8th Grade The Number System and Mathematical Operations Part

Transcription

1 Slide 1 / 157

2 Slide 2 / 157 8th Grade The Number System and Mathematical Operations Part

3 Slide 3 / 157 Table of Contents Squares of Numbers Greater than 20 Simplifying Perfect Square Radical Expressions Approximating Square Roots Rational & Irrational Numbers Real Numbers Properties of Exponents Glossary & Standards Click on topic to go to that section.

4 Approximating Square Roots Rational & Irrational Numbers Slide 3 (Answer) / 157 Table of Contents Squares of Numbers Greater than 20 Simplifying Perfect Square Radical Expressions Real Numbers Teacher Notes Properties of Exponents Glossary & Standards Vocabulary Words are bolded 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. Click on topic to go to that section. [This object is a pull tab]

5 Slide 4 / 157 Squares of Numbers Greater than 20 Return to Table of Contents

6 Slide 5 / 157 Square Root of Large Numbers Think about this... What about larger numbers? How do you find?

7 Slide 6 / 157 It helps to know the squares of larger numbers such as the multiples of tens = = = = = = = = = = Square Root of Large Numbers What pattern do you notice?

8 Slide 6 (Answer) / 157 It helps to know the squares of larger numbers such as the multiples of tens = = = = = = = = = = Square Root of Large Numbers Answer & Math Practice What pattern do you notice? Short cut: Number in tens place squared,then two zeros are added. MP8 Look for and express regularity in repeated reasoning is addressed with the question on this slide. [This object is a pull tab]

9 Slide 7 / 157 Square Root of Large Numbers For larger numbers, determine between which two multiples of ten the number lies = = = = = = = = = = = = = = = = = = = = 100 Next, look at the ones digit to determine the ones digit of your square root.

10 Examples: Slide 8 / 157 Square Root of Large Numbers Lies between 2500 & 3600 (50 and 60) Ends in nine so square root ends in 3 or 7 Try 53 then = 2809 List of Squares Lies between 6400 and 8100 (80 and 90) Ends in 4 so square root ends in 2 or 8 Try 82 then = 6724 NO! 88 2 = 7744

11 List of Squares Slide 9 / Find.

12 Slide 9 (Answer) / Find. Answer 28 [This object is a pull tab] List of Squares

13 List of Squares Slide 10 / Find.

14 Slide 10 (Answer) / Find. Answer 42 [This object is a pull tab] List of Squares

15 List of Squares Slide 11 / Find.

16 Slide 11 (Answer) / Find. Answer 65 [This object is a pull tab] List of Squares

17 List of Squares Slide 12 / Find.

18 Slide 12 (Answer) / Find. Answer 48 [This object is a pull tab] List of Squares

19 List of Squares Slide 13 / Find.

20 Slide 13 (Answer) / Find. Answer 79 [This object is a pull tab] List of Squares

21 List of Squares Slide 14 / Find.

22 Slide 14 (Answer) / Find. Answer 99 [This object is a pull tab] List of Squares

23 List of Squares Slide 15 / Find.

24 Slide 15 (Answer) / Find. Answer 59 [This object is a pull tab] List of Squares

25 List of Squares Slide 16 / Find.

26 Slide 16 (Answer) / Find. Answer 47 [This object is a pull tab] List of Squares

27 List of Squares Slide 17 / Find.

28 Slide 17 (Answer) / Find. Answer 101 [This object is a pull tab] List of Squares

29 Slide 18 / 157 Simplifying Perfect Square Radical Expressions Return to Table of Contents

30 If we square 4, we get 16. Slide 19 / 157 Two Roots for Even Powers If we take the square root of 16, we get two answers: -4 and +4. That's because, any number raised to an even power, such as 2, 4, 6, etc., becomes positive, even if it started out being negative. So, (-4) 2 = (-4)(-4) = 16 AND (4) 2 = (4)(4) = 16 This can be written as 16 = ±4, meaning positive or negative 4. This is not an issue with odd powers, just even powers.

31 Slide 20 / 157

32 Slide 21 / 157 Is there a difference between... &? Which expression has no real roots? Evaluate the expressions:

33 Slide 21 (Answer) / 157 Is there a difference between... Math Practice & MP7: Look for and make use of structure is addressed by the question on Which expression this slide has no real roots? Follow up questions: Why does the "Error" message Evaluate the expressions: come up on your calculator? (if they are using them) Why is the square root of negative 25 not possible? [This object is a pull tab]?

34 Slide 22 / 157 Evaluate the Expressions is not real

35 Slide 23 / A 6 B -6 C is not real

36 Slide 23 (Answer) / A 6 B -6 C is not real Answer A [This object is a pull tab]

37 Slide 24 / A 9 B -9 C is not real

38 Slide 24 (Answer) / A 9 B -9 C is not real Answer C [This object is a pull tab]

39 Slide 25 / A 20 B -20 C is not real

40 Slide 25 (Answer) / A 20 B -20 C is not real Answer A [This object is a pull tab]

41 Slide 26 / (Problem from ) Which student's method is not correct? A Ashley's Method B Brandon's Method On your paper, explain why the method you selected is not correct.

