting your
More informationINTEGRATION: AREAS AND RIEMANN SUMS MR. VELAZQUEZ AP CALCULUS
INTEGRATION: AREAS AND RIEMANN SUMS MR. VELAZQUEZ AP CALCULUS APPROXIMATING AREA For today s lesson, we will be using different approaches to the area problem. The area problem is to definite integrals
More informationAlgebra 1. Mathematics Course Syllabus
Mathematics Algebra 1 2017 2018 Course Syllabus Prerequisites: Successful completion of Math 8 or Foundations for Algebra Credits: 1.0 Math, Merit The fundamental purpose of this course is to formalize
More informationACTIVITY: Areas and Perimeters of Figures
4.4 Solving Two-Step Inequalities the dimensions of a figure? How can you use an inequality to describe 1 ACTIVITY: Areas and Perimeters of Figures Work with a partner. Use the given condition to choose
More informationScientific Notation. exploration. 1. Complete the table of values for the powers of ten M8N1.j. 110 Holt Mathematics
exploration Georgia Performance Standards M8N1.j 1. Complete the table of values for the powers of ten. Exponent 6 10 6 5 10 5 4 10 4 Power 3 10 3 2 10 2 1 1 0 2 1 0.01 10 10 1 10 1 1 1 0 1 1 0.1 10 0
More informationStudent Outcomes. Lesson Notes. Classwork. Opening Exercise (5 minutes)
Student Outcomes Students know that truncated cones and pyramids are solids obtained by removing the top portion above a plane parallel to the base. Students find the volume of truncated cones. Lesson
More informationLesson 18: Recognizing Equations of Circles
Student Outcomes Students complete the square in order to write the equation of a circle in center-radius form. Students recognize when a quadratic in xx and yy is the equation for a circle. Lesson Notes
More informationLesson 15: Solution Sets of Two or More Equations (or Inequalities) Joined by And or Or
Solution Sets of Two or More Equations (or Inequalities) Joined by And or Or Classwork 1. Determine whether each claim given below is true or false. a. Right now, I am in math class and English class.
More informationEssential Question How can you represent algebraic expressions using a coefficient matrix? A = [ 4 0
.6 Solving Linear Systems Using Technology Essential Question How can you represent algebraic expressions using a coefficient matrix? A matrix is a rectangular arrangement of numbers. The dimensions of
More informationA Fraction Strip Above the Rest
Lesson. A Fraction Strip Above the Rest Use fraction strips to find the sum. Add the fractions and answer the following questions.. What fraction represents each fraction strip on the bottom row?. What
More information+ 37,500. Discuss with your group how do you THINK you would represent 40 degrees below 0 as an integer?
6.1 Integers *I can use positive and negative numbers to show amounts in real-world situations and explain what the number 0 means in those situations. *I can recognize opposite signs of numbers as indicating
More informationA.APR.B.3: Find Zeros of Polynomials B. Understand the relationship between zeros and factors of polynomials.
A.APR.B.3: Find Zeros of Polynomials POLYNOMIALS AND QUADRATICS A.APR.B.3: Find Zeros of Polynomials B. Understand the relationship between zeros and factors of polynomials. 3. Identify zeros of polynomials
More informationLEARNING OBJECTIVES. guided practice Teacher: anticipates, monitors, selects, sequences, and connects student work. - developing essential skills
H Quadratics, Lesson, Using the Discriminant (r. 018) QUADRATICS Using the Discriminant Common Core Standard A-REI.4 Solve quadratic equations y inspection (e.g., for x =49), taking square roots, completing
More informationLesson 24: Using the Quadratic Formula,
, b ± b 4ac x = a Opening Exercise 1. Examine the two equation below and discuss what is the most efficient way to solve each one. A. 4xx + 5xx + 3 = xx 3xx B. cc 14 = 5cc. Solve each equation with the
More informationACTIVITY: Classifying Polynomials Using Algebra Tiles
7. Polynomials classify polynomials? How can you use algebra tiles to model and ACTIVITY: Meaning of Prefixes Work with a partner. Think of a word that uses one of the prefixes with one of the base words.
