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Oct 3-Oct 7

Page history last edited by Levonda Rutherford 7 years, 6 months ago

Monday:

Learning Target: I can solve one-step equations. 

Bell Ringer:  

1. The Rodriguez family went on a vacation. They started with $1,875. If they spent $140 each day, which expression represents how much money they had after d days? 

A.     1,735d

B.     1,875 - 140d

C.     140d

D.      1,875 + 140d 

 

2. A rental car company charges $30 a day plus $0.05 a mile. Which expression could be used to find the cost of renting a car for m miles? 

A.    30.05m

B.     30m + 0.05m

C.     30 + 0.05m

D.    30m + 0.05

 

3. Which expression is equivalent to 2(x – 3) + 4x + 3?

A 6x

B 6x – 3

C 3x

D -2x + 3

 

Classwork:

  Continue working on evaluating expressions 

  1. Notes (ver 1): Solving Equations by Addition or Subtraction (ppt)

 

 https://www.tes.com/teaching-resource/solving-one-step-equations-11058147

 

 

Solving-One-Step-Equations-4-in-a-Line.pdf

 

Additional Resources: 

Image result for solving equations

             flash cards used for practicing 1-step and 2-step equations

             from Aplusmath.com

 

Tuesday:

 Learning Target: I can solve one-step equations.

Bell Ringer: Find the perimeter and area of the square and rectangle on the board.

Classwork:

Homework:

  •  Finish all work not completed in class
  • Quiz Tomorrow on one-step equations. 
  

Wednesday:

Learning Target: I can solve two-step equations 

 

Bell Ringer:  https://b.socrative.com/login/student/  -one-step addition/subtraction quiz

Classwork: 

 

 

TwoStepEquationsNotesMazeActivity.pdf---Run notes and puzzle sheet

 

 

Additional Resources:

  1. Video: PH Solving Two-Step Equations
  2. Video: PH Writing and Solving Two-Step Equations
  3. Video: PH Solving Multi-Step Equations Using Distributive Property
  4. Video: PH Solving Multi-Step Equations by Combining Like Terms

Equation Pong 

Connect Four

 

Thursday:

Learning Target: I can solve two-step equations. 

Bell Ringer: 

Which sentence about integers is NOT always true?

A. positive - positive = positive

B. positive + positive = positive

C. negative + negative = negative

D. positive - negative = positive

 

Kendra deposited $78 into her savings account. Two weeks later, she deposited a check for $50 into her account and withdrew $27. Which of the following expressions represents the amount of money left in her account? (Lesson 2B)

F. $78 + (-$50) + (-$27)

G. $78 + (-$50) + $27

H. $78 + $50 + (-$27)

I. $78 + $50 + $27

 

During two plays of a football game, the Valley Tigers had a loss of 4 yards and a gain of 16 yards. Which of the following expressions represents the difference between the number of yards? 

A. -4 + 16

C. 4 + 16

B. -4 + (-16)

D. 4 - 16

Classwork:

Catchphrase - Solving Equations (Falling on deaf ears).pptx

 

 

 

Additional Resources:

Facing Algebra - Two Step Equations.PDF

BINGO2Multi-StepEquations.ppt  

Friday:

 Learning Target:  I can solve multi-step equations. 

Bell Ringer: 

The temperature drops 2 degrees per hour for 3 hours. Which expression does NOT describe the change in temperature?

A. -2(3)

B. -2 + (-2) + (-2)

C. -2 - 2 - 2

D. 2(3)

 

On December 24, 1924, the temperature in Fairfield, Montana, fell from 63°F at noon to -21°F at midnight. What was the average temperature change per hour?

A. -3.5°F

B. -7°F

C. -42°F

D. -84°F

 

What integer added to -9 gives a sum of 3?

F. 12

H. 3

G. 6

I. -12

Classwork: 

 

WHODUNNIT? Multi-step equations with distributive property.

Additional Resources: 

HollywoodSquaresMltiStpEqDistrProp.ppt  
Friday: I can solve multi-step equations. 

 Exploring Multi-Step Equations MATERIALS •

paper and pencil

HOW TO PLAY

Form a group of four students.

There is no talking in this game.

One person in the group will be handed a piece of paper with an equation printed on the top.

Perform one step in solving the equation, then pass the paper to the next person in the group.

The student receiving the paper must review the work already performed, make corrections if necessary.

Then perform the next step in solving the equation and pass the paper to a third member of the group.

Each person receiving the paper must first check the work done by prior group members and then perform an additional step.

The person holding the paper when the equation is completely solved brings the paper to the front of the room.

When all groups have finished the final solvers write the solution on the board. T

he starting position rotates with each new equation.

PRACTICE In Exercises 1–9, solve the equation.

1. –3 = 5 - 3a + 4

2. 10x - 4x - 5 = 25

3. 15 = 8t + (–3t)

4. 4a - 2(a - 3) = 16

5. 17 = 3(y + 1) - 4y

6. 3/4 (16x − 4) = 21

7. 2/5 (x − 3) − 2 = 6

8. 3(x - 2) + 1 = –4

9. 3(x - 8) + 2x = –22

Closer: 

What were some common mistakes that you and your classmates made in solving multi-step equations? How can you avoid making these mistakes in the future?.

How important was it that each member of your group showed their work clearly? Why is it important to show all of your steps in solving an equation?

Additional Resources:

 

 

 

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