42 Slide 26 (Answer) / (Problem from ) Brandon's method works for the Which student's square method root of is not 4, but correct? it would not A Ashley's work Method for the square root of 36. B Brandon's Half of Method 36 is 18, but the square of On your paper, 36 is explain 6 times why 6 equals the method 36. Ashley you selected is not correct. describes the correct way to find the square root of a number. Answer Brandon's method is not correct. [This object is a pull tab]

43 14 Slide 27 / 157

44 Slide 27 (Answer) / Answer 5 [This object is a pull tab]

45 15 Slide 28 / 157

46 Slide 28 (Answer) / Answer 11 [This object is a pull tab]

47 Slide 29 / A B C D

48 Slide 29 (Answer) / A B C D Answer B [This object is a pull tab]

49 Slide 30 / A 3 B -3 C No real roots

50 Slide 30 (Answer) / A 3 B -3 C No real roots Answer C [This object is a pull tab]

51 Slide 31 / The expression equal to is equivalent to a positive integer when b is A -10 B 64 C 16 D 4 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

52 Slide 31 (Answer) / The expression equal to is equivalent to a positive integer when b is A -10 B 64 C 16 D 4 Answer A [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

53 Slide 32 / 157 Square Roots of Fractions a b = b = = 4 7

54 Slide 33 / 157

55 Slide 34 / A B C D no real solution

56 Slide 34 (Answer) / A B C D Answer no real solution A [This object is a pull tab]

57 Slide 35 / A B C D no real solution

58 Slide 35 (Answer) / A B C D Answer no real solution C [This object is a pull tab]

59 Slide 36 / 157

60 Slide 36 (Answer) / 157

61 Slide 37 / A B C D no real solution

62 Slide 37 (Answer) / A B C D Answer no real solution D [This object is a pull tab]

63 Slide 38 / A B C D no real solution

64 Slide 38 (Answer) / A B C D Answer no real solution C [This object is a pull tab]

65 Slide 39 / 157 Square Roots of Decimals To find the square root of a decimal, convert the decimal to a fraction first. Follow your steps for square roots of fractions. =.2 =.05 =.3

66 Slide 40 / Evaluate A B C D no real solution

67 Slide 40 (Answer) / Evaluate A B C D no real solution Answer C [This object is a pull tab]

68 Slide 41 / Evaluate A.06 B.6 C 6 D no real solution

69 Slide 41 (Answer) / Evaluate A.06 B.6 Answer C 6 D no real solution B [This object is a pull tab]

70 Slide 42 / Evaluate A 0.11 B 11 C 1.1 D no real solution

71 Slide 42 (Answer) / Evaluate A 0.11 B 11 C 1.1 D no real solution Answer A [This object is a pull tab]

72 Slide 43 / Evaluate A 0.8 B 0.08 C D no real solution

73 Slide 43 (Answer) / Evaluate A 0.8 B 0.08 C D no real solution Answer B [This object is a pull tab]

74 Slide 44 / 157

75 Slide 44 (Answer) / 157

76 Slide 45 / 157 Approximating Square Roots Return to Table of Contents

77 Slide 46 / 157 Perfect Square All of the examples so far have been from perfect squares. What does it mean to be a perfect square? The square of an integer is a perfect square. A perfect square has a whole number square root.

78 Slide 46 (Answer) / 157 Perfect Square All of the examples so far have been from perfect squares. MP6 Attend to precision is addressed by the question on What does it mean to be a perfect square? this slide Math Practice The square of an integer is a perfect square. A perfect square has a whole number square root. [This object is a pull tab]

79 Slide 47 / 157 Non-Perfect Squares You know how to find the square root of a perfect square. What happens if the number is not a perfect square? Does it have a square root? What would the square root look like?

80 Slide 48 / 157 Non-Perfect Squares Square Perfect Root Square Think about the square root of 50. Where would it be on this chart? What can you say about the square root of 50? 50 is between the perfect squares 49 and 64 but closer to 49. So the square root of 50 is between 7 and 8 but closer to 7.

81 Slide 48 (Answer) / 157 Non-Perfect Squares Square Perfect MP1 Make sense of problems and Root Square persevere at solving them Think about the square root of and 2 4 MP5 Use appropriate tools Where would it be on this chart? 3 9 strategically are addressed on this slide 4 16 What can you say about the square 5 25 If students get confused root of or 50? stuck on 6 36 future problems, ask: 7 49 Which tool would be 50 best is between for solving the perfect squares this problem? and 64 but closer to Answer: Square root chart You can also ask the So questions the square given root of 50 is between [This object is a pull tab] on this slide to assist and 8 students. but closer to Math Practice

82 Slide 49 / 157 Approximating Non-Perfect Squares Square Perfect Root Square When approximating square roots of numbers, you need to determine: Between which two perfect squares it lies (and therefore which 2 square roots). Which perfect square it is closer to (and therefore which square root). Example: Lies between 100 & 121, closer to 100. So is between 10 & 11, closer to 10.

