Enduring Understandings: - Mr. Ledbetter's Math Class



381 LessonLINEAR1 (4 instructional days)Solving Equations and InequalitiesEnduring Understandings: The student understands…That student understands that certain patterns exist in nature and can be represented mathematically.That functions can be used to model real-world situations.That data representing real-world situations can be collected, organized, and interpreted in order to solve problems.That linear functions have unique properties and attributes that make them linear.That linear functions can be represented in a variety of ways.That slopes of linear functions can be found from various representations and that they have meaning based on the related linear situation.The importance of the skills required to manipulate symbols in order to solve problems.That an equation or inequality is the comparison of two expressions such that the values of the two expressions may or may not be equal.Vocabulary:function notation, arithmetic sequence, term, term value, nth term, recursion, common difference, function, independent, dependent, discrete, continuous, domain, range, input, output, mapping, scatterplot, regression, causation, association, correlation, correlation coefficient, linear, parent function, rate of change, coefficient, constant, slope, slope-intercept form, point-slope form, standard form, trend line, x- and y-intercept, x, y, solution, horizontal, vertical, proportional change, direct variation, directly proportional, zero of a function, constant of proportionality, parallel, perpendicular, inequality, solution set, between, inclusive, exclusiveA.5 Linear functions, equations, and inequalities. The student applies the mathematical process standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions. (A) The student is expected to solve linear equations in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides.; ReadinessThe student will know…The student will be able to…The solution of a linear equation must be reasonable to the situation it describes.Equations can be solved in a variety of ways.A linear equation can be used to generate (a) solution(s) to a problem situation.Solve one-variable equations in real-world and mathematical situations using a variety of methods involving:Distributive propertyVariables on both sidesInterpret the solution to one-variable equations from a variety of representations.GraphTableAlgebraic methodsVerify possible solutions with and without technology (calculator).TableGraphDetermine the reasonableness of the solution to a linear equation as it relates to the situation.A.5?Linear functions, equations, and inequalities. The student applies the mathematical process standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions. (B) The student is expected to solve linear inequalities in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides.; SupportingThe student will know…The student will be able to…The solution of a linear inequality must be reasonable to the situation it describes.Inequalities can be solved in a variety of ways.A linear inequality can be used to generate (a) solution(s) to a problem situation.Solve one-variable inequalities in real-world and mathematical situations using a variety of methods involving:Distributive propertyVariables on both sidesInterpret the solution to one-variable inequalities from a variety of representations.GraphTableAlgebraic methodsVerify possible solutions with and without technology (calculator).TableGraphDetermine the reasonableness of the solution to a linear inequality as it relates to the situation.A.12 Number and algebraic methods. The student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. (E) The student is expected to solve mathematic and scientific formulas, and other literal equations, for a specified variable.; SupportingThe student will know…The student will be able to…Equivalent equations can be written in various forms. Equations can be manipulated to isolate different variables while maintaining equivalency. LINEARGiven a two-variable equation, solve for y.Convert any given equation from one of the forms listed.Point-slopeSlope-interceptStandardSolve literal equations such as:Area (A=lw, A=bh, , , ) PerimeterCircumferenceSurface AreaVolumeV=lwh (solve for l, w or h) (solve for h only)Hooke’s law (F=-kX)d=rtF=maLimit formulas to those that use operations familiar to students (add, subtract, multiply, divide, distribute, variables on both sides).Technology TEKS:8(3)??Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to:(C)??select and evaluate various types of digital resources for accuracy and validity; and(D)??process data and communicate results.8(4)??Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to:(C)??collect and analyze data to identify solutions and make informed decisions;(E)??make informed decisions and support reasoning;ELPS:(2) Cross-curricular second language acquisition/listening. The student is expected to:(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;(3) Cross-curricular second language acquisition/speaking. The student is expected to:(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;(E) share information in cooperative learning interactions;(4) Cross-curricular second language acquisition/reading. The student is expected to:(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned;(5) Cross-curricular second language acquisition/writing. The student is expected to:(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;Materials:Graphing CalculatorsMarkers/Colored PencilsScissorsGlue/TapeChart Paper1 set of Find Someone Who per student (Day 1)1 copy of Harder Equations Notes per student (Day 2)1 copy of Think Dots per student – optional (Day 2)1 copy of Equations vs Inequalities Notes per student – optional (Day 3)1 copy of Equations vs Inequalities Foldable per student (Day 3)1 copy of Equation vs Inequality Practice per student (Day 3)1 copy of Literal Equations Notes per student (Day 4)1 copy of Literal Equations Puzzle per student (Day 4)A Good Strategy,… (optional - one per student)Procedure:Day 1Use the MATH_0381_LINEAR1_MAT_1EQINEQ_01 notebook file to guide this lesson.Slide 1: Title SlideSlide 2: Teacher guided exampleReview solving equations with combining like terms, distributive, and variables on both sides using algebra tiles and algebraic steps.Slide 3: Teacher guided exampleReview solving equations with combining like terms, distributive, and variables on both sides using algebra tiles and algebraic steps.Slide 4: Teacher guided exampleReview solving equations with combining like terms, distributive, and variables on both sides using algebra tiles and algebraic steps.Slide 5: Teacher guided exampleReview solving equations with combining like terms, distributive, and variables on both sides using algebra tiles and algebraic steps.Slide 6: Teacher guided exampleReview solving equations with combining like terms, distributive, and variables on both sides using algebra tiles and algebraic steps..Slide 7: Pass out Find Someone Who. Students will walk around the room and find someone to work each of the problems on their sheet. While someone is working on their paper, they in return are working on the other persons. Each student should only work the same problem once! If they have already worked the problem in need, they must find another person to switch with. Day 2Use the MATH_0381_LINEAR1_MAT_2EQINEQ_01 notebook file to guide this lesson.Slide 1: IntroductionClick to play the theme song from “The Jeffersons”. This is to motivate students for solving harder equations. Click to the next slide to stop the music.Slide 2: Give students a copy of Harder Equations Notes. Allow students time to work with a partner on each problem before going over them. Select students to show their work on the Smartboard. One student shows the solving.One student shows the checking.One student draws the graph on a number line.Ask students “How can the answer be verified in the calculator?” Continue the process for the other problems. Slide 3: This slide is a continuation of slide 2.Slide 4: This slide is a continuation of slides 2 and 3.Slide 5: This slide is a continuation of slides 2 – 4.Please do not skip this slide. It is different from the others.Slide 6: This slide is a continuation of slides 2 – 5.Slide 7: This slide is a continuation of slides 2 – 6.Please do not skip this slide. It is different from the others.Slide 8: This slide is a continuation of slides 2 – 7.Slide 9: This slide is a continuation of slides 2 – 8.Slide 10: Students will have a copy of the problems for notes. Students are still working with a partner. Have the class read the problem together. Ask students to highlight important information. Then have a few students share. Give them time to write the equation that represents the situation before asking for a volunteer. Select students to show their work on the Smartboard. One student shows the solving.One student shows the checking.One student draws the graph on a number line.Ask students, “How can the answer be verified in the calculator?” Continue the process for the other problems.Slide 11: This slide is a continuation of slide 10.Slide 12: This slide is a continuation of slides 10 and 11.Slide 13: Practice problems – Think DotsStudents should work with a partner.Students should be able to use calculators to verify their answers.You can require students to solve at least one word problem for part of their points.Day 3Use the MATH_0381_LINEAR1_MAT_3EQINEQ_01 notebook file to guide this lesson.Use the Equations vs Inequalities Foldable as this lessons ISN entry.Slide 1: Ask students to find some similarities and differences between the two characters. This will lead into the discussion on similarities and differences between equations and inequalities. Ask students to share their ideas.Slide 2: Students will work with a partner. On dry erase boards have one person solve the equation and the other solve the inequality. Remind students that the inequality symbol changes when multiplying or dividing both sides by a negative. Ask students to find some