Algebra I. Slide 1 / 79. Slide 2 / 79. Slide 3 / 79. Equations. Table of Contents Click on a topic to go to that section

Transcription

1 Slide 1 / 79 Slide 2 / 79 lgebra I Equations Table of ontents lick on a topic to go to that section. Slide 3 / 79 Equations with the Same Variable on oth Sides Solving Literal Equations Substituting Values into an Equation Glossary & Standards

2 Table of ontents lick on a topic to go to that section. Slide 3 () / 79 Equations with the Same Variable on oth Sides Solving Literal Equations Substituting Values into an Equation Vocabulary Words are bolded Glossary & Standards in the presentation. The text box the word is in is then linked to the page at the end of the presentation with the word defined on it. Teacher Notes Slide 4 / 79 Equations with the Same Variable on oth Sides Return to Table of ontents Slide 4 () / 79 This lesson addresses MP1, MP6 & MP7. Math Practice dditional Q's to address MP standards: How could you start this problem? (MP1) What operation is given in the problem? (MP1) What do you know about inverse operations that apply to this question? (MP7) Equations with the Same Variable on oth Sides Return to Table of ontents

3 Variables on oth Sides Previously, you solved equations with variables on one side, similar to the following: Slide 5 / 79 Now, we will be given an equation with the same variable on both sides. These equations will look similar to the following: These require one additional step to get all the terms with that variable to one side or the other. It doesn't matter which side you choose to move the variables to, but it s typically most helpful to choose the side in which the coefficient of the variable will remain positive. Variables on oth Sides Previously, you solved equations with variables on one side, similar to the following: Slide 5 () / 79 MP6: ttend to precision. Now, we will be given an equation with the same variable on both sides. These equations Emphasize will look performing similar to the the inverse following: operation to OTH sides of the equation. Math Practice These require one additional step to get all the terms with that variable to one side or the other. It doesn't matter which side you choose to move the variables [This to, object but is it s a pull typically tab] most helpful to choose the side in which the coefficient of the variable will remain positive. Meaning of Solutions Slide 6 / 79 efore we encounter the new equations, let's practice how to solve an equation with the variable on only one side. Solve for x: When you have finished solving, discuss the meaning of your answer with your neighbor.

4 Slide 6 () / 79 Meaning of Solutions Slide 7 / 79 Remember that you always have the ability to check your answers by substituting the value you solved for back in to the original equation. It isn't necessary to show on each problem, but is encouraged if you feel unsure about your answer. Variables on oth Sides Slide 8 / 79 Which side do you think would be easiest to move the variables to?

5 Slide 8 () / 79 Variables on oth Sides Which side do you think would be easiest to move the variables to? Slide 9 / 79 Slide 9 () / 79

6 Example: What do you think about this equation? What is the value of x? Slide 10 / 79 Slide 10 () / 79 Example: What do you think about this equation? What is the value of x? Slide 11 / 79

7 Slide 11 () / 79 1 Solve for f: Slide 12 / 79 Slide 12 () / 79

8 2 Solve for h: Slide 13 / 79 Slide 13 () / 79 3 Solve for x: Slide 14 / 79

9 Slide 14 () / 79 No Solution Sometimes, you get an interesting answer. What do you think about this? What is the value of x? Slide 15 / 79 3x - 1 = 3x + 1-3x -3x -1 = +1 Since the equation is false, there is no solution! No value will make this equation true. Identity How about this one? What do you think about this? What is the value of x? Slide 16 / 79 3(x - 1) = 3x - 3 3x - 3 = 3x - 3-3x -3x -3 = -3 Since the equation is true, there are infinitely many solutions! The equation is called an identity. ny value will make this equation true.