83 Slide 50 / 157 Approximating Non-Perfect Squares Square Perfect Root Square Approximate the following:

84 Slide 50 (Answer) / 157 Approximating Non-Perfect Squares Square Perfect Root Square Answer Approximate the following: Lies between 25 & 36 closer to 25 but since almost right in the middle, # 5.5 Lies between 196 & 225 closer to 196 so # 14 Lies between 196 & 225. Closer to 225 so # 15 [This object is a pull tab]

85 Slide 51 / 157 Approximating Non-Perfect Squares Approximate to the nearest integer < < Identify perfect squares closest to 38 6 < < 7 Take square root Answer: Because 38 is closer to 36 than to 49, 7. So, to the nearest integer, = 6 is closer to 6 than to

86 Slide 52 / 157 Approximating Non-Perfect Squares Approximate to the nearest integer < < Identify perfect squares closest to 70 < < Take square root Identify nearest integer

87 Slide 53 / 157 Approximating a Square Root Approximate on a number line Since 8 is closer to 9 than to 4, is closer to 3 than to 2; so # 2.8

88 Slide 54 / 157 Approximating a Square Root Another way to think about it is to use a number line. Example: Approximate lies between and So, it lies between whole numbers and. Imagine the square roots between these numbers, and picture where lies.

89 Slide 54 (Answer) / 157 Approximating a Square Root Another way to think about it is to use a number line. Example: Approximate Answer lies between and So, it lies between whole numbers and. [This object is a pull tab] Imagine the square roots between these numbers, and picture where lies.

90 Slide 55 / The square root of 40 falls between which two perfect squares? A 3 and 4 B 5 and 6 C 6 and 7 D 7 and 8

91 Slide 55 (Answer) / The square root of 40 falls between which two perfect squares? A 3 and 4 B 5 and 6 C 6 and 7 D 7 and 8 Answer C [This object is a pull tab]

92 Slide 56 / Which integer is closest to? < < Identify perfect squares closest to 40 < < Take square root Identify nearest integer

93 Slide 56 (Answer) / Which integer is closest to? Answer 6 < < Identify perfect squares closest to 40 < < Take square root [This object is a pull tab] Identify nearest integer

94 Slide 57 / The square root of 110 falls between which two perfect squares? A 36 and 49 B 49 and 64 C 64 and 84 D 100 and 121

95 Slide 57 (Answer) / The square root of 110 falls between which two perfect squares? A 36 and 49 B 49 and 64 C 64 and 84 D 100 and 121 Answer D [This object is a pull tab]

96 Slide 58 / Estimate to the nearest integer.

97 Slide 58 (Answer) / Estimate to the nearest integer. Answer 10 [This object is a pull tab]

98 Slide 59 / Select the point on the number line that best approximates the location of. B C E G A D F H From PARCC EOY sample test non-calculator #19

99 Slide 59 (Answer) / Select the point on the number line that best approximates the location of. B C E G A D F H Answer E [This object is a pull tab] From PARCC EOY sample test non-calculator #19

100 Slide 60 / Estimate to the nearest integer.

101 Slide 60 (Answer) / Estimate to the nearest integer. Answer 15 [This object is a pull tab]

102 Slide 61 / Estimate to the nearest integer.

103 Slide 61 (Answer) / Estimate to the nearest integer. Answer 9 [This object is a pull tab]

104 Slide 62 / Approximate to the nearest integer.

105 Slide 62 (Answer) / Approximate to the nearest integer. Answer 5 [This object is a pull tab]

106 Slide 63 / Approximate to the nearest integer.

107 Slide 63 (Answer) / Approximate to the nearest integer. Answer 10 [This object is a pull tab]

108 Slide 64 / Approximate to the nearest integer.

109 Slide 64 (Answer) / Approximate to the nearest integer. Answer 13 [This object is a pull tab]

110 Slide 65 / Approximate to the nearest integer.

111 Slide 65 (Answer) / Approximate to the nearest integer. Answer 12 [This object is a pull tab]

112 Slide 66 / Approximate to the nearest integer.

113 Slide 66 (Answer) / Approximate to the nearest integer. Answer 6 [This object is a pull tab]

114 Slide 67 / The expression is a number between: A 3 and 9 B 8 and 9 C 9 and 10 D 46 and 47 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

115 Slide 67 (Answer) / The expression is a number between: A 3 and 9 B 8 and 9 C 9 and 10 D 46 and 47 Answer C [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

116 Slide 68 / For what integer x is closest to 6.25? Derived from

117 Slide 68 (Answer) / For what integer x is closest to 6.25? Answer 39 [This object is a pull tab] Derived from

118 Slide 69 / For what integer y is closest to 4.5? Derived from

119 Slide 69 (Answer) / For what integer y is closest to 4.5? Answer 20 [This object is a pull tab] Derived from

120 Slide 70 / Between which two positive integers does lie? A 1 B 2 C 3 D 4 E 5 F 6 G 7 H 8 I 9 J 10 Derived from

121 Slide 70 (Answer) / Between which two positive integers does lie? A 1 B 2 C 3 D 4 E 5 Answer F 6 G 7 H 8 I 9 J 10 G & H [This object is a pull tab] Derived from

122 Slide 71 / Between which two positive integers does lie? A 1 B 2 C 3 D 4 E 5 F 6 G 7 H 8 I 9 J 10 Derived from

123 Slide 71 (Answer) / Between which two positive integers does lie? A 1 B 2 C 3 D 4 E 5 Answer F 6 G 7 H 8 I 9 J 10 H & I [This object is a pull tab] Derived from

124 Slide 72 / Between which two labeled points on the number line would be located? A B C D E F G H I J Derived from

125 Slide 72 (Answer) / Between which two labeled points on the number line would be located? A B C D E F G H I J Answer B & C [This object is a pull tab] Derived from

126 Slide 73 / 157 Rational & Irrational Numbers Return to Table of Contents

127 Slide 74 / 157 Irrational Numbers Just as subtraction led us to zero and negative numbers. And division led us to fractions. Finding the root leads us to irrational numbers. Irrational numbers complete the set of Real Numbers. Real numbers are the numbers that exist on the number line.

