AIM:  How can we identify and combine like terms?

HW:  Log into Jupitergrades; Watch the video through the links below.  .

Do Now:  
Solve to find the value of each variable.

1)  2x + 8 = 20                          2)  56 = 24 + 10y

Classwork:   Students were introduced to the idea of "like terms" today.  We learned about coefficients and what makes two terms "like."  After several rounds of students taking terms matching terms on the smartboard, they played the like-terms matching game (which is found below).  Remember** The coefficients do not determine whether two terms are like or not.  The variable portion of the terms must match exactly in order for two terms to be like.  Constants, terms without variables, are all like.

Resources:  

https://www.khanacademy.org/math/algebra-basics/core-algebra-expressions/core-algebra-manipulating-expressions/v/combining-like-terms

https://www.khanacademy.org/math/algebra-basics/core-algebra-expressions/core-algebra-manipulating-expressions/v/combining-like-terms-1

Like Terms Matching Game:
http://www.mathwarehouse.com/games/our-games/like-terms-games/matching-action/

American Museum of Natural History Field Trip

AIM:  How can we write and solve equations?

HW:  Writing Equations Worksheet #1-4

Do Now:  
a)  State the inverse (operation included) of each term:
          -3x                                    5                               2n    

b) What do the words "twice" and "double" mean?

Classwork:   We worked towards the highest level of equation solving today-- writing equations to solve word problems.  After working through a problem about the cost of a guitar, we devised the following process for approaching these types of problems:

1.  Define a variable (which is what you are trying to figure out).
2.  Write an equation using the variable and key words and numbers from the word problem.
3.  Solve the equation using inverse operations and the rules of equality.

Please use these steps when you complete your homework.  These apply for one AND two-step equations.

AIM:  How can we solve one and two step equations?

HW:  Solving Equation Worksheet #1-8, Quiz Corrections due tomorrow

Point values for quiz corrections:
1a.  2 pts
1b.  2 pts
1c.  4 pts
1d.  4 pts
2. 10 pts (each question is 3.333333 points)
3. 10 pts
4. 8 pts (graph)
    2 pts 
5a. 2 pts
  b.  4 pts
  c. 4 pts
  d. 2 pts

Do Now:  
I'm thinking of a number that when multiplied by three and then added to seven is equal to thirty one.  

What is the number?  Explain how you found your answer.

ans. 3x + 7 = 31       x = 8

Classwork:   We continued refining our equation solving skills.  We worked with difficult two-step equations and watched a BrainPop video to connect equation solving skills in a real world context.  Students worked in small groups to answer questions.  The "check" process was emphasized throughout the lesson to allow students to self-assess their skills.

AIM:  How can we solve one and two step equations?

HW:  Two-Step Equation Worksheet

Do Now:  
Solve to find the value of each variable.
1.  n + 5 = 8                2.  -24 = 3 + y                3.  -16 = a - 6

Ans.  n=3                            Ans.  y=-27                       Ans.  a=-10

Classwork:   Unit 4 Quiz 1 on linear relationships was returned today.  Students are responsible for making quiz corrections explaining their mistakes and demonstrating what they learned.  We extended our knowledge of solving equations by moving to basic two-step equations.  Once again, we utilized the process from last class.

Resources:

AIM:  How can we use the properties of equality to solve equations?

HW:  Unit 4 ACE #14-16, p.71-72

Do Now:  
Use the concept of equality to solve for the missing value that would make the statement true.
                                                            3x + 4 = 13
Ans.  x=3

Classwork:   We equated solving equations keeping a balance beam balanced.  We used this comparison (along with the coins and pouch situation from earlier) to come up with the following strategies and techniques.

When solving an equation, remember:
-Isolate the variable
-Use inverse operations
-What you do to one side, make sure that you do to the other  (You must keep the scale balanced!!!)

We began with simple one step equations as a review and transitioned to more difficult problems involving fractions and integers.

We will soon be solving two step equations!
​
Resources:

Equation Solving Song
If you want to solve equations, here is how.
Read them with their operations, do it now.
Then UNDO them every time
By directions in this rhyme.
DO THE OPPOSITE, that’s what the rules allow.

If you read “MINUS,” then to solve them you must ADD.
If you say “PLUS” you must SUBTRACT or you’ll be sad.
Multiply will get undone
By DIVIDING every one.
And divide gets MULTIPLIED, or answer’s bad.

Oh, equations must stay balanced to be true.
WHAT YOU DO TO ONE SIDE YOU MUST DO TO TWO.
And to solve for the unknown 
You must get it all alone
Using every single trick you know to do.

AIM:  What does equality mean?

HW:  Unit 4 ACE #5-8, p.70

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:

No School - Lunar New Year