10 4 Solve for r: Slide 17 / 79 r = 0 r = 2 infinitely many solutions (identity) no solution 4 Solve for r: Slide 17 () / 79 r = 0 r = 2 infinitely many solutions infinitely many solutions (identity) no solution 5 Solve for w: Slide 18 / 79 w = -8 w = -1 infinitely many solutions (identity) no solution

11 Slide 18 () / 79 6 Solve for x: Slide 19 / 79 x = 0 x = 24 infinitely many solutions (identity) no solution 6 Solve for x: Slide 19 () / 79 x = 0 x = 24 infinitely many solutions (identity) no solution no solution

12 Slide 20 / 79 Slide 20 () / 79 8 In the accompanying diagram, the perimeter of MNO is equal to the perimeter of square. If the sides of the triangle are represented by 4x + 4, 5x - 3, and 17, and one side of the square is represented by 3x, find the length of a side of the square. Slide 21 / 79 M 4x N 3x O 5x 3 From the New York State Education epartment. Office of ssessment Policy, evelopment and dministration. Internet. vailable from accessed 17, June, 2011.

13 8 In the accompanying diagram, the perimeter of MNO is equal to the perimeter of square. If the sides of the triangle are represented by 4x + 4, 5x - 3, and 17, and one side of the square is represented by 3x, find the length of a side of the square. Slide 21 () / 79 M 4x N 3x O 5x 3 From the New York State Education epartment. Office of ssessment Policy, evelopment and dministration. Internet. vailable from accessed 17, June, REP Slide 22 / 79 When solving an equation with variables on both sides, choose a side to move all of them to, then continue working to isolate the variable. When solving an equation where all variables are eliminated and the remaining equation is false, there is No Solution. When solving an equation where all variables are eliminated and the remaining equation is true, there are Infinite Solutions. Slide 23 / 79 Solving Literal Equations Return to Table of ontents

14 Slide 23 () / 79 Math Practice This lesson addresses MP1, MP2, MP6 & MP7. Solving Literal Equations dditional Q's to address MP standards: How could you start this problem? (MP1) What operation is given in the problem? (MP1) What do you know about inverse operations that apply to this question? (MP7) Return to Table of ontents Literal Equations Slide 24 / 79 literal equation is an equation in which known quantities are expressed either wholly or in part by using letters. good example is physics course. nother example is, which you may have seen in your which we use when studying geometry. In some cases, it is actually easier to work with literal equations since there are only variables and no numbers. Literal Equations Slide 25 / 79 Our goal is to be able to solve any equation for any variable that appears in it. Let's look at a simple equation first. The variables in this equation are s, d and t. Solving for a variable means having it alone, or isolated. This equation is currently solved for s.

15 Literal Equations Slide 26 / 79 When solving a literal equation you will be asked to isolate a particular variable in the equation. For example, with the formula: you might be asked to solve for p. This means that p will be on one side of the equation by itself. The new formula will look this: You can transform a formula to describe one quantity in terms of the others by following the same steps as solving an equation. Literal Equations Slide 26 () / 79 When solving a literal equation you will be asked to isolate a particular variable in the equation. For example, with the formula: Work through the steps with students, to show them that the you might be asked to solve for p. same rules apply when moving This means that p will be on one variables side of the as equation numbers. by itself. The new formula will look this: Teacher Notes You can transform a formula to describe [This object one is a quantity pull tab] in terms of the others by following the same steps as solving an equation. Tips for Solving Equations Slide 27 / To "undo" a mathematical operation, you must perform the inverse operation. 2. You can do anything you want (except divide by zero) to one side of an equation, as long as you do the same thing to the other. 3. If there is more than one operation going on, you must undo them in the opposite order in which you would do them, the opposite of the "order of operations." 4. You can always switch the left and right sides of an equation.