128 Slide 75 / 157 Irrational Numbers Irrational Numbers are real numbers that cannot be expressed as a ratio of two integers. In decimal form, they extend forever and never repeat. There are an infinite number of irrational numbers between any two integers (think of all the square roots, cube roots, etc. that don't come out evenly). Then realize you can multiply them by an other number or add any number to them and the result will still be irrational.

129 Slide 76 / 157 Rational & Irrational Numbers is rational. This is because the radicand (number under the radical) is a perfect square. If a radicand is not a perfect square, the root is said to be irrational. Ex:

130 Slide 77 / 157 Irrational Numbers Irrational numbers were first discovered by Hippasus about the about 2500 years ago. He was a Pythagorean, and the discovery was considered a problem since Pythagoreans believed that "All was Number," by which they meant the natural numbers (1, 2, 3...) and their ratios. Hippasus was trying to find the length of the diagonal of a square with sides of length 1. Instead, he proved, that the answer was not a natural or rational number. For a while this discovery was suppressed since it violated the beliefs of the Pythagorean school. Hippasus had proved that 2 is an irrational number.

131 Slide 78 / 157 Irrational Numbers An infinity of irrational numbers emerge from trying to find the root of a rational number. Hippasus proved that 2 is irrational goes on forever without repeating. Some of its digits are shown on the next slide.

132 Slide 79 / 157 Square Root of 2 Here are the first 1000 digits, but you can find the first 10 million digits on the Internet. The numbers go on forever, and never repeat in a pattern:

133 Slide 80 / 157 Roots of Numbers are Often Irrational Soon, thereafter, it was proved that many numbers have irrational roots. We now know that the roots of most numbers to most powers are irrational. These are called algebraic irrational numbers. In fact, there are many more irrational numbers that rational numbers.

134 Slide 81 / 157 Principal Roots Since you can't write out all the digits of 2, or use a bar to indicate a pattern, the simplest way to write that number is 2. But when solving for the square root of 2, there are two answers: + 2 or - 2. These are in two different places on the number line. To avoid confusion, it was agreed that the positive value would be called the principal root and would be written 2. The negative value would be written as - 2.

135 Slide 82 / 157 Algebraic Irrational Numbers There are an infinite number of irrational numbers. Here are just a few that fall between -10 and

136 Slide 83 / 157 Transcendental Numbers The other set of irrational numbers are the transcendental numbers. These are also irrational. No matter how many decimals you look at, they never repeat. But these are not the result of solving a polynomial equation with rational coefficients, so they are not due to an inverse operation. Some of these numbers are real, and some are complex. But, this year, we will only be working with the real transcendental numbers.

137 Pi Slide 84 / 157 We have learned about Pi in Geometry. It is the ratio of a circle's circumference to its diameter. It is represented by the symbol. Discuss why this is an approximation at your table. Is this number rational or irrational?

138 Slide 84 (Answer) / 157 Pi We have learned about Pi in Geometry. It is the ratio of a circle's circumference to its diameter. It is represented by the symbol Pi is an. irrational number because it has a decimal representation that never ends and never settles into a permanent repeating pattern. Answer Super computers have found over 12 trillion digits in pi. [This object is a pull tab] Discuss why this is an approximation at your table. Is this number rational or irrational?

139 Slide 85 / 157 # is a Transcendental Number The most famous of the transcendental numbers is #. A O B # is the ratio of the circumference to the diameter of a circle. People tried to find the value of that ratio for millennia. Only in the mid 1800's was it proven that there was no rational solution /06/pi-day004.jpg Since # is irrational (it's decimals never repeat) and it is not a solution to a equation...it is transcendental. Some of its digits are on the next page.

140 Slide 86 / 157

141 Slide 87 / 157 Other Transcendental Numbers There are many more transcendental numbers. Another famous one is "e", which you will study in Algebra II as the base of natural logarithms. In the 1800's Georg Cantor proved there are as many transcendental numbers as real numbers. And, there are more algebraic irrational numbers than there are rational numbers. The integers and rational numbers with which we feel more comfortable are like islands in a vast ocean of irrational numbers.

