: How can we using properties of operations to write equivalent expressions using less terms?AIM Combining Like Terms & Distributive Property Sheet belowHW:Announcements:Do Now:Replace each ? with an expression that will make the left side of the equation equivalent to the right side. 1) 6x+?=10x 2) 6x+?=2x 3) 6x+?=-10x 4) 6x+?=0 5) 6x+?=10 Classwork:We looked at how the properties of numbers (specifically the Distributive Property) can be used to generate equivalent expressions. We saw some of the pitfalls, such as multiplying parentheses by a negative number, and discussed strategies to avoid them. Resources:
: How can we using properties of operations to write equivalent expressions using less terms?AIM Revise homework from yesterday (posted below)HW:Announcements:Do Now:Write down your AIM and copy your homework before the buzzer goes off. Be prepared to think. Classwork:The lesson for today revolved around the idea that certain terms can be combined to make equivalent expressions. We looked at two student-generated expression and substituted values in for variables to see if the expressions were equivalent to the original. From there, we were able to draw inferences on how the expressions were rewritten/simplified. We looked at how you can use associative, distributive, and commutative properties to rewrite expressions. Resources:
: How can we using properties of operations to write equivalent expressions using less terms?AIM Complete homework sheet below.HW:Announcements:Do Now:Write down your AIM and copy your homework before the buzzer goes off. Be prepared to think. Classwork:The lesson for today revolved around the idea that certain terms can be combined to make equivalent expressions. We looked at two student-generated expression and substituted values in for variables to see if the expressions were equivalent to the original. From there, we were able to draw inferences on how the expressions were rewritten/simplified. We looked at how you can use associative, distributive, and commutative properties to rewrite expressions. Resources:
: How can we use equality to solve problems?AIM Create and Solve 3 new coin problemsHW:Announcements:Do Now:Balance scale with two ounces on each side. a) What do you think will happen if we remove a 1 oz. weight from one side? b) How do you think it will be different if we removed a 1 oz. weight from both sides? 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.Classwork: Resources How can we assess our understanding of relationships between two variables?AIM:Middle School Math Midterms, Wednesday/Thursday January 24/25Announcements: Prepare for midterms, Wednesday/Thursday January 24/25HW: Do Now:Please clear your desk of everything except for a pencil, calculator, and straight edge. Unit 3 - Quiz 1 (linear relationships)Classwork: Resources: How can we analyze relationships between two variables?AIM:Announcements: Linear relationships Quiz Tuesday 1/9/18HW: Prepare for quiz, complete practice sheetTopics: Linear Relationships, Writing Equations to Model Situations, Creating Tables to Model Situations, Create Graphs to Model linear relationships, Determine if Relationship is Linear from table, graph, equation Do Now:Is the relationships linear or not? Is the relationships proportional? Explain. x| 1 | 2 | 3 | 4 |y| 5 | 10 | 15 | 20 | Students broke into small-groups. The applied their understanding to tackle linear relationship problem sets. Classwork:Answer Key is located below. Please check your responses to better prepare for the quiz. Resources: How can we analyze relationships between two variables?AIM:Announcements: Linear relationships Quiz Tuesday 1/9/18 , Midterms Wednesday/Thursday January 24/25Moving Straight Ahead p.20 #12HW: Do Now:A bowling ally charges $5 for shoe rental, and then $6 per game. How can you determine if the relationship between total cost and number of games is linear? Explain. Today class was about connecting graphs, tables, and equations to linear relationships. The common thread is that linear relationships have a CONSTANT RATE OF CHANGE. In a graph, a constant rate of change creates a line. In a table, a constant rate of change causes the numbers to change in the same predictable pattern. In an equation, if there is a number that multiplies by the independent variable to get the dependent variable, again, there is a constant rate of change thus a linear relationship. We look at taxi charges ($6 initial fee and $6 per mile), party planners ($8 per person plus $50 setup fee) and like scenarios. Classwork:Students should be able to extend their knowledge of proportional relationships. Remember, proportional relationships are linear relationships (has a constant rate of change) that happen to ALSO go through the origin. Resources: What is the pattern of change in a linear relationship?AIM:Announcements: Midterms are Wednesday and Thursday, January 24 & 25Moving Straight Ahead Textbook pp.18-19, #6,8HW: Do Now:What information can you gather from the graph? (graph not pictured)Which recipe-- (1) or (2) requires more mix per cup of iced tea? Explain. Classwork:From yesterday...Students developed their understanding of linear relationships by investigating walkathons and how they're used to raise money for various reasons. We examined Alana (who earned $5 plus $.50 per kilometer), Gilberto (who earned $2 per kilometer) and Leanne (who earned $10 regardless of her distance). We created tables and graphed the relationships on a coordinate plane to more clearly understand each situation.Today, we looked at the relationships and modeled them with equations. We identified independent and dependent variables to help us in that effort. Resources: What is the pattern of change in a linear relationship?AIM:Linear Relationships Quiz Tuesday January 9, 2018Announcements: Midterms are Wednesday and Thursday, January 24 & 25Moving Straight Ahead p. 13 Part BHW: Do Now:Which variable is the independent variable? Which is the dependent variable? How do you know? (There is a graph of a cookie recipe. "Number of Cookies" is on the y-axis, and "Cups of Flour" is on the x-axis. Students developed their understanding of linear relationships by investigating walkathons and how they're used to raise money for various reasons. We examined Alana (who earned $5 plus $.50 per kilometer), Gilberto (who earned $2 per kilometer) and Leanne (who earned $10 regardless of her distance). We created tables and graphed the relationships on a coordinate plane to more clearly understand each situation.Classwork:Resources: |
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