16 Tips Explained Slide 28 / To "undo" a mathematical operation, you must do the opposite. We learned earlier that for every mathematics operation, there is an inverse operation which undoes it: when you do both operations, you get back to where you started. When the variable for which we are solving is connected to something else by a mathematical operation, we can eliminate that connection by using the inverse of that operation. Tips Explained Slide 29 / You can do anything you want (except divide by zero) to one side of an equation, as long as you do the same to the other side. If the two expressions on the opposite sides of the equal sign are equal to begin with, they will continue to be equal if you do the same mathematical operation to both of them. This allows you to use an inverse operation on one side, to undo an operation, as long as you also do it on the other side. You can just never divide by zero (or by something which turns out to be zero) since the result of that is always undefined. Tips Explained 3. If there is more than one operation going on, you must undo them in the opposite order in which you would do them, the opposite of the "order of operations." Slide 30 / 79 The operations which are connected to a variable must be "undone" in the reverse order from the Order of Operations. So, when solving for a variable, you: first have to undo addition/subtraction, then multiplication/division, then exponents/roots, finally parentheses. The order of the steps you take to untie a knot are the reverse of the order used to tie it.

17 Tips Explained Slide 31 / You can always switch the left and right sides of an equation. Once an equation has been solved for a variable, it is typically easier to use if that variable is moved to the left side. Mathematically, this has no effect since the both sides are equal. Examples: Literal Equations Slide 32 / 79 Solve for : Solve for : Examples: Literal Equations Slide 32 () / 79 Solve for : Solve for : *Some students may need to see the division take place in 2 steps; before seeing you can divide by both variables at the same time.

18 Practice Solving for a Variable Slide 33 / 79 Let's solve this equation for d That means that when we're done we'll have d isolated. 9 First, is d already alone? If not, what is with it? Slide 34 / 79 s d t it is already alone 9 First, is d already alone? If not, what is with it? Slide 34 () / 79 s d t it is already alone

19 10 What mathematical operation connects d and t? Slide 35 / 79 d is added to t d is multiplied by t d is divided by t t is subtracted from d 10 What mathematical operation connects d and t? Slide 35 () / 79 d is added to t d is multiplied by t d is divided by t t is subtracted from d 11 What is the opposite of dividing d by t? Slide 36 / 79 dividing t by d dividing by s into t multiplying d by t multiplying by t by d

20 11 What is the opposite of dividing d by t? Slide 36 () / 79 dividing t by d dividing by s into t multiplying d by t multiplying by t by d 12 What must we also do if we multiply the right side by t? Slide 37 / 79 divide the left side by t multiply the left side by t divide the left side by d divide the left side by d 12 What must we also do if we multiply the right side by t? Slide 37 () / 79 divide the left side by t multiply the left side by t divide the left side by d divide the left side by d

21 13 Is there more than one mathematical operation acting on d? Slide 38 / 79 Yes No 13 Is there more than one mathematical operation acting on d? Slide 38 () / 79 Yes No No 14 What is the final equation, solved for d? Slide 39 / 79

22 14 What is the final equation, solved for d? Slide 39 () / 79 Slide 40 / 79 Slide 40 () / 79

23 Slide 41 / 79 Solving for v o common kinematics equation is given below. lthough they use the same letter, and are different variables. Let's solve this equation for. is pronounced "vee naught" & represents the initial (or starting) velocity. 16 Is already alone? If not, what is with it? Slide 42 / 79 only a only t a and t it is already alone 16 Is already alone? If not, what is with it? Slide 42 () / 79 only a only t a and t it is already alone

24 17 What mathematical operation connects a and t to? Slide 43 / 79 at is being divided by v o at is being added to v o v o is being multiplied by at v o is being divided by at 17 What mathematical operation connects a and t to? Slide 43 () / 79 at is being divided by v o at is being added to v o v o is being multiplied by at v o is being divided by at 18 What is the opposite of adding at to? Slide 44 / 79 dividing by v o by at into t subtracting v o from at subtracting at from v o dividing at by v o