142 Slide 88 / 157 Sort by the square root being rational or irrational.

143 Slide 89 / Rational or Irrational? A Rational B Irrational

144 Slide 89 (Answer) / Rational or Irrational? A Rational B Irrational Answer A [This object is a pull tab]

145 Slide 90 / Rational or Irrational? A Rational B Irrational

146 Slide 90 (Answer) / Rational or Irrational? A Rational B Irrational Answer B [This object is a pull tab]

147 Slide 91 / Rational or Irrational? A Rational B Irrational

148 Slide 91 (Answer) / Rational or Irrational? A Rational B Irrational Answer A [This object is a pull tab]

149 Slide 92 / Rational or Irrational? A Rational B Irrational

150 Slide 92 (Answer) / Rational or Irrational? A Rational B Irrational Answer A [This object is a pull tab]

151 Slide 93 / Rational or Irrational? A Rational B Irrational

152 Slide 93 (Answer) / Rational or Irrational? A Rational B Irrational Answer A [This object is a pull tab]

153 Slide 94 / Rational or Irrational? A Rational B Irrational

154 Slide 94 (Answer) / Rational or Irrational? A Rational B Irrational Answer B [This object is a pull tab]

155 Slide 95 / Which is a rational number? A B π C D From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

156 Slide 95 (Answer) / Which is a rational number? A B π C D Answer C [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

157 Slide 96 / Given the statement: If x is a rational number, then is irrational." Which value of x makes the statement false? A B 2 C 3 D 4 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

158 Slide 96 (Answer) / Given the statement: If x is a rational number, then is irrational." Which value of x makes the statement false? A B 2 C 3 D 4 Answer D [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

159 Slide 97 / 157 (Problem from ) 55 A student made this conjecture and found two examples to support the conjecture. If a rational number is not an integer, then the square root of the rational number is irrational. For example, is irrational and is irrational. Provide an example of a non-integer rational number that shows that the conjecture is false.

160 Slide 97 (Answer) / 157 (Problem from ) 55 A student made this conjecture and found two examples to support the conjecture. If a rational number is not an integer, then the square root of the rational number is irrational. For example, is irrational and is irrational. Provide an example of a non-integer rational number that shows that the conjecture is false = 1.5 Answer 1/4 = 1/2 [This object is a pull tab]

161 Slide 98 / 157 Real Numbers Return to Table of Contents

162 Slide 99 / 157 Real Numbers Real numbers are numbers that exist on a number line.

163 Slide 100 / 157 Real Numbers The Real Numbers are all the numbers that can be found on a number line. That may seem like all numbers, but later in Algebra II we'll be talking about numbers which are not real numbers, and cannot be found on a number line. As you look at the below number line, you'll see certain numbers indicated that are used to label the line. Those are not all the numbers on the line, they just help us find all the other numbers as well...numbers not shown below

164 Slide 101 / What type of number is 25? Select all that apply. A Irrational B Rational C Integer D Whole Number E Natural Number F Real Number

165 Slide 101 (Answer) / What type of number is 25? Select all that apply. A Irrational B Rational C Integer D Whole Number E Natural Number F Real Number Answer B, C, D, E, F [This object is a pull tab]

166 Slide 102 / What type of number is - 5? Select all that apply. 3 A Irrational B Rational C Integer D Whole Number E Natural Number F Real Number

167 Slide 102 (Answer) / What type of number is - 5? Select all that apply. 3 A Irrational B Rational C Integer D Whole Number Answer B, F E Natural Number F Real Number [This object is a pull tab]

168 Slide 103 / What type of number is 8? Select all that apply. A Irrational B Rational C Integer D Whole Number E Natural Number F Real Number

169 Slide 103 (Answer) / What type of number is 8? Select all that apply. A Irrational B Rational C Integer Answer A, F D Whole Number E Natural Number [This object is a pull tab] F Real Number

170 Slide 104 / What type of number is - 64? Select all that apply. A Irrational B Rational C Integer D Whole Number E Natural Number F Real Number

171 Slide 104 (Answer) / What type of number is - 64? Select all that apply. A Irrational B Rational C Integer D Whole Number E Natural Number Answer B, C, F [This object is a pull tab] F Real Number

172 Slide 105 / What type of number is 2.25? Select all that apply. A Irrational B Rational C Integer D Whole Number E Natural Number F Real Number

173 Slide 105 (Answer) / What type of number is 2.25? Select all that apply. A Irrational B Rational C Integer D Whole Number Answer B, F E Natural Number F Real Number [This object is a pull tab]

174 Slide 106 / 157 Properties of Exponents Return to Table of Contents

175 Slide 107 / 157 Powers of Integers Just as multiplication is repeated addition, Exponents is repeated multiplication. For example, 3 5 read as "3 to the fifth power" = In this case "3" is the base and "5" is the exponent. The base, 3, is multiplied by itself 5 times.