More informationFoundations of Math II Unit 5: Solving Equations
Foundations of Math II Unit 5: Solving Equations Academics High School Mathematics 5.1 Warm Up Solving Linear Equations Using Graphing, Tables, and Algebraic Properties On the graph below, graph the following
More informationExploring Operations Involving Complex Numbers. (3 + 4x) (2 x) = 6 + ( 3x) + +
Name Class Date 11.2 Complex Numbers Essential Question: What is a complex number, and how can you add, subtract, and multiply complex numbers? Explore Exploring Operations Involving Complex Numbers In
More informationHow can you use multiplication or division to solve an inequality? ACTIVITY: Using a Table to Solve an Inequality
. Solving Inequalities Using Multiplication or Division How can you use multiplication or division to solve an inequality? 1 ACTIVITY: Using a Table to Solve an Inequality Work with a partner. Copy and
More informationAlgebraic Expressions Combining Like Terms
LESSON 2 Algebraic Expressions Combining Like Terms LEARNING OBJECTIVES Today I am: combining like terms. So that I can: simplify polynomial expressions. I ll know I have it when I can: solve a puzzle
More informationMATH HISTORY ACTIVITY
A. Fisher Acf 92 workbook TABLE OF CONTENTS: Math History Activity. p. 2 3 Simplify Expressions with Integers p. 4 Simplify Expressions with Fractions.. p. 5 Simplify Expressions with Decimals.. p. 6 Laws
More informationSolving Systems of Linear Equations by Elimination
5.3 Solving Systems of Linear Equations by Elimination system of linear equations? How can you use elimination to solve a ACTIVITY: Using Elimination to Solve a System Work with a partner. Solve each system
More informationComplex Numbers. Essential Question What are the subsets of the set of complex numbers? Integers. Whole Numbers. Natural Numbers
3.4 Complex Numbers Essential Question What are the subsets of the set of complex numbers? In your study of mathematics, you have probably worked with only real numbers, which can be represented graphically
More informationProperties of Logarithms
Properties of Logarithms MATH 160, Precalculus J. Robert Buchanan Department of Mathematics Fall 2011 Objectives In this lesson we will learn to: use the change-of-base formula to rewrite and evaluate
More informationLabeling Assignments
Labeling Assignments Title Heading 8.4: Graphing and Solving Linear Inequalities Last, First Date Period 8.4: Graphing and Solving Linear Inequalities 8EE: Standard 8. Analyze and solve pairs of simultaneous
More informationFive people were asked approximately how many hours of TV they watched per week. Their responses were as follows.
Exit icket Sample Solutions Five people were asked approximately how many hours of V they watched per week. heir responses were as follows. 1. Find the mean number of hours of V watched for these five
More informationTheorems About Roots of Polynomial Equations. Rational Root Theorem
8-6 Theorems About Roots of Polynomial Equations TEKS FOCUS TEKS (7)(E) Determine linear and quadratic factors of a polynomial expression of degree three and of degree four, including factoring the sum
More informationLesson 7 Overview. DRIVING QUESTION: How has Earth s temperature changed through time?
Lesson 7 Overview DRIVING QUESTION: How has Earth s temperature changed through time? LEARNING GOAL: Students construct a justified prediction to show how climate data from various sources reveal that
More informationLesson 12: Overcoming Obstacles in Factoring
Lesson 1: Overcoming Obstacles in Factoring Student Outcomes Students factor certain forms of polynomial expressions by using the structure of the polynomials. Lesson Notes Students have factored polynomial
More informationCLICKERS!!!!! Multiply.
CLICKERS!!!!! Multiply. 1. 95 x 10 6 2. 8.23 x 10 5 3. 864 x 10-5 4. 7.8 x 10-3 5. 5 x 10 8 6. 1.5 x 10 9 7. 54 x 10-3 8. 6.7 x 10-4 CLICKERS!!!!! Multiply. 1. 95 x 10 6 2. 8.23 x 10 5 3. 864 x 10-5 4.