similarities and differences between the two characters. This will lead into the discussion on similarities and differences between equations and inequalities. Ask students to share their ideas. Then compare their steps. Select a student to show their solving steps on the Smartboard. Ask students, “Did anyone use different steps, but got the same solution?”Ask students, “How can the answer be verified in the calculator?” Continue the process for the other problems. Hint tabs are provided if needed.Pull the tab (man pulling a handle) to have students do the following:One student shows the checking.One student draws the graph on a number line.Discuss the differences between the solution of an equation and an inequality. Follow these procedures with each slide. Slide 3: Follow the same procedure on this slide as you did on slide 2. Slide 4: Follow the same procedure on this slide as you did on slides 2 and 3. Slide 5: This is a transition slide to help students understand the concepts will not change as the level of difficulty increases for equations and inequalities. Click to reveal.Slide 6: Pull the shade to reveal a harder equation. Discuss the concepts to solve this equation. (Ex: distributing, combine like terms, etc.) Then reveal the comic. Slide 7: This slide is a continuation of slide 6. Allow students 2 -3 minutes to solve the equation. After students have had time to solve have a volunteer come to the smartboard and to show their work. Slide 8: Give each student a copy of Equations vs Inequalities Notes. Students will work with a partner. One person solving the equation and the other solving the inequality. Then compare their steps. Select a student to show their solving steps on the Smartboard. One student shows the solving.One student shows the checking.One student draws the graph on a number line.Ask students, “Did anyone use different steps, but got the same solution?” Ask students, “How can the answer be verified in the calculator?” Continue the process for the other problems. Discuss the differences between the solution of an equation and an inequality. Slide 9: Follow the same procedure on this slide as you did on slide 8.Slide 10: Follow the same procedure on this slide as you did on slides 9 and 9.Slide 11: Follow the same procedure on this slide as you did on slides 9 - 10.Slide 12: Follow the same procedure on this slide as you did on slides 9 - 11.Slide 13: Review these inequality words with the students. Some of these words are ones they struggle with and will need a reminder. Slide 14: Continue the same procedures as previous slides, but include the discussion of graphing the solution of the inequality and reasonable solutions for the situation. Ask students, “Can you have zero or negative solutions for the situation?” Slide 15: Continue the same procedures as previous slides, but include the discussion of graphing the solution of the inequality and reasonable solutions for the situation. Ask students, “Can you have fractional solutions for the situation?”Slide 16: This slide shows students how to set up their ISN entry for this lesson.Assign students Equation vs. Inequality Practice as individual practice/homework.Day 4Use the MATH_0381_LINEAR1_MAT_4EQINEQ_01 notebook file to guide this lesson.Slide 1: IntroductionSlide 2: Ask students, “What are literal equations?” After a few responses, pull the shade to reveal the definition. Ask students, "Based on the definition have they ever seen a literal equation?” “If yes, give some examples.” Pull the shade to reveal the question, “What is the purpose of literal equations?” Slide 3: The purpose of this slide is for students to substitute the given length (click on example) and the perimeter so students should be able to solve for the width. Students should realize that after substituting in the length and perimeter, a two-step equation is created. Work through one example at a time. Slide 4: This slide is a continuation of slide 3.On this slide students are given the information in a table, but the process should be the same. Slide 5: This slide is continuation of slides 3 and 4.On this slide students will answer the questions by discussing the mathematical concepts that were used to solve for the width. (Ex: subtract __ from both sides, divide both sides by __, etc.) Slide 6: This slide is continuation of slides 3 – 5.This slide will help students discover that the same mathematical process could be applied to the formula to solve for w. Slide 7: This slide is a continuation of slides 3 – 6.On this slide compare the steps of the first process (substituting in values for the length and perimeter, then solve for the width) to the second process (take the formula for w, then substitute the values for length and perimeter to solve for the width). Do the comparison for each length and perimeter in the table. Students should realize the new equation is more efficient to use to solve for the width.Slide 8: Follow the same procedure as you did for the previous slide.On this slide compare the steps of the first process (substituting