25 18 What is the opposite of adding at to? Slide 44 () / 79 dividing by v o by at into t subtracting v o from at subtracting at from v o dividing at by v o 19 What must we do, if we subtract at from the right side? Slide 45 / 79 add at to the left side multiply the left side by at subtract at from the left side divide the left side by v o 19 What must we do, if we subtract at from the right side? Slide 45 () / 79 add at to the left side multiply the left side by at subtract at from the left side divide the left side by v o

26 20 Is there more than one mathematical operation acting on? Slide 46 / 79 Yes No 20 Is there more than one mathematical operation acting on? Slide 46 () / 79 Yes No No 21 What is your final equation for? Slide 47 / 79

27 21 What is your final equation for? Slide 47 () / Which of the following correctly shows the equation solved for the variable a? Slide 48 / Which of the following correctly shows the equation solved for the variable a? Slide 48 () / 79

28 23 To convert Fahrenheit temperature to elsius you use the formula: Slide 49 / 79 Which of the following shows the equation correctly solved for F? 23 To convert Fahrenheit temperature to elsius you use the formula: Slide 49 () / 79 Which of the following shows the equation correctly solved for F? 24 Solve for h: Slide 50 / 79

29 24 Solve for h: Slide 50 () / 79 Literal Equation questions may be posed in various ways, while still wanting you to isolate a variable. You may encounter some of the following phrases. Slide 51 / 79 Which equation is equivalent... Solve for in terms of Isolate the variable Transform the formula to find is given by... Remember, the steps for solving all remain the same! 25 If represents the area of a circular horse corral, the following equation correctly shows, solved for r. Slide 52 / 79 True False

30 25 If represents the area of a circular horse corral, the following equation correctly shows, solved for r. TRUE Slide 52 () / 79 True False Good question for discussion. While it is true that when you initially solve for r, you must include the ± version, we are given a real life situation in where the radius of the horse corral cannot be negative. 26 Solve for t in terms of s: Slide 53 / Solve for t in terms of s: Slide 53 () / 79

31 27 satellite's speed as it orbits the Earth is found using the formula. In this formula, m stands for the mass of the Earth. Slide 54 / 79 Transform this formula to find the mass of the Earth. 27 satellite's speed as it orbits the Earth is found using the formula. In this formula, m stands for the mass of the Earth. Slide 54 () / 79 Transform this formula to find the mass of the Earth. 28 Which equation is equivalent to? Slide 55 / 79 From the New York State Education epartment. Office of ssessment Policy, evelopment and dministration. Internet. vailable from accessed 17, June, 2011.

32 28 Which equation is equivalent to? Slide 55 () / 79 From the New York State Education epartment. Office of ssessment Policy, evelopment and dministration. Internet. vailable from accessed 17, June, Slide 56 / 79 Slide 56 () / 79

33 30 The formula for finding the perimeter, P, of a rectangle with length l and with width w is given. Which formula shows how the length of a rectangle can be determined from the perimeter and the width? Slide 57 / 79 From PR P sample test calculator #1 30 The formula for finding the perimeter, P, of a rectangle with length l and with width w is given. Which formula shows how the length of a rectangle can be determined from the perimeter and the width? Slide 57 () / 79 From PR P sample test calculator #1 31 aroline knows the height and the required volume of a cone-shaped vase she's designing. Which formula can she use to determine the radius of the vase? Recall the formula for volume of a cone: Select the correct answer. Slide 58 / 79 From PR EOY sample test calculator #8

34 31 aroline knows the height and the required volume of a cone-shaped vase she's designing. Which formula can she use to determine the radius of the vase? Recall the formula for volume of a cone: Select the correct answer. Slide 58 () / 79 From PR EOY sample test calculator #8 Slide 59 / 79 Substituting Values into an Equation Return to Table of ontents Slide 59 () / 79 Math Practice This lesson addresses MP1, MP2, MP3, MP4, MP6 & MP7. dditional Q's to address MP standards: How could you start this problem? (MP1) What operation is given in the problem? Substituting (MP1) Values into How does Substitution relate to an Equation Evaluating Equations and Literal Equations? What do you know about inverse operations that apply to this question? (MP7) Return to Table of ontents