176 Slide 108 / 157 Make sure when you are evaluating exponents of negative numbers, you keep in mind the meaning of the exponent and the rules of multiplication. For example, (-3) 2 = (-3) (-3) = 9, which is the same as 3 2. However, (-3) 2 = (-3)(-3) = 9, and -3 2 = -(3)(3) = -9 which are not the same. Similarly, 3 3 = = 27 and (-3) 3 = (-3) (-3) (-3) = -27, which are not the same. Powers of Integers

177 61 Evaluate: 4 3 Slide 109 / 157

178 Slide 109 (Answer) / Evaluate: 4 3 Answer 64 [This object is a pull tab]

179 62 Evaluate: (-2) 7 Slide 110 / 157

180 Slide 110 (Answer) / Evaluate: (-2) 7 Answer -128 [This object is a pull tab]

181 63 Evaluate: (-3) 4 Slide 111 / 157

182 Slide 111 (Answer) / Evaluate: (-3) 4 Answer 81 [This object is a pull tab]

183 Slide 112 / 157 Properties of Exponents The properties of exponents follow directly from expanding them to look at the repeated multiplication they represent. Don't memorize properties, just work to understand the process by which we find these properties and if you can't recall what to do, just repeat these steps to confirm the property. We'll use 3 as the base in our examples, but the properties hold for any base. We show that with base a and powers b and c. We'll use the facts that: (3 2 )= (3 3) (3 3 ) = (3 3 3) (3 5 ) = ( )

184 Slide 113 / 157 Properties of Exponents We need to develop all the properties of exponents so we can discover one of the inverse operations of raising a number to a power...finding the root of a number to that power. That will emerge from the final property we'll explore. But, getting to that property requires understanding the others first.

185 Slide 114 / 157 Multiplying with Exponents When multiplying numbers with the same base, add the exponents. (a b )(a c ) = a (b+c) (3 2 )(3 3 ) = 3 5 (3 3 )(3 3 3) = ( ) (3 2 )(3 3 ) = 3 5 (3 2 )(3 3 ) = 3 (2+3)

186 Slide 114 (Answer) / 157 Multiplying with Exponents When multiplying numbers with the same base, add the exponents. MP3 Construct viable arguments and critique (a b )(a c ) = the a (b+c) reasoning of others is address on this slide and the (3 2 )(3 next 3 ) = slide 3 5 Math Practice (3 We 3 )(3 are 3 using 3) = examples (3 3 3 to 3 prove 3) that the properties are true. (3 2 )(3 3 ) = 3 5 (3 2 )(3 3 ) = 3 (2+3) [This object is a pull tab]

187 Slide 115 / 157 Dividing with Exponents When dividing numbers with the same base, subtract the exponent of the denominator from that of the numerator. (a b ) (a c ) = a (b-c) (3 3 ) (3 2 ) = 31 (3 3 3) (3 3 ) = 3 (3 3 ) (3 2 ) = 3 (3-2) (3 3 ) (3 2 ) = 3 1

188 Slide 116 / Simplify: A 5 2 B 5 3 C 5 6 D 5 8

189 Slide 116 (Answer) / Simplify: A 5 2 B 5 3 C 5 6 D 5 8 Answer C [This object is a pull tab]

190 Slide 117 / Simplify: A B 7 2 C 7 10 D 7 24

191 Slide 117 (Answer) / Simplify: A B 7 2 C 7 10 D 7 24 Answer B [This object is a pull tab]

192 Slide 118 / 157

193 Slide 118 (Answer) / 157

194 Slide 119 / Simplify: A 8 2 B 8 3 C 8 9 D 8 18

195 Slide 119 (Answer) / Simplify: A 8 2 B 8 3 C 8 9 D 8 18 Answer C [This object is a pull tab]

196 Slide 120 / Simplify: A 5 2 B 5 3 C 5 6 D 5 8

197 Slide 120 (Answer) / Simplify: A 5 2 B 5 3 C 5 6 D 5 8 Answer A [This object is a pull tab]

198 Slide 121 / Simplify: 4 3 (4 5 ) A 4 15 B 4 8 C D

199 Slide 121 (Answer) / Simplify: 4 3 (4 5 ) A 4 15 B C Answer B D 4 7 [This object is a pull tab]

200 Slide 122 / Simplify: A 5 2 B C D

201 Slide 122 (Answer) / Simplify: A 5 2 B C Answer D D 5 4 [This object is a pull tab]

202 Slide 123 / 157 An Exponent of Zero Any base raised to the power of zero is equal to 1. a (0) = 1 Based on the multiplication rule: (3 (0) )(3 (3) ) = (3 (3+0) ) (3 (0) )(3 (3) ) = (3 (3) ) Any number times 1 is equal to itself (1)(3 (3) ) = (3 (3) ) (3 (0) )(3 (3) ) = (3 (3) ) Comparing these two equations, we see that (3 (0) )= 1 This is not just true for base 3, it's true for all bases.

203 71 Simplify: 5 0 = Slide 124 / 157

204 Slide 124 (Answer) / Simplify: 5 0 = Answer 1 [This object is a pull tab]

205 72 Simplify: = Slide 125 / 157

206 Slide 125 (Answer) / Simplify: = Answer 2 [This object is a pull tab]

207 73 Simplify: (7)(30 0 ) = Slide 126 / 157

208 Slide 126 (Answer) / Simplify: (7)(30 0 ) = Answer 7 [This object is a pull tab]

209 Slide 127 / 157 Negative Exponents A negative exponent moves the number from the numerator to denominato and vice versa. (a (-b) )= 1 a b Based on the multiplication rule and zero exponent rules: (3 (-1) )(3 (1) ) = (3 (-1+1) ) (3 (-1) )(3 (1) ) = (3 (0) ) (3 (-1) )(3 (1) ) = 1 But, any number multiplied by its inverse is 1, so 1 (3 = (1) ) (3 (-1) )(3 (1) ) = 1 1 a b = (a (-b) ) Comparing these two equations, we see that 1 (3 (-1) )= 3 1