in values for the length and perimeter, then solve for the width) to the second process (take the formula for w, then substitute the values for length and perimeter to solve for the width). Do the comparison for each length and perimeter in the table. Students should realize the new equation is more efficient to use to solve for the width.Slide 9: This slide will help students to understand that the mathematical processes used to solve equations, are the same processes to solve literal equations.Slide 10: Transition SlideSlide 11: Give students a copy of Literal Equation Notes for students to use as the class goes through the processes to solve literal equations. Mathematical processes are infinitely cloned if needed to help with the understanding during the solving process. Encourage students to work on the Smartboard when going over each problem.Slide 12: Follow the same procedure as you did for slide 11.Slide 13: Follow the same procedure as you did for slides 11 and 12.Slide 14: Just a fun clip to show students that all literal equations are not made of letters.Slide 15: The problems from this slide are on the student copy. Give them time to work with a partner before going over the problems with the whole class. Students will solve for y, but you do not need to use the term “slope intercept form.” If students use the term acknowledge with a positive phrase for remembering from middle school. Just a reminder for the teacher that this is not the purpose of this slide.Assign students Literal Equation Puzzle as individual practice/homework.Extra Materials (if needed): Give students the worksheet A Good Strategy which includes all the concepts covered in this section of the unit. Students can work with a partner or independently. The purpose is for students to skip around on the worksheet working problems first based on their level of understanding. Students will write the problem numbers in the order they decided to work. As the teacher looks at the student’s work, check to see if they answered correctly the problems that were worked first correctly.Name __________________________________________________Find Someone WhoFind someone to solve each equation. Make sure they show all of their work before signing their name. Name _______________________________________Name _______________________________________Name _______________________________________Name _______________________________________Name _______________________________________Name _______________________________________ Name _______________________________________Name _______________________________________Name _______________________________________Find Someone Who - KEYFind someone to solve each equation. Make sure they show all of their work before signing their name. Harder Equations NotesSolve and check each equation. Then graph the solution on a number line.Solve the EquationCheck AlgebraicallyRepresent Solution on Number Line1. 2. 3. 4. Solve the EquationCheck AlgebraicallyRepresent Solution on Number Line5. 6. 7. 8. Solve the EquationCheck AlgebraicallyRepresent Solution on Number Line9. After an oil pipeline burst one morning, gas went up by $2.20 per gallon. If that afternoon you bought 10 gallons of gas for $53.90, what was the price per gallon before the oil pipeline burst that morning?10. When Apple sells their iPads, they increase the price $50 from what it costs them to actually make the iPads. One Apple store sold 10 iPads one day which cost a total of $5000. How much does an iPad cost to actually make?11. For Christmas, Samantha purchased subscriptions to Xbox Live for her four children. Each subscription cost $5 per month plus a $15 sign-up fee. If she received a bill for $120, for how many months did she purchase subscriptions for her children?Harder Equations Notes – KEY Solve and check each equation. Then graph the solution on a number line.Solve the EquationCheckGraph1. 2. 3. 4. or5. 6. 7. 8. 9. After an oil pipeline burst one morning, gas went up by $2.20 per gallon. If that afternoon you bought 10 gallons of gas for $53.90, what was the price per gallon before the oil pipeline burst that morning?10. When Apple sells their iPads, they increase the price $50 from what it costs them to actually make the iPads. One Apple store sold 10 iPads one day which cost a total of $5000. How much does an iPad cost to actually make?11. For Christmas, Samantha purchased subscriptions to Xbox Live for her four children. Each subscription cost $5 per month plus a $15 sign-up fee. If she received a bill for $120, for how many months did she purchase subscriptions for her children?Think DotsEach problem below is assigned a point value as indicated by the numbered cube to the left. Choose enough problems to total at least 10 points and work those for your assignment.Solve and graph the equation. Use the calculator to verify the answer. Solve: Represent Solution on Number Line:Solve and graph the equation. Use the calculator to verify the answer.Solve: Represent Solution on Number Line:Solve and graph the equation. Use the