AIM: How can we efficiently solve inequalities and use substitution to check solutions? HW: Complete problem set below Announcement: Do Now: Here is an inequality: x≥4.
Classwork: Through use of tables, we found out a way to efficiently solve inequalities. Students solved them as equations to get the boundary of the solution, then substituted into the inequality to determine which directions the arrow should point when graphed. Resources
AIM: How can we use inequalities to model realworld situations? HW: Complete problem set below Announcement: Do Now: 1. Solve: x=10 2. Find 2 solutions to: x>10 3. Solve: 2x=20 4. Find 2 solutions to: 2x>20 Classwork: We focused on using equations to find the "boundary" point for a series of situations today. We then used the equations to help us write inequalities and tested the inequalities with known solutions to make sure they accurately described the situation. From yesterday...Today was a reintroduction to inequalities. Students were exposed to inequalities last year. We will build upon that understanding by merging our knowledge of distributive property, writing & solving two & 3 step equations. Today, we looked at inequality representations on a number line and how they apply in realworld contexts. We looked at Noah and his height requirement to ride a roller coaster. Resources
AIM: How can we interpret inequalities? HW: Complete problem set below Announcement: Do Now: The number line shows values of x that make the inequality x>1 true. (picture of inequality with open circle on 1 pointing to the right) 1. Select all the values of x from these options that make the inequality x>1 true. A. 3 B. 3 C. 1 D. 700 E. 1.05 2. Name two more values of x that are solutions to the inequality. Classwork: Today was a reintroduction to inequalities. Students were exposed to inequalities last year. We will build upon that understanding by merging our knowledge of distributive property, writing & solving two & 3 step equations. Today, we looked at inequality representations on a number line and how they apply in realworld contexts. We looked at Noah and his height requirement to ride a roller coaster. Resources:
AIM: What are some strategies for solving linear equations?
HW: Create and solve 3 problems of your own (easy, medium, hard) Announcement: Middle school math midterms will take place Wednesday and Thursday January 24 & 25, in class. Please begin preparing now. Do Now: Alyssa solved the equation below. 8  2x = 6 +8 +8 2x = 14 2 2 x = 7 What do you think about Alyssa's work? Classwork: We practiced using the properties of equality and our understanding of rational numbers to solve linear equations. Students reflected on model problem sets and compared their work to look at alternate methods of solving. We continued to work on solving equations with variables and constants on both sides of the equation. Resources: AIM: What are some strategies for solving linear equations?
HW: Unit 3 Textbook Complete Problem 3.4 Part A only, Moving Straight Ahead p. 71 #12, 14 Announcement: Middle school math midterms will take place Wednesday and Thursday January 18 & 19, in class. Please begin preparing now. Do Now: a) 3x + 2 = 4x + 5 b) 3(2x + 1) = 3x + 12 Classwork: We practiced using the properties of equality and our understanding of rational numbers to solve linear equations. We worked on solving equations with variables and constants on both sides of the equation. Resources: AIM: How can we use the properties of equality to solve equations?
HW: Moving Straight Ahead pp.7071 #9,10 Announcement: Middle school math midterms will take place Wednesday and Thursday January 24 & 25, in class. Please begin preparing now. Do Now: Picture: (Two pouches and three coins) = (Five coins) How much is each pouch worth?. Ans: Each pouch contains one coin. Classwork: We built upon yesterday's reasoning to write algebraic equations from pictures. We discussed how equality can be used to manipulate equations to find variable values (such as subtracting 3 three from both side of the equation, as was done in the DO Now). Resources: AIM: What does equality mean?
HW: Moving Straight Ahead Textbook #58,48 p.70, 79 Announcements: Midterms are Thursday/Friday January 24/25 (Cumulative) Do Now: Picture: (Two apples) = (Four $1 coins) How much is each apple worth?. Ans: Each apple is worth two dollars because 4 divided by 2 is $2. Classwork: Today's lesson was an introduction to equality which will be used to solve equations in the near future. The lesson centered on gold coins and pouches. Students were asked to find the amount of coins in each pouch when given the total value of the pouches and coins. They used properties of equality to simplify the picture and determine how many coins were in each pouch. Resources: AIM: How can we review linear relationships?
HW: Moving Straight Ahead Textbook pp.4042 #45,7 Announcement: Midterms are Wednesday and Thursday, January 24 & 25 Do Now: Troy is working with the equation y= 100  3x. He is trying to find a value of x that corresponds to y = 8. Troy was absent the last few days. Write him directions about how to find the value of x that creates a solution when y = 8. Classwork: Students connected their understanding of linear relationships to tables, graphs, and equations. Problem 3.1 used Alana and her fundraising walkathon donors pledge (from previous lessons) to look at situations in different ways. The skills practiced today will be especially useful in tomorrow's lesson that requires students to solve equations. Resources: AIM: How are the solutions for the equation y=mx+b related to the graph and the table?
Announcements: Midterms are Wednesday and Thursday, January 24 & 25 HW: Moving Straight Ahead pp. 4445 #15, 1721 Do Now: How can you tell if a coordinate is a solution to an equation? Determine if each is a solution for the equation y = 2x+4. 1. (7,10) 2. (0,4) 3. (4,4) Classwork: Students investigate various pledge plans from sponsors of the walkathon. The plans are represented by equations. In this Problem, students identify the constant rate of change from various representations. They decide whether the graph of a linear relationship is decreasing, increasing, or staying the same from different representations of the relationship. They also begin to make the connections among the points on a line, the pairs of data in a row of a table, and a solution of an equation of the form y=mx+b. This latter goal provides a transition to solving equations using algebraic methods. Resources: 
AuthorMr. Severiano Archives
June 2018

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