210 Slide 128 / 157 Negative Exponents By definition: x -1 =, x 0

211 Slide 129 / Simplify the expression to make the exponents positive. 4-2 A 4 2 B 1 4 2

212 Slide 129 (Answer) / Simplify the expression to make the exponents positive. 4-2 A 4 2 B Answer B [This object is a pull tab]

213 Slide 130 / Simplify the expression to make the exponents positive. A 4 2 B

214 Slide 130 (Answer) / Simplify the expression to make the exponents positive. A B Answer A [This object is a pull tab]

215 Slide 131 / Simplify the expression to make the exponents positive. x 3 y -4 A x 3 y 4 B y 4 x 3 x 3 C D y 4 1 x 3 y 4

216 Slide 131 (Answer) / Simplify the expression to make the exponents positive. x 3 y -4 A x 3 y 4 B y 4 x 3 x 3 C D y 4 1 x 3 y 4 Answer C [This object is a pull tab]

217 Slide 132 / Simplify the expression to make the exponents positive. a -5 b -2 A a 5 b 2 B C D b 2 a 5 a 5 b 2 1 a 5 b 2

218 Slide 132 (Answer) / Simplify the expression to make the exponents positive. a -5 b -2 A a 5 b 2 B b 2 a 5 C D a 5 b 2 1 a 5 b 2 Answer D [This object is a pull tab]

219 Slide 133 / Which expression is equivalent to x -4? A B x 4 C -4x D 0 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

220 Slide 133 (Answer) / Which expression is equivalent to x -4? A B x 4 C -4x D 0 Answer A [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

221 Slide 134 / What is the value of 2-3? A B C -6 D -8 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

222 Slide 134 (Answer) / What is the value of 2-3? A B C -6 D -8 Answer B [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

223 Slide 135 / Which expression is equivalent to x -1 y 2? A B xy 2 C D xy -2 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

224 Slide 135 (Answer) / Which expression is equivalent to x -1 y 2? A B xy 2 C D xy -2 Answer C [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

225 Slide 136 / a) Write an exponential expression for the area of a rectangle with a length of 7-2 meters and a width of 7-5 meters. b) Evaluate the expression to find the area of the rectangle. When you finish answering both parts, enter your answer to Part b) in your responder.

226 Slide 136 (Answer) / a) Write an exponential expression for the area of a rectangle with a length of 7-2 meters and a width of 7-5 meters. Answer a) 7-2 x 7-5 = 7-7 m 2 b) Evaluate the expression to find the area of the rectangle. b) When you finish answering both parts, enter your answer to Part b) in your responder. [This object is a pull tab]

227 Slide 137 / Which expressions are equivalent to? Select all that apply. A 3-12 B 3-4 C 3 2 D E F From PARCC EOY sample test non-calculator #13

228 Slide 137 (Answer) / Which expressions are equivalent to? Select all that apply. A 3-12 B 3-4 C 3 2 D E F Answer B & E [This object is a pull tab] From PARCC EOY sample test non-calculator #13

229 Slide 138 / Which expressions are equivalent to? Select all that apply. A 3 3 B 3-3 C 3-10 D E F

230 Slide 138 (Answer) / Which expressions are equivalent to? Select all that apply. A 3 3 B 3-3 C 3-10 D E Answer B, D & E F 3 3 [This object is a pull tab]

231 Slide 139 / Which expressions are equivalent to? Select all that apply. A B C D E F G From PARCC PBA sample test non-calculator #1

232 Slide 139 (Answer) / Which expressions are equivalent to? Select all that apply. A B C D E F Answer A, C, F [This object is a pull tab] G From PARCC PBA sample test non-calculator #1

233 Slide 140 / 157 Raising Exponents to Higher Powers When raising a number with an exponent to a power, multiply the exponents. (a b ) c = a (bc) (3 2 ) 3 = 3 6 (3 2 )(3 2 )(3 2 ) = 3 (2+2+2) (3 3 )(3 3)(3 3) = ( ) (3 2 ) 3 = 3 6

234 Slide 141 / Simplify: (2 4 ) 7 A B 2 3 C 2 11 D 2 28

235 Slide 141 (Answer) / Simplify: (2 4 ) 7 A B 2 3 C 2 11 D 2 28 Answer D [This object is a pull tab]

236 Slide 142 / Simplify: (g 3 ) 9 A g 27 B g 12 C g 6 D g 3

237 Slide 142 (Answer) / Simplify: (g 3 ) 9 A g 27 B g 12 C g 6 D g 3 Answer A [This object is a pull tab]

238 Slide 143 / Simplify: (x 4 y 2 ) 7 A x 3 y 5 B x 1.75 y 3.5 C x 11 y 9 D x 28 y 14

239 Slide 143 (Answer) / Simplify: (x 4 y 2 ) 7 A x 3 y 5 B x 1.75 y 3.5 C x 11 y 9 D x 28 y 14 Answer D [This object is a pull tab]

