AIM: How can we efficiently solve inequalities and use substitution to check solutions?
HW: 2 Questions below (in resource section) Announcement: There will be an inequalities quiz Monday, 3/5/18. Students will be responsible for reading, writing, solving, graphing, and interpreting inequalities and their solutions in context of problems. Do Now: Elena is trying to figure out how many movies she can download to her hard drive. The hard drive is supposed to hold 500 gigabytes of data, but 58 gigabytes are already taken up by other files. Each movie is 8 gigabytes. Elena wrote the inequality 8x+58=500 and solved it to find the solution x=55.25. 1. Explain how you know Elena made a mistake based on her solution. 2. Fix Elena’s inequality and explain what each part of the inequality means. Classwork: Students applied their knowledge of inequalities to word problems. Resources 1. Craig went bowling with $25 to spend. He rented shoes for $5.25 and paid $4.00 for each game. What was the greatest number of games Craig could have played? 2. For her cell phone plan, Heather pays $30 per month plus $0.05 per text. She wants to keep her bill under $60 per month. Which inequality represents the number of texts, t, Heather can send each month while staying within her budget? AIM: How can we model situations with inequalities? HW: Inequalities Lesson 4 Worksheet Announcement: Do Now: A teacher has $83 to buy sandwiches for students. Sandwiches cost $5.99 each, so he lets x represent the number of sandwiches he will order and writes 5.99x=83. He solves this to 2 decimal places, getting x=13.86. Which of these are valid? A. He can order exactly 13.86 sandwiches. B. He can round up and order 14 sandwiches. C. He can order 12 sandwiches. D. He can order 9.5 sandwiches. E. He can order 2 sandwiches. F. He can order 4 sandwiches. Classwork: Students examined 4 problems involving inequalities. They matched inequalities that modeled some realworld examples. They then analyzed the different parts of each inequality and what it represented. They solved the inequalities and interpreted what the solution meant in the context of the problem. Resources
AIM: How can we efficiently solve inequalities and use substitution to check solutions? HW: Complete problem set below Announcement: Do Now: Noah found the solution to the inequality below by using the following steps. 4x+5>25 > 4x+5=25 x= 5 (Graph open circle on 5, pointing to the right) Do you agree with Noah? Classwork: Students examined 4 problems involving inequalities. They matched inequalities that modeled some realworld examples. They then analyzed the different parts of each inequality and what it represented. They solved the inequalities and interpreted what the solution meant in the context of the problem. Resources
AIM: How can we efficiently solve inequalities and use substitution to check solutions?
HW: 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 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 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: How can we assess our understanding of equivalent expressions?
HW: No HW Announcement: Do Now: Please clear your desk of everything except for a pencil and a calculator. Classwork: Equivalent Expressions Quiz Resources AIM: How can we use properties of operations to generate equivalent expressions? HW: Prepare for Quiz Announcement: There will be an equivalent expressions quiz (combining like terms, distributive property, simplifying, properties of operations) tomorrow, 2/8/18 Do Now: Simplify the following expression: 4(2x  7) 10x Classwork: Students continued working with their cooperative groups identifying responses to questions, and explaining why other responses were incorrect. They took turns presenting to the class a randomly assigned question. Resources

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June 2018
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