35 Evaluating Expressions Slide 60 / 79 In previous courses you have learned to evaluate expressions given the values for specific variables. Recall - Evaluate given In this section we will extend that knowledge to include literal equations, and use substitution to solve for unknown quantities. Solving for Unknowns Slide 61 / 79 The value of any variable in an equation depends on the values of the other variables. To find an unknown value: 1. Identify an equation, if not given to you, which relates the values of the variables you know with that of the variable you don't know. 2. Solve for the variable of interest. 3. Substitute numbers for the known variables (using parentheses around each number). 4. Then do the arithmetic to find the unknown value. 5. ssign units to solution, if necessary. Slide 62 / 79

36 Slide 62 () / 79 Solving for Unknowns Slide 63 / 79 The units to the solution in the last question turned out to be. iscuss with your neighbor why this was the case. Solving for Unknowns Slide 63 () / 79 Teacher Notes The units to the solution in the last question turned out to be. no units feet feet iscuss with your neighbor why this was the case.

37 Solving for Unknowns Slide 64 / 79 Example: car travels 800m in 480s. t what speed was it traveling? 1. Identify a useful equation: 2. Solve for the unknown: (an you think of any equations to relate distance and time?) 3. Substitute known values: 4. alculate: 5. ssign units: Solving for Unknowns Slide 64 () / 79 Example: car travels 800m in 480s. t what speed was it traveling? (an you think of any 1. Identify a useful equation: equations to relate distance The equation is already and solved time?) for s. 2. Solve for the unknown: 3. Substitute known values: 4. alculate: 5. ssign units: Solving for Unknowns Example: car travels at a speed of 75 miles/hour for 1.5 hours. How far did it travel? Slide 65 / Identify a useful equation: 2. Solve for the unknown: 3. Substitute known values for variables: 4. alculate: 5. pply units:

38 Solving for Unknowns Example: car travels at a speed of 75 miles/hour for 1.5 hours. How far did it travel? Slide 65 () / Identify a useful equation: 2. Solve for the unknown: 3. Substitute known values for variables: 4. alculate: 5. pply units: cceleration Slide 66 / 79 cceleration is found using the following formula, which takes the change in velocity over time. acceleration = change of velocity elapsed time Turn to a partner, where do you hear about acceleration outside of class? cceleration Slide 66 () / 79 cceleration is found using the following formula, which takes the change in velocity over time. Students in PSI lgebra based Physics are learning about change of velocity acceleration acceleration = in their first unit, Kinematics. elapsed time Teacher Notes They may have heard about acceleration when referring to cars, roller coasters, gravity, etc. Turn to a partner, where do you hear about acceleration outside of class?

39 Units for cceleration Slide 67 / 79 You can derive the units for acceleration by substituting the correct units into the right hand side of the equation. hange in velocity (v - v 0) is in meters/second (m/s) Time, t, is in seconds (s) cceleration, a, is in meters/ seconds (m/s 2 ) Units for cceleration Slide 67 () / 79 You can derive the units for acceleration by substituting the correct units into the right MP6: hand ttend side to of Precision the equation. On the next 7 slides, the hange in velocity (v - v 0) is in meters/second (m/s) students are only entering the Time, t, is in seconds (s) numerical answer with their Responder, so emphasize the correct units of measurement for each question with the class, since not all responders let you put in units. cceleration, a, is in meters/ seconds [This(m/s object is 2 ) a pull tab] Teacher Notes 32 particle traveled for 10 seconds at a rate of 32 m/s. How far did the particle travel? Slide 68 / 79