More informationMathematics. Algebra Course Syllabus
Prerequisites: Successful completion of Math 8 or Foundations for Algebra Credits: 1.0 Math, Merit Mathematics Algebra 1 2018 2019 Course Syllabus Algebra I formalizes and extends the mathematics students
More informationLesson 3: Solving Equations A Balancing Act
Opening Exercise Let s look back at the puzzle in Lesson 1 with the t-shape and the 100-chart. Jennie came up with a sum of 380 and through the lesson we found that the expression to represent the sum
More informationLesson 5: Measuring Variability for Symmetrical Distributions
1. : Measuring Variability for Symmetrical Distributions Student Outcomes Students calculate the standard deviation for a set of data. Students interpret the standard deviation as a typical distance from
More informationLesson 28: A Focus on Square Roots
now Lesson 28: A Focus on Square Roots Student Outcomes Students solve simple radical equations and understand the possibility of extraneous solutions. They understand that care must be taken with the
More informationHOMEWORK #2 - MATH 3260
HOMEWORK # - MATH 36 ASSIGNED: JANUARAY 3, 3 DUE: FEBRUARY 1, AT :3PM 1) a) Give by listing the sequence of vertices 4 Hamiltonian cycles in K 9 no two of which have an edge in common. Solution: Here is
More informationLesson 14: Solving Inequalities
Hart Interactive Algebra 1 Lesson 14 Classwork 1. Consider the inequality xx 2 + 4xx 5. a. Think about some possible values to assign to xx that make this inequality a true statement. Find at least two
More informationHow can you use algebra tiles to solve addition or subtraction equations?
. Solving Equations Using Addition or Subtraction How can you use algebra tiles to solve addition or subtraction equations? ACTIVITY: Solving Equations Work with a partner. Use algebra tiles to model and
More informationLesson 14. Classwork. Exercise 1. Consider the inequality 4 5.
Classwork Exercise 1 Consider the inequality 45. a. Sift through some possible values to assign to that make this inequality a true statement. Find at least two positive values that work and at least two
More informationLesson 22: Graphs of Absolute Value
: Graphs of Absolute Value Throughout this unit we ve looked at different types of linear functions, including piecewise functions. Now we ll turn our attention to a special piecewise linear function the
More informationLesson 18: Equations Involving a Variable Expression in the Denominator
: Equations Involving a Variable Expression in the Denominator Student Outcomes Students interpret equations like 3 as two equations 3 and 0 joined by and. Students find the solution set for this new system
More informationMathematics Success Grade 8
Mathematics Success Grade 8 T821 [OJETIVE] The student will apply the Pythagorean Theorem to find the distance between two points in a coordinate system. [PREREQUISITE SKILLS] Pythagorean Theorem squares
More information6. 2 Multiplying Polynomials
Name Class Date 6. 2 Multiplying Polynomials Essential Question: How do you multiply polynomials, and what type of expression is the result? Explore Analyzing a Visual Model for Polynomial Multiplication
More informationVocabulary Polynomial: A monomial or the sum of two or more monomials whose exponents are positive. Example: 5a 2 + ba 3. 4a b, 1.
A.APR.A.1: Arithmetic Operations on Polynomials POLYNOMIALS AND QUADRATICS A.APR.A.1: Arithmetic Operations on Polynomials A. Perform arithmetic operations on polynomials. 1. Understand that polynomials
More informationIs the sum of two integers positive, negative, or zero? How can you tell? ACTIVITY: Adding Integers with the Same Sign
.2 Adding Integers Is the sum of two integers positive, negative, or zero? How can you tell? ACTIVITY: Adding Integers with the Same Sign Work with a partner. Use integer counters to find 4 + ( ). Combine
More information5-9. Complex Numbers. Key Concept. Square Root of a Negative Real Number. Key Concept. Complex Numbers VOCABULARY TEKS FOCUS ESSENTIAL UNDERSTANDING
TEKS FOCUS 5-9 Complex Numbers VOCABULARY TEKS (7)(A) Add, subtract, and multiply complex TEKS (1)(F) Analyze mathematical relationships to connect and communicate mathematical ideas. Additional TEKS (1)(D),
More informationMATH GRADE 8 PLD Standard Below Proficient Approaching Proficient Proficient Highly Proficient
MATH GRADE 8 PLD Standard Below Proficient Approaching Proficient Proficient Highly Proficient The Level 1 student is below proficient The Level 2 student is approaching The Level 3 student is proficient
More informationChapter 1: Force and Velocity
Chapter 1: Force and Velocity FM: 1.3.1 WARM-UP Students consider how diagrams use arrows and lines to represent force and velocity. (5 min) Signifying Changes in Motion Answer Here FM: 1.3.1 WARM-UP Students
More informationPatterning the Powers of 10 Learning Strategies
What should students be able to do? Patterning the Powers of 0 Learning Strategies Students should be able to correctly order base 0 exponents using patterns and understand the meaning of a positive and
More information