calculator to verify the answer.Solve: Represent Solution on Number Line:Solve and graph the equation. Use the calculator to verify the answer.Solve: Represent Solution on Number Line:386 students went on a field trip. Eight buses were filled and 10 students traveled in cars. How many students were in each bus?Solve: Represent Solution on Number Line:Bill weighs 120 pounds and is gaining ten pounds each month. Phil weighs 150 pounds and is gaining 4 pounds each month. How many months, m, will it take for Bill to weigh the same as Phil?Solve: Represent Solution on Number Line:Think Dots – KeyEach problem below is assigned a point value as indicated by the numbered cube to the left. Choose enough problems to total at least 10 points and work those for your assignment.Solve and graph the equation. Use the calculator to verify the answer. Solve and graph the equation. Use the calculator to verify the answer.Solve and graph the equation. Use the calculator to verify the answer.Solve and graph the equation. Use the calculator to verify the answer.386 students went on a field trip. Eight buses were filled and 10 students traveled in cars. How many students were in each bus?Bill weighs 120 pounds and is gaining ten pounds each month. Phil weighs 150 pounds and is gaining 4 pounds each month. How many months, m, will it take for Bill to weigh the same as Phil?Equations vs Inequalities Notes PageSolve and check each equation and inequality. Then graph the solution.1. 2. 3. 4.5. 6.You want to organize a group of friends to go to a karaoke studio this Friday night. You must pay $30 to reserve a private karaoke room plus $5 for each person in the group. You also want to have snacks for the group at a cost of $2 per person. How many people can be in the group in order for the total cost to be $65?You want to organize a group of friends to go to a karaoke studio this Friday night. You must pay $30 to reserve a private karaoke room plus $5 for each person in the group. You also want to have snacks for the group at a cost of $2 per person. How many people can be in the group in order for the total cost to be at most $65?Equations vs Inequalities Practice - KEYSolve and check each equation and inequality. Then graph the solution.1. 2.3.4.5.48260088529You want to organize a group of friends to go to a karaoke studio this Friday night. You must pay $30 to reserve a private karaoke room plus $5 for each person in the group. You also want to have snacks for the group at a cost of $2 per person. How many people can be in the group in order for the total cost to be $65?You want to organize a group of friends to go to a karaoke studio this Friday night. You must pay $30 to reserve a private karaoke room plus $5 for each person in the group. You also want to have snacks for the group at a cost of $2 per person. How many people can be in the group in order for the total cost to be at most $65?You want to organize a group of friends to go to a karaoke studio this Friday night. You must pay $30 to reserve a private karaoke room plus $5 for each person in the group. You also want to have snacks for the group at a cost of $2 per person. How many people can be in the group in order for the total cost to be $65?You want to organize a group of friends to go to a karaoke studio this Friday night. You must pay $30 to reserve a private karaoke room plus $5 for each person in the group. You also want to have snacks for the group at a cost of $2 per person. How many people can be in the group in order for the total cost to be at most $65?6.Equations vs Inequalities Foldablecentercenter Solve each equation. Check your answer algebraically. Graph the solution.Solve each inequality. Check your answer algebraically. Graph the solution.0 Solve each equation. Check your answer algebraically. Graph the solution.Solve each inequality. Check your answer algebraically. Graph the solution.2076450-219075002085975237934500Equation vs. Inequality PracticeSolve each equation or inequality, check your solution algebraically, and represent the solution on a number line.SolutionSolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number LineRepresent Solution on Number LineSolutionSolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number LineRepresent Solution on Number LineSolutionSolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number LineRepresent Solution on Number LineSolve each equation or inequality, check your solution algebraically, and represent the solution on a number line.SolutionSolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number LineRepresent Solution on Number LineSolutionSolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number LineRepresent Solution on Number LineA family wants to hold a dinner party at a restaurant. The restaurant charges $150 to rent space for the party. The food cost for each person at the party is $18. How many people will be able to attend the party if the family spends $420?SolutionA family wants to hold a dinner party at a restaurant. The restaurant charges $150 to rent