240 Slide 144 / 157

241 Slide 144 (Answer) / 157

242 Slide 145 / The expression (x 2 z 3 )(xy 2 z) is equivalent to: A x 2 y 2 z 3 B x 3 y 2 z 4 C x 3 y 3 z 4 D x 4 y 2 z 5 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

243 Slide 145 (Answer) / The expression (x 2 z 3 )(xy 2 z) is equivalent to: A x 2 y 2 z 3 B x 3 y 2 z 4 C x 3 y 3 z 4 D x 4 y 2 z 5 Answer B [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

244 Slide 146 / The expression is equivalent to: A 2w 5 B 2w 8 C 20w 8 D 20w 5 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

245 Slide 146 (Answer) / The expression is equivalent to: A 2w 5 B 2w 8 C 20w 8 D 20w 5 Answer D [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

246 Slide 147 / When -9 x 5 is divided by -3x 3, x 0, the quotient is A 3x 2 B -3x 2 C 27x 15 D 27x 8 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

247 Slide 147 (Answer) / When -9 x 5 is divided by -3x 3, x 0, the quotient is A 3x 2 B -3x 2 C 27x 15 D 27x 8 Answer A [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.

248 Slide 148 / Lenny the Lizard's tank has the dimensions b 5 by 3c 2 by 2c 3. What is the volume of Larry's tank? A 6b 7 c 3 B 6b 5 c 5 C 5b 5 c 5 D 5b 5 c 6

249 Slide 148 (Answer) / Lenny the Lizard's tank has the dimensions b 5 by 3c 2 by 2c 3. What is the volume of Larry's tank? A 6b 7 c 3 B 6b 5 c 5 Answer & Math Practice C 5b 5 c 5 D 5b 5 c 6 B b 5 3c 2 2c 3 = 6b 5 c 5 MP.2: Reasoning quantitatively and abstractly. MP.4: Model with mathematics. Ask: How can you represent the problems with symbols and numbers? What connections do you see? Write a number sentence to describe this [This object is a pull tab] situation.

250 Slide 149 / A food company which sells beverages likes to use exponents to show the sales of the beverage in a 2 days. If the daily sales of the beverage is 5a 4, what is the total sales in a 2 days? A a 6 B 5a 8 C 5a 6 D 5a 3

251 Slide 149 (Answer) / A food company which sells beverages likes to use exponents to show the sales of the beverage in a 2 days. If the daily sales of the beverage C is 5a 4, what is the total sales in a 2 days? 5a 4 a 2 = 5a 6 A a 6 Answer & Math Practice B 5a 8 C 5a 6 D 5a 3 MP.2: Reasoning quantitatively and abstractly. MP.4: Model with mathematics. Ask: How can you represent the problems with symbols and numbers? What connections do you see? Write a number sentence to describe this [This object is a pull tab] situation.

252 Slide 150 / A rectangular backyard is 5 5 inches long and 5 3 inches wide. Write an expression for the area of the backyard as a power of 5. A 5 15 in 2 B 8 5 in 2 C 25 8 in 2 D 5 8 in 2

253 Slide 150 (Answer) / A rectangular backyard is 5 5 inches long and 5 3 inches wide. Write an expression for the area of the backyard as a power of 5. A 5 15 in 2 Answer & Math Practice B 8 5 in 2 C 25 8 in 2 D 5 8 in 2 D MP.2: Reasoning quantitatively and abstractly. MP.4: Model with mathematics. Ask: How can you represent the problems with symbols and numbers? What connections do you see? Write a number sentence to describe this [This object is a pull tab] situation.

254 Slide 151 / Express the volume of a cube with a length of 4 3 units as a power of 4. A 4 9 units 3 B 4 6 units 3 C 12 6 units 3 D 12 9 units 3

255 Slide 151 (Answer) / Express the volume of a cube with a length of 4 3 units as a power of 4. A 4 9 units 3 Answer & Math Practice B 4 6 units 3 C 12 6 units 3 D 12 9 units 3 A MP.2: Reasoning quantitatively and abstractly. MP.4: Model with mathematics. Ask: How can you represent the problems with symbols and numbers? What connections do you see? Write a number sentence to describe this [This object is a pull tab] situation.

256 Slide 152 / 157 Glossary & Standards Return to Table of Contents

257 Slide 152 (Answer) / 157 Teacher Notes Vocabulary Words are bolded in Glossary the presentation. & The text box Standards the word is in is then linked to the page at the end of the presentation with the word defined on it. [This object is a pull tab] Return to Table of Contents

258 Slide 153 / 157 Irrational Numbers A number that cannot be expressed as a ratio of integers. A radical of a non perfect square. 2 π e Back to Instruction

259 Slide 154 / 157 Radicand The value inside the radical sign. The value you want to take the root of. 9 = 3 29 = = 12 Back to Instruction

260 Slide 155 / 157 Rational Numbers A number that can be expressed as a fraction symbol for rational numbers Back to Instruction

261 Slide 156 / 157 Real Numbers All the numbers that can be found on a number line Back to Instruction

262 Slide 157 / 157 Standards for Mathematical Practice MP1 Making sense of problems & persevere in solving them. MP2 Reason abstractly & quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for & make use of structure. MP8 Look for & express regularity in repeated reasoning. Click on each standard to bring you to an example of how to meet this standard within the unit.