40 32 particle traveled for 10 seconds at a rate of 32 m/s. How far did the particle travel? Slide 68 () / 79 d = rt d = 32(10) d = 320 m 33 particle traveled for 2.5 seconds at a rate of 25 m/s. How far did the particle travel? Slide 69 / particle traveled for 2.5 seconds at a rate of 25 m/s. How far did the particle travel? Slide 69 () / 79 d = rt d = 25(2.5) d = 62.5 m

41 34 particle increased its speed from 18 m/s to 98 m/s in 25 seconds. What is the acceleration of the particle? Slide 70 / particle increased its speed from 18 m/s to 98 m/s in 25 seconds. What is the acceleration of the particle? Slide 70 () / 79 a = (v - v o) / t a = (98-18) /(25) a = 3.2 m/s 2 35 particle increased its speed from 20 m/s to 65 m/s in 40 seconds. What is the acceleration of the particle? Slide 71 / 79

42 35 particle increased its speed from 20 m/s to 65 m/s in 40 seconds. What is the acceleration of the particle? Slide 71 () / 79 a = (v - v o) / t a = (65-20) /(40) a = m/s 2 36 particle increased its speed from 12 m/s to 87 m/s in 30 seconds. What is the acceleration of the particle? Slide 72 / particle increased its speed from 12 m/s to 87 m/s in 30 seconds. What is the acceleration of the particle? Slide 72 () / 79 a = (v - v o) / t a = (87-12) /(30) a = 2.5 m/s 2

43 Slide 73 / 79 Glossary & Standards Return to Table of ontents Slide 73 () / 79 Teacher Notes Vocabulary Words are bolded in the presentation. The text Glossary & box the word is in is then linked Standards to the page at the end of the presentation with the word defined on it. Return to Table of ontents Equation mathematical statement, in symbols, that two things are exactly the same (or equivalent). Slide 74 / 79 4x + 2 = 14 7x = 21 3y + 2 = = 3z + 1 a.k.a. function d = rt ack to Instruction

44 Identity n equation that has infinitely many solutions. Slide 75 / 79 3(x - 1) = 3x - 3 3x - 3 = 3x - 3-3x -3x -3 = -3 7(2x + 1) = 14x x + 7 = 14x x -14x 7 = 7 3x - 1 = 3x + 1-3x -3x -1 = +1 ack to Instruction Inverse Operation The operation that reverses the effect of another operation. Slide 76 / 79 ddition _ + Subtraction Multiplication x ivision x = x = = 3y = 3y = y ack to Instruction Literal Equation n equation in which known quantities are expressed either wholly or in part by means of letters. Slide 77 / 79 ack to Instruction

45 No Solution n equation that is false. Slide 78 / 79 3x - 1 = 3x + 1-3x -3x -1 = +1 8x - 4 = 8x + 6-8x -8x -4 = 6 3(x - 1) = 3x - 3 3x - 3 = 3x - 3-3x -3x -3 = -3 ack to Instruction Throughout this unit, the Standards for Mathematical Practice are used. MP1: Making sense of problems & persevere in solving them. MP2: Reason abstractly & quantitatively. MP3: onstruct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP6: ttend to precision. MP7: Look for & make use of structure. MP8: Look for & express regularity in repeated reasoning. Slide 79 / 79 dditional questions are included on the slides using the "Math Practice" pull-tabs (e.g. a blank one is shown to the right on this slide) with a reference to the standards used. If questions already exist on a slide, then the specific MPs that the questions address are listed in the pull-tab. Throughout this unit, the Standards for Mathematical Practice are used. MP1: Making sense of problems & persevere in solving them. MP2: Reason abstractly & quantitatively. MP3: onstruct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP6: ttend to precision. MP7: Look for & make use of structure. MP8: Look for & express regularity in repeated reasoning. Math Practice Slide 79 () / 79 dditional questions are included on the slides using the "Math Practice" pull-tabs (e.g. a blank one is shown to the right on this slide) with a reference to the standards [This object used. is a pull tab] If questions already exist on a slide, then the specific MPs that the questions address are listed in the pull-tab.