space for the party. The food cost for each person at the party is $18. How many people can come to the party if the family spends no more than $420?SolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number LineRepresent Solution on Number Line57912007620KEY00KEYSolve each equation or inequality, check your solution algebraically, and represent the solution on a number line.SolutionSolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number Line31735019652066Represent Solution on Number Line4724408255066SolutionSolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number Line2265045958852.802.8Represent Solution on Number Line9982208572522SolutionSolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number Line19145251231900.500.5Represent Solution on Number Line320040927100.500.5Solve each equation or inequality, check your solution algebraically, and represent the solution on a number line.SolutionSolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number Line1219390108585-50-5Represent Solution on Number Line85207157233 -50 -5SolutionSolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number Line122872592075-40-4Represent Solution on Number Line113157077455 -40 -4A family wants to hold a dinner party at a restaurant. The restaurant charges $150 to rent space for the party. The food cost for each person at the party is $18. How many people will be able to attend the party if the family spends $420?SolutionA family wants to hold a dinner party at a restaurant. The restaurant charges $150 to rent space for the party. The food cost for each person at the party is $18. How many people can come to the party if the family spends no more than $420?SolutionCheck AlgebraicallyCheck AlgebraicallyRepresent Solution on Number Line316230011049015015Represent Solution on Number Line4743457620015015Literal Equations Notes1.The formula for potential energy is , where P is potential energy, m is mass, g is gravity, and h is height. Write an equation to represent g.53654886885002.Johnny’s teacher asked him to write a more efficient formula for the base of a triangle by rewriting its area formula. He wrote the verbal descriptions instead. Find the formula by filling in the steps based on his verbal descriptions.49695715121300 17564388945003.An oil company’s employee was asked to find the height of a cylindrical tank. Rewrite the formula to represent the height.457200-63500 3976-113200Solve each literal equation for the indicated variable.1.; for y2.; for y 3.; for y Literal Equations Notes KEY1.The formula for potential energy is , where P is potential energy, m is mass, g is gravity, and h is height. Write an equation to represent g.53654886885002.Johnny’s teacher asked him to write a more efficient formula for the base of a triangle by rewriting its area formula. He wrote the verbal descriptions instead. Find the formula by filling in the steps based on his verbal descriptions.496957153946 3.An oil company’s employee was asked to find the height of a cylindrical tank. Rewrite the formula to represent the height.457200-63500 3976-113200Solve each literal equation for the indicated variable.1. ; for y2. ; for y3. ; for yLiteral Equations PuzzleName __________________________________________Period ____What Do You Call a Wristwatch to be Worn in the 23rd Century?Solve each formula below for the indicated letter. Circle the letter next to your answer. Write this letter in the box at the bottom of the page that contains the number of that exercise. , for r (E) -336551720851234567891011121314151612345678910111213141516 (L) , for h (H) (U) , for b2 (A) (U) , for r (N) (S) , for p (N) (T) , for b (A) (I) , for F (S) (F) , for S (K) (E) , for d (S) (R) , for w (I) (P) , for t (N) (W) , for v (T) (S) , for h (I) (V) , for y (N) (C) , for C (T) (S) , for e (C) (R) 5168349673846105129311116713215481427432184125KEY0KEYWhat Do You Call a Wristwatch to be Worn in the 23rd Century?Solve each formula below for the indicated letter. Circle the letter next to your answer. Write this letter in the box at the bottom of the page that contains the number of that exercise. , for r 882396140132 (E) -336551720851234567891011121314151612345678910111213141516 (L) , for h (H) 983996138430 (U) , for b2 (A) 975868125654 (U) , for r (N) 995731144654 (S) , for p (N) 918210132411 (T) , for b967712114880 (A) (I) , for F (S) 88757736449 (F) 878637346050, for S (K) (E) , for d973870349803 (S) (R) , for w903494147872 (I) (P) , for t (N) 95293216688 (W) , for v87820540767 (T) (S) , for h876935137795 (I) (V) , for y990048350023 (N) (C) 896841336026, for C (T) (S) , for e985244347289 (C) (R) 29845208915006A10f5u12t9u3r1e11w16r7i13s2t15t4i8c241300476250014kName ___________________________________________Date _____________________Period ____A Good Strategy…work what you know first!Write in the blanks the problem number based on the order that you choose to work.____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____ 1.Write an equation for the situation below. Write the answer in a complete sentence. Verify the answer in the calculator. Then graph the solution.573097741907400On Saturday, you bowl at Mar Vista Bowl, where renting shoes costs $2 and each game is $3.50. On Sunday, you bowl at Pinz where the shoe rental is $5 and each game bowled is $3.25. If you spent the same amount each day, how many games, g, were bowled?2.Which literal equation represents solving for F correctly? A.C.B.D.3.Solve and check the inequality. Then graph the solution. 4.Write an inequality for the situation below. Write the answer in a complete sentence. Then graph the solution.604235520147300Erica has $50 to spend for food for a birthday party. The birthday cake will cost $22, and she also wants to buy 4 bags of mixed nuts. How much could she spend on each bag of nuts?5.Solve the literal equation for y. 6.Max is solving the equation . Which of the following are the correct steps in finding the solution?A.Divide both sides by 4. Then add 5 to both sides.B.Add 4 plus 4. Then subtract x from both sides.C.Subtract 4 from both sides. Then divide both sides by 8.D.Distribute 4 across the parenthesis. Then combine like terms.7.The solution of this equation has an error. Identify at which step the error occurred. Step 1Step 2Step 3 Step 4 A.Step 1C. Step 3B.Step 2D. Step 48.The length of a rectangle is 50 centimeters longer than the width. If the perimeter of the rectangle is 220 centimeters, find the width and length.46341791213619.Which equations are equivalent?I.II.III.A.I & IIC. I & IIIB.II & IIID. None of the equations are equivalent10.Solve and check the equation. Then graph the solution. 59872123542790011.A store had homemade quilts on sale for $20 off the original price. Grandmother Ethel jumped at the bargain and bought a quilt for 5 members of her family. If Grandmother Ethel paid $375 for all the quilts, what was the original price of each quilt?12.Which inequality has a solution represented by the graph below? 1506772806170-220-22A. C.B.D.13.Which is equivalent to ?A.C.B.D.14.Solve the literal equation for y. 15.A student worked the inequality showing the steps below. Step 1 Step 2 Step 3 Step 4Which statement is correct?A.There is an error in Step 2.C.There is an error in Step 4.B.There is an error in Step 3.D.No errors were made. The problem was worked correctly.62246009017000A Good Strategy, work what you know first! (KEY)Write in the blanks the problem number based on the order that you choose to work.____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____ 1.Write an equation for the situation below. Write the answer in a complete sentence. Verify the answer in the calculator. Then graph the solution.573097741907400On Saturday, you bowl at Mar Vista Bowl, where renting shoes costs $2 and each game is $3.50. On Sunday, you bowl at Pinz where the shoe rental is $5 and each game bowled is $3.25. If you spent the same amount each day, how many games, g, were bowled?2.Which literal equation represents solving for F correctly? 36178464659A.C.B.D.3.Solve and check the inequality. Then graph the solution. 4.Write an inequality for the situation below. Write the answer in a complete sentence. Then graph the solution.604235520147300Erica has $50 to spend for food for a birthday party. The birthday cake will cost $22, and she also wants to buy 4 bags of mixed nuts. How much could she spend on each bag of nuts?5.Solve the literal equation for y. 6.Max is solving the equation . Which of the following are the correct steps in finding the solution?A.Divide both sides by 4. Then add 5 to both sides.B.Add 4 plus 4. Then subtract x from both sides.392430153035C.Subtract 4 from both sides. Then divide both sides by 8.D.Distribute 4 across the parenthesis. Then combine like terms.7.The solution of this equation has an error. Identify at which step the error occurred. Step 1Step 2Step 3 Step 4 376886109745A.Step 1C. Step 3B.Step 2D. Step 44631635226778x+50xx+50x8.The length of a rectangle is 50 centimeters longer than the width. If the perimeter of the rectangle is 220 centimeters, find the width and length.The length is 80 cenitmeters and the width is 30 centimeters.9.Which equations are equivalent?I.II.III.4034155114879A.I & IIC. I & IIIB.II & IIID. None of the equations are equivalent10.Solve and check the equation. Then graph the solution. 59872123542790011.A store had homemade quilts on sale for $20 off the original price. Grandmother Ethel jumped at the bargain and bought a quilt for 5 members of her family. If Grandmother Ethel paid $375 for all the quilts, what was the original price of each quilt?12.Which inequality has a solution represented by the graph below? 1506772806170-220-22376141101489A. C.B.D.13.Which is equivalent to ?A.C.375920127911B.D.14.Solve the literal equation for y. 15.A student worked the inequality showing the steps below. Step 1 Step 2 Step 3 Step 4Which statement is correct?A.There is an error in Step 2.C.There is an error in Step 4.3588247101683B.There is an error in Step 3.D.No errors were made. The problem was